1. Heinrich Sartin Elementary Science Specialist, ESC North
The Next Generation Science Standards “Teaching Students to Think and Act Like Scientists and Engineers”
Edison Elementary
Tuesday, April 14, 2015
Heinrich Sartin
Elementary Science Specialist, ESC North

2. Today's Agenda Introduction
Norms for Professional Learning Communities
Engineering Design in the NGSS (Engineering Challenge)
The Nature of Science (Black Boxes Task)
Connections to the Common Core State Standards
Evaluation

3. Professional Learning Community Norms
Be present
Start and end on time
Silence cell phones
Value each other’s input
Listen to understand
Focus on what the data tells us
Ask the hard questions
Think outside of the box
What is learned here leaves here
Be open to sharing and collaborating

4. Engineering Design Task
Cut a hole in an index card that is large enough to pass your entire body through.
Your finished product needs to be a continuous piece of paper that has not been reattached in any way.
You may not use the Internet to assist you.
Work with a partner to accomplish this task
You have 20 minutes

5. Engineering Design Task Solution Steps
1. Cut a slit down the middle of the index card.

6. Engineering Design Task Solution Steps
2. Beginning at one end of the slit, make alternating cuts from the inside and outside on one side of the card.

7. Engineering Design Task Solution Steps
3. Continue making cuts until you read the other end of the slit.

8. Engineering Design Task Solution Steps
4. Mirror the cuts on the other side of the card.

9. Engineering Practices
The engineering practices are a natural extension of science practices.
Science instruction often includes opportunities for students to engage in engineering practices.

10. Engineering Design (3 Components)
Defining the problem
Designing solutions
Optimizing the design solution

11. Engineering Design in Grades K-2
Engineering design in the earliest grades introduces students to “problems” as situations that people want to change.
Students can use tools and materials to solve simple problems, use different representations to convey solutions, and compare different solutions to a problem and determine which is best.

12. Engineering Design in Grades 3-5
In the upper elementary grades, engineering design engages students in more formalized problem solving.
Students define a problem using criteria for success and constraints or limits of possible solutions.
Generating and testing solutions also becomes more rigorous as the students learn to optimize solutions by revising them several times to obtain the best possible design.

13. Engineering Design for Elementary Grades
Students in the elementary grades are not expected to come up with original solutions, although original solutions are always welcome.
Emphasis is on thinking through the needs or goals that need to be met, and which solutions best meet those needs and goals.

14. Comparing CA Standards with NGSS Performance Expectations
Current CA Science Standards (Gr. 2)
NGSS Performance Expectation (Gr. 2)
Students know objects fall to the ground unless something holds them up.
Students will write or draw descriptions of a sequence of steps, events, and observations.
Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
Know
Know & Do Do

15. Grade 2
Physical Science
Performance Expectation
Scientific & Engineering Practices
Disciplinary Core Ideas
Crosscutting
Concepts
Connections to CCSS

16. Performance Expectation
Decoding the Numbers and Letters
3-PS2-1
Grade
Level
Content Focus
Content
Sub Idea
Performance Expectation

17. The 3 Dimensions of NGSS Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
Dimension 1
Dimension 2
Dimension 3

18. NGSS - Three Dimensions
Science and Engineering Practices
1. Asking questions and defining problems
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Developing explanations and designing solutions
7. Engaging in argument
8. Obtaining, evaluating, and communicating information
Dimension 1

19. NGSS - Three Dimensions
Disciplinary Core Ideas
Physical Sciences: PS1, PS2, PS3, & PS4
Life Sciences: LS1, LS2, LS2, & LS4
Earth & Space Sciences: ESS1, ESS2, & ESS2
Engineering & Technical Subjects: ETS1, ETS2, & ETS3
Dimension 2

20. NGSS - Three Dimensions
Crosscutting Concepts
Patterns
Cause and effect
Scale, proportion and quantity
Systems and system models
Energy and matter
Structure and function
Stability and change
Dimension 3

21. Performance Expectations
NGSS Performance Expectations
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
Dimension 1
Dimension 2
Dimension 3

22. Why New Standards?
The U.S. ranks 27th out of 29 developed nations in the proportion of college students receiving undergraduate degrees in science and engineering.
Source: National Research Council

23. Why New Standards?
Nearly 90 percent of high school graduates say they’re not interested in a career or a college major involving science, technology, engineering or math, known collectively as STEM, according to a survey of more than a million students who take the ACT test.
Source: New York Times

24. Timeline for NGSS Implementation
Stage 1
Stage 2
Stage 3
Stage 4 .
Initial Exposure to NGSS
Deepening Understanding of NGSS
Planning Instruction around NGSS
Full Alignment of Instruction to NGSS

25. Timeline for NGSS Implementation
Stage 1
Stage 1 – “Initial Exposure”
Teachers are beginning to learn and become familiar with the conceptual shifts (innovations), the three dimensions of learning, and the performance expectations of the NGSS.
Teachers will continue to use the current California science standards, but are encouraged to implement the NGSS scientific and engineering practices and the NGSS Crosscutting Concepts.
The CST will continue to be administered in grades 5, 8, and 10.

26. Timeline for NGSS Implementation
Stage 1
Stage 2
Stage 2 – “Deepening Understanding”
Teachers engage in on-going research and the building of personal understanding of the conceptual shifts (innovations), the three dimensions of learning, and the performance expectations of the NGSS.
Teachers will continue to use the current California science standards, but are encouraged to implement the NGSS scientific and engineering practices and the NGSS Crosscutting Concepts.
The CST will continue to be administered in grades 5, 8, and 10.

27. Timeline for NGSS Implementation
Stage 1
Stage 2
Stage 3
Stage 3 – “Planning Instruction”
Teachers begin planning lessons and units aligned to the three dimensions and performance expectations of the NGSS, returning to the previous stage as needed to ensure coherence with the conceptual shifts (innovations) of the NGSS.
Formal instructional shifts will begin to prepare for full implementation with anticipated adoption of new science instructional materials.
If there is no new NGSS-aligned assessment in place, then the CST will continue to be administered in grades 5, 8, and 10.

28. Timeline for NGSS Implementation
Stage 1
Stage 2
Stage 3
Stage 4
Stage 4 – “Full Alignment”
Teachers design and plan instruction aligned to NGSS curriculum and assessment.
Teachers use newly-adopted science materials.
Students take NGSS-aligned science assessment.

29. Engaging in the NGSS Science and Engineering Practices
I found some black boxes. Each one has a round object inside. They are permanently glued and taped shut, so I can’t open them. Can you help me figure out what the inside of the these boxes look like?

30. What does the inside of your box look like?
Focus Question #1
What does the inside of your box look like?
Work in teams of two
Write down questions that you have about your black box.
Write a short description of what you think the inside of the black box looks like and include a detailed drawing with labeled parts
Focus on shape and location

31. Black Boxes
Sharing Ideas
Locate the chart paper for your box (A-D) and draw your team’s idea of what the inside of your black box looks like.

32. Collaboration & Consensus
Black Boxes
Collaboration & Consensus
Get together with another team that has the same black box (A-D) and come to consensus about what the inside of your black box looks like.

33. Black Boxes
Consensus Drawing
Choose a representative from your combined group of four to draw a revised plan of your black box.

34. Black Boxes
Focus Question #2
How did working with other scientists change your original thinking about your black box?

35. Debriefing the Experience
Black Boxes
Debriefing the Experience
The term “black box” is a general term scientists and engineers use to describe a system that works in mysterious or unknown ways.
For most people, a TV is a black box. Electricity goes in and a picture miraculously appears on the screen. A telephone is another example of a black box.
What are other examples of black boxes?

36. Debriefing the Experience
Black Boxes
Debriefing the Experience
Which NGSS Science and Engineering Practices were evident?
How does this lesson connect to CCSS ELA and math standards and practices?

37. Practices in Mathematics, Science, and English Language Arts*
ELA
M1. Make sense of problems and persevere in solving them.
M2.  Reason abstractly and quantitatively.
M3.  Construct viable arguments and critique the reasoning of others.
M4.  Model with mathematics.
M5.  Use appropriate tools strategically.
M6.  Attend to precision.
M7.  Look for and make use of structure.
M8.  Look for and express regularity in repeated reasoning.
S1.  Asking questions (for science) and defining problems (for engineering).
S2.  Developing and using models.
S3.  Planning and carrying out investigations.
S4.  Analyzing and interpreting data.
S5.  Using mathematics, information and computer technology, and computational thinking.
S6.  Constructing explanations  (for science) and designing solutions (for engineering).
S7.  Engaging in argument from evidence.
S8.  Obtaining, evaluating, and communicating information.
E1.  They demonstrate independence.
E2.  They build strong content knowledge.
E3.  They respond to the varying demands of audience, task, purpose, and discipline.
E4.  They comprehend as well as critique.
E5.  They value evidence.
E6.  They use technology and digital media strategically and capably.
E7.  They come to understanding other perspectives and cultures.
* The Common Core English Language Arts uses the term “student capacities” rather than the  term “practices” used in Common Core Mathematics and the Next Generation Science Standards. 

38. Connections to the CCSS

39. NGSS Disciplinary Core Ideas by Grade Level
PS1
Matter and its Interactions
PS2
Motion and Stability: Forces and Interactions
PS3
Energy
PS4
Waves and Their Applications in Technologies for Information Transfer
LS1
From Molecules to Organisms: Structures and Processes
LS2
Ecosystems: Interactions, Energy, and Dynamics
LS3
Heredity: Inheritance and Variation of Traits
LS4
Biological Evolution: Unity and Diversity
ESS1
Earth’s Place in the Universe
ESS2
Earth’s Systems
ESS3
Earth and Human Activity K  1 2 3 4 5

40. NGSS Disciplinary Core Ideas by Grade Level
PS1
Matter and its Interactions
PS2
Motion and Stability: Forces and Interactions
PS3
Energy
PS4
Waves and Their Applications in Technologies for Information Transfer
LS1
From Molecules to Organisms: Structures and Processes
LS2
Ecosystems: Interactions, Energy, and Dynamics
LS3
Heredity: Inheritance and Variation of Traits
LS4
Biological Evolution: Unity and Diversity
ESS1
Earth’s Place in the Universe
ESS2
Earth’s Systems
ESS3
Earth and Human Activity K  1 2 3 4 5

41. NGSS Disciplinary Core Ideas by Grade Level
PS1
Matter and its Interactions
PS2
Motion and Stability: Forces and Interactions
PS3
Energy
PS4
Waves and Their Applications in Technologies for Information Transfer
LS1
From Molecules to Organisms: Structures and Processes
LS2
Ecosystems: Interactions, Energy, and Dynamics
LS3
Heredity: Inheritance and Variation of Traits
LS4
Biological Evolution: Unity and Diversity
ESS1
Earth’s Place in the Universe
ESS2
Earth’s Systems
ESS3
Earth and Human Activity K  1 2 3 4 5

42. NGSS Disciplinary Core Ideas by Grade Level
PS1
Matter and its Interactions
PS2
Motion and Stability: Forces and Interactions
PS3
Energy
PS4
Waves and Their Applications in Technologies for Information Transfer
LS1
From Molecules to Organisms: Structures and Processes
LS2
Ecosystems: Interactions, Energy, and Dynamics
LS3
Heredity: Inheritance and Variation of Traits
LS4
Biological Evolution: Unity and Diversity
ESS1
Earth’s Place in the Universe
ESS2
Earth’s Systems
ESS3
Earth and Human Activity K  1 2 3 4 5

43. NGSS Disciplinary Core Ideas by Grade Level
PS1
Matter and its Interactions
PS2
Motion and Stability: Forces and Interactions
PS3
Energy
PS4
Waves and Their Applications in Technologies for Information Transfer
LS1
From Molecules to Organisms: Structures and Processes
LS2
Ecosystems: Interactions, Energy, and Dynamics
LS3
Heredity: Inheritance and Variation of Traits
LS4
Biological Evolution: Unity and Diversity
ESS1
Earth’s Place in the Universe
ESS2
Earth’s Systems
ESS3
Earth and Human Activity K  1 2 3 4 5

44. NGSS Disciplinary Core Ideas by Grade Level
PS1
Matter and its Interactions
PS2
Motion and Stability: Forces and Interactions
PS3
Energy
PS4
Waves and Their Applications in Technologies for Information Transfer
LS1
From Molecules to Organisms: Structures and Processes
LS2
Ecosystems: Interactions, Energy, and Dynamics
LS3
Heredity: Inheritance and Variation of Traits
LS4
Biological Evolution: Unity and Diversity
ESS1
Earth’s Place in the Universe
ESS2
Earth’s Systems
ESS3
Earth and Human Activity K  1 2 3 4 5

45. Performance Expectations by Grade Level
Physical Science
Life Science
Earth and Space Science
Engineering and Technical Subjects
Total K 4 1 5 3 13 2 12 14 8 18 7 17 6 16

46. The NGSS Performance Expectations
As a grade-level team, discuss how the new NGSS Performance Expectations will impact teaching and learning at your grade level.

47. What Can Teachers Do Right Now?
“…continue to teach what you are currently teaching, but endeavor to modify how you teach it—align instruction with the guidance provided in the Framework regarding implementation of the scientific and engineering practices.”
Stephen Pruitt, Achieve Senior vice president and Lead Developer of the NGSS

48. Summary We are all learning this together.
Engineering design in science will be new for CA.
Feel free to do more research by reading the Framework and the NGSS.
Locate and examine NGSS science lessons on the Internet to see how the three dimensions work together with the Performance Expectations.
Begin to integrate the Scientific and Engineering Practices into your science lessons.

49. Resources for Further Research and Learning
The Next Generation Science Standards:
A Framework for K-12 Science Education
NGSS Videos from Paul Anderson (Bozeman Science)

50. Thank you!
Heinrich Sartin Elementary Science Specialist ESC North Office Phone: (818)