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INTRODUCTION TO NGSS. Rate Your Familiarity with NGSS Choose one of the following that best describes your familiarity with the NGSS and explain your.

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Presentation on theme: "INTRODUCTION TO NGSS. Rate Your Familiarity with NGSS Choose one of the following that best describes your familiarity with the NGSS and explain your."— Presentation transcript:


2 Rate Your Familiarity with NGSS Choose one of the following that best describes your familiarity with the NGSS and explain your choice: 1)I know there are new science standards 2)Know a little about them/I know they have different colored sections on the paper 3)Read some of the framework/standards 4)I have a real deep understanding of standards their meaning and the content taught 5)I could lead a PD or group planning on the standards. P-12 MSOU of PIMSER

3 A New Vision of Science Learning that Leads to a New Vision of Teaching The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields. A Framework for K-12 Science Education p. 1-2 P-12 MSOU of PIMSER


5 Sean Elkins’ TED TALK generation-schools-and- districts/2013/09/speed-bumps-on-the-road- to-ngss/ generation-schools-and- districts/2013/09/speed-bumps-on-the-road- to-ngss/

6 What’s Different about the Next Generation Science Standards?

7 Three Dimensions Intertwined  The NGSS are written as Performance Expectations  NGSS will require contextual application of the three dimensions by students.  Focus is on how and why as well as what

8 Instructional Shifts in the NGSS 1.Performance Expectations 2.Evidence of learning 3.Learning Progressions 4.Science and Engineering 5.Coherence of Science Instruction 6.Connections within Science and between Common Core State Standards

9 “…students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content.” – A Framework for K-12 Science Education, pg. 218 P-12 MSOU of PIMSER

10 Standards: Nexus of 3 Dimensions Not separate treatment of “content” and “inquiry” (No “Chapter 1”) Curriculum and instruction needs to do more than present and assess scientific ideas – they need to involve learners in using scientific practices to develop and apply the scientific ideas. P-12 MSOU of PIMSER Core Ideas Practices Crosscutting Concepts

11 Guiding Principles Students in K-12 should engage in all of the eight practices over each grade band. Practices grow in complexity and sophistication across the grades. Each practice may reflect science or engineering. Practices represent what students are expected to do, and are not teaching methods or curriculum. The eight practices are not separate; they intentionally overlap and interconnect. Performance expectations focus on some but not all capabilities associated with a practice. Science and Engineering Practices P-12 MSOU of PIMSER

12 Science and Engineering Practices P-12 MSOU of PIMSER 1. Asking questions (science) and defining problems (engineering) 2. Developing and using models 3.Planning and carrying out investigations 4.Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (science) and designing solutions (engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

13 Crosscutting Concepts 1.Patterns 2.Cause and effect 3.Scale, proportion, and quantity 4.Systems and system models 5.Energy and matter 6.Structure and function 7.Stability and change Framework 4-1




17 Standards Based Education System Curriculum Standards Teacher Observation of Students Math Language Arts Science Instruction Skills Classroom Assessments Accompanying Instructional Materials StandardsAssessments State Level NRT and ELD Assessment

18 Structure/Dimensions of the Framework Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts “The three dimensions of the Framework, which constitute the major conclusions of this report, are presented in separate chapters. However, in order to facilitate students’ learning, the dimensions must be woven together in standards, curricula, instruction, and assessments.” NRC Framework Pages 29 - 30

19 3-D Model = Science Performance at the Intersection 3D Student Performances 1. Instruction 2. Assessment 3. Instructional Materials 4. Professional Development Science and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas

20 Gathering Reasoning Communicating (Moulding, 2012)

21 Table discussion Assign the eight Science and Engineering Practices to the appropriate category (categories?) independently. Discuss your placement decisions with a shoulder partner. Take note of any AH-HA moments, and questions you may have.

22 Gathering Reasoning Communicating Obtain Information Ask Questions/Define Problems Plan & Carry Out Investigations Use Models to Gather Data Use Mathematics & Computational Thinking Evaluate Information Analyze Data Use Mathematics and Computational Thinking Construct Explanations/Solve Problems Developing Arguments from Evidence Use Models to Predict & Develop Evidence Communicate Information Using Argue from Evidence (written/oral) Use Models to Communicate (Moulding, 2012)

23 Crosscutting Concepts Cause and Effect Patterns Systems Scale Change and Stability Structure and Function Matter and Energy The Framework has identified seven key Crosscutting Concepts that serve a variety of purposes in science. This is one way to organize them for instruction.

24 Systems Scale and Proportion Stability and Change Matter and Energy Causality Cause and Effect Structure and Function Patterns

25 Science Performances Engaging Students in Science and Engineering Practices Using Core Ideas as evidence in Science Performances Clearly Defined and Meaningful Use of Crosscutting Concepts

26 Phenomena Defining Systems to Investigate Finding and Using Patterns as Evidence Determining Cause and Effect Relationships

27 Developing your Learning Experience In grade/subject level groups of 2 or 3 Think of what you will be teaching in the next 3-4 weeks. On a seperate sheet of paper note your favorite experience you would use to teach it. In your group come to an agreement on the topic you would all like to work on Locate the PE that is congruent and begin to deconstruct the PE into LT's

28 Developing your Learning Experience Work in your groups and using the idea template (Gathering, Reasoning Communicating), create an experience for your students. Facilitators will choose a group(s) to share, give feedback from the larger group. There will be time for all to revise based on the group discussion.

29 Learning Experience Expectation Teachers will implement lesson idea before next meeting and bring back reflections.

30 Introduction to NGSS/KCAS Science INTRODUCTION TO NGSS/KCAS SCIENCE CAMPBELL COUNTY TRAINING CENTER September 30 th, 2014 3:30-5:30pm This training will be an introduction to NGSS/KCAS Science Sign up for training in CIITS or contact (no one will be turned away, more than welcome at the last minute) Hallie Booth :

31 Science Cadre Become a part of the learning, building, and collaborative Regional Science Cadre in the Northern Kentucky Area Campbell County Training Center Dates: 9/25 from 4:10-6:30 ALL other dates from 3:45-6; 9/30, 10/16, 11/18, 12/16, 1/27, 2/24, 3/12 The Cadre will meet monthly to discuss lessons, assessments, and learning targets created and implemented. This is a great opportunity for science teachers K-8 to have rich discussions, share ideas and work together to understand and implement KCAS Science Standards. All Meetings will take place at the Campbell County Training Center ( AEC). Please sign up through CIITS so that we have a total number but no one will be turned away, if you determine you can join at the last minute! Search for session: CCS SCIENCE CADRE 2014 Any questions or concerns please contact Hallie Booth : or Melissa Turner at

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