1. Bundling NGSS PEs: A 10-Step Process NGSS Michigan / CREATE for STEM
NGSS Unit Development
Bundling NGSS PEs: A 10-Step Process
Susan Codere Kelly
NGSS Michigan / CREATE for STEM
MSTA Conference
February 27, 2015

2. Presentation adapted from resources developed with
MSU’s CREATE for STEM Institute
Other members of the MI NGSS External Review Team
Presentation Ppt and handout files posted at NGSSMichigan.com and uploaded to MSTA Conference Site at
Slides with CREATE for STEM Institute background are copied from Introduction to NGSS Workshops
Slides that do not include CREATE background are from other sources. Related information can be found on the NGSSMichigan.com and MissionLiteracy.com sites.

3. Learning Goals
Explain the importance of using NGSS PEs for planning instruction.
Describe the strategies and steps for planning instruction to meet the intent of the NGSS.
Find and use resources to support unit/lesson development.

4. Group Discussion How familiar are you with the NGSS?
Have you participated in introductory PD sessions?
Is your district revising science curricula/pacing guides to reflect
NGSS?
3 – Dimensional Learning?
Discuss in groups of three or four using the questions on the slide.

5. Group Discussion Where will/did you begin? Have you read
The Framework for K-12 Science Education?
The Introduction to the NGSS?
NGSS PEs for your grade / course / responsibility?
The supporting appendices?
Have you adapted units/lessons to better address the NGSS?
Discuss in groups of three to four using the questions on the slide.

6. 5 NGSS PD Complete -- Fully aligned
4 NGSS PD Ongoing – District
Alignment in progress
3 NGSS Introduced – Adapting
Lessons based on NGSS PEs
2 Framework Introduced –
Implementing Practices
1 No formal PD –
Waiting for Adoption
0 No Plans – New to
NGSS

7. www.nextgenscience.org Web Access to All NGSS Documents

8. Conceptual Focus of NGSS
K-12 Science education should reflect the interconnected nature of science as it is practiced and experienced in the real world.
The Next Generation Science Standards are student performance expectations – NOT curriculum.
The science concepts build coherently from K-12.
The NGSS focus on deeper understanding of content as well as application of content.
Science and Engineering are integrated in the NGSS from K–12.
The NGSS and Common Core State Standards (ELA/Literacy and Mathematics) are aligned.

9. NGSS Performance Expectations
Provide the basis for assessment.
Provide guidance for designing instruction.
Define a K-12 progression for 3-D science learning (content, practices, concepts).
Define science for ALL students
In the NGSS, standards are expressed as performance expectations (PEs). Each PE provides the learning goal and defines the actual performance for achieving this learning goal by the end of the grade or grade band. PEs are not curriculum, but provide guidance for designing instruction to help our students meet the intent of the NGSS each school year. Our current GLCE/HSCE are written to inform instruction and assessment.

10. NGSS Structure
Inside the Box (NSTA)
NGSS Three Dimensions Overview

11. Cross Cutting Concepts
What is the Value of Weaving the Three Dimensions of the Framework Together?
Strengthening Scientific Thinking
Lengthening Scientific Thinking
Developing Flexible Scientific Thinking
Making Connections within Scientific Thinking
Developing Conceptual Understanding across Disciplines
NSTA Three Dimensions
Twisting or braiding fibers together forms a rope.
1. The process of combining the strands improves the strength & flexibility of the rope.
2. As you braid or twist your three strands of colored yarn together consider that each strand of the yarn represents one of the three dimensions of the framework.
3. Once you are finished braiding or twisting your strands, test your rope. Tug on the rope. Note its flexibility and the strength of your rope. Note its increase in length and the increased interconnectedness of its fibers as they now form one strand or rope.
The Three Dimensions of the Framework are woven together to form each of the Next Generations Science Standards (NGSS).
4. Each Next Generations Science Standard contains all three dimensions of the Framework. This increased interconnectedness of the science standards will help students deepen their scientific understandings within and among the branches of science.
5. In addition, there are connections to the Common Core State Standards for English Language Arts, Literacy in Science, and Common Core State Standards for Mathematics.
6. By combining all three dimensions into each standard, science lessons have the potential to enable students to continually strengthen, and lengthen and deepen their scientific knowledge and practices over time.
Tips:
Use three different colors of yarn cut about 12 inches long.
Emphasize that each colored strand of yarn represents one of the three dimensions of the Framework.
Cross Cutting Concepts
Core Ideas
Practices

12. Organized around Disciplinary Core Ideas (DCIs)
Fewer, Clearer, Higher
DCIs serve as thinking tools that students use to solve problems and make decisions.
Standards and curriculum materials. focused on a limited number of core ideas.
Core ideas provide a framework of science knowledge on which to build new learning.
DCIs serve as thinking tools that students use to solve problems and make decisions. NGSS are designed based on what all learners need to know and be able to do as informed and active citizens in the 21st century. It’s not about teaching everything possible; rather the NGSS focus on helping students from K-12 develop conceptual tools. A focus on learning core ideas blended with practices and crosscutting concepts leads to deeper, more connected understanding of content. The continuing expansion of scientific knowledge makes it impossible to teach all the ideas related to a given discipline in exhaustive detail during the K to12 years. In an information age— the role of science education is not to teach “all the facts” but rather to prepare students with sufficient core knowledge so in the future they can acquire additional information on their own.

13. Characteristics of Core Ideas
Disciplinary significance
Explanatory power
Generative
Relevant to peoples’ lives
Usable from K to 12
DCIs have important common characteristics.
A core idea is central to the discipline. For example, evolution in biology; chemical reactions in chemistry; energy in physics. DCIs drive, and are essential to explaining, the phenomena of the discipline; they have explanatory power. Close your eyes and think, what ideas in my discipline give students power to explain a variety of phenomena? Those ideas that you visualize are DCIs.
Core ideas are generative; because they represent fundamental scientific knowledge students can use them to explore, interpret, or explain new phenomena. They help students generate new models and develop causal reasoning about scientific phenomena. A core idea also relates to the interests and life experiences of students, and may be connected to societal or personal concerns.
A DCI is taught across K-12. Through our instruction, students build a deep understanding of the DCI from K through 12.

14. Value of Focusing on Core Ideas
Enables time for
Deep exploration of important concepts and principles.
Developing integrated understanding (connections among ideas).
Using practice of science and engineering.
Reflecting on the nature of science and scientific knowledge.
Provides a more coherent way for science to develop across grades K-12.
With fewer core ideas, teachers can to go into more depth and students can explore more deeply. We can blend the core ideas with the science and engineering practices and crosscutting concepts, allowing learners to develop an integrated understanding – the connections students form between ideas that enable them to solve problems, make decisions, explain phenomena, and learn more.

15. Disciplinary Core Ideas
Life Science
Physical Science
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
PS1: Matter and Its Interactions
PS2: Motion and Stability: Forces and Interactions
PS3: Energy
PS4: Waves and Their Applications in Technologies for Information Transfer
Earth & Space Science
Engineering & Technology
ESS1: Earth’s Place in the Universe
ESS2: Earth’s Systems
ESS3: Earth and Human Activity
ETS1: Engineering Design

16. Science and Engineering Practices
The multiple ways of knowing and doing that scientists and engineers use to study the natural world and design world.
Asking questions (for science) and defining problems (for engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations (for science) and designing solutions (for engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
The NGSS practices represent the multiple ways of knowing and doing that scientists and engineers use to study the natural world and design world. The Framework identifies eight science and engineering practices that serve as essential elements of the K – 12 science instruction. The eight practices include ..(Read from Slide)

17. Science and Engineering Practices
The practices work together – they are not separated!
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. Constructing explanations and designing solutions
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
The eight practices work together (overlap and interconnect) - they are not separated! For example, the practice of “mathematical and computational thinking” may include some aspects of “analyzing and interpreting data.” The data often come from planning and carrying out an investigation. It is important to help students see the connections among the eight practices.
(Appendix F pp. 2 – 3)

18. The Development of Modeling Practice
Students in Grades K-12 should engage in all eight practices in each grade band. Each practice grows in complexity and sophistication across the grades. This slide shows the K-12 progression of Practice 2: Developing and Using Models, as an example. Models allow scientists and learners to make predictions about future events and explain phenomena by providing causal accounts. Students move from developing or using a model that represents amounts, relationships and patterns in the natural world to developing and using a model to generate data to support explanations, analyze system, and solve problems.

19. STEM Teaching Tools Practice Brief #3
NGSS Practices – I Can Poster
STEM Teaching Tools Practice Brief #3

20. Crosscutting Concepts
Patterns
Cause and effect
Scale, proportion, and quantity
Systems and system models
Energy and matter
Structure and function
Stability and change
Framework 4-1
CCC serve as intellectual tools for organizing instruction and connecting learning across disciplines; they bridge disciplinary boundaries and provide explanatory value throughout much of science and engineering.
The crosscutting concepts have application across all domains of science. As such, they provide one way of linking across the domains in Dimension 3. These crosscutting concepts are not unique to this report. They echo many of the unifying concepts and processes in the National Science Education Standards [7], the common themes in the Benchmarks for Science Literacy [6], and the unifying concepts in the Science College Board Standards for College Success [9] (Framework, p. 2-5).
These crosscutting concepts were selected for their value across the sciences and in engineering. These concepts help provide students with an organizational framework for connecting knowledge from the various disciplines into a coherent and scientifically based view of the world (Framework, p. 4-1).
1. Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.
2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in newcontexts.
3. Scale, proportion, and quantity. In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.
(Framework, p. 4-1)
4. Systems and system models. Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering.
5. Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations.
6. Structure and function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions.
7. Stability and change. For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of the system are critical elements of study.
(Framework, p. 4-2)

21. Crosscutting Concepts

22. Progression of Crosscutting Concepts Across the Grades
Grades K-2
Recognize that patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
Grades 3-5
Identify similarities and differences in order to sort and classify natural objects and designed products.
Grades 6-8
Identify patterns in rates of change and other numerical relationships that provide information about natural and human designed systems..
Grades 9-12
Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.

23. NGSS Crosscutting Concepts
1. Patterns
2. Cause and effect: Mechanism and explanation 
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter: Flows, cycles, and conservation.
6. Structure and function
7. Stability and change
Cognitive Skills connecting to NGSS Crosscutting Concepts
Concrete Skills: Objects, Characteristics and Quantity
Basic abstraction skills: Patterns, Concepts, Scale, Proportion
Advanced abstraction skills:
Cause and Effect
Structure and Function
Stability and Change
Flows, Cycles, Conservation
Procedures, Algorithms
Systems, Models
Meta skills: Metacognitive, Meta strategic, and Critical Thinking skills
* Items in italics correspond to NGSS Crosscutting concepts. Energy and matter is represented as Flows, Cycles and Conservation. (Bruce Shafer, Oregon)
(Bruce Shafer, Oregon)

24. Deeper Understanding Designed by Jonathan Osborne
Science needs a rebalancing. “Minds-on” as well as ‘hands on’. 4 quadrants and more emphasis on the later to balance and allow for deeper understanding. Real inquiry helps, but too often we consider doing science or hands-on science as inquiry and miss the question and communication aspects.

25. Strategies for Planning Instruction to Meet Performance Expectations
Integrate the disciplinary core idea(s) with various scientific practices and crosscutting concepts.
Ideas expressed in a bundle of PEs need to be carefully developed in multiple lessons over time.
Take into consideration prior performance expectations that serve as the foundation for the current PEs.
Developing the proficiency described in any PE will require that students experience the DCIs integrated with various science and engineering practices and crosscutting concepts. Similarly for students to gain proficiency in the use of science and engineering practices, they need to use the practices with a variety of DCIs and crosscutting concepts. In this way students will build useable, integrated understanding of the DCIs and crosscutting concepts and proficiency in using the practices.
A good way to think about how to plan instruction to meet performance expectations is that one lesson will not supply enough support for students to build the depth and integration of usable understanding required in a performance expectation. Thus, we need to scaffold the development of understanding expressed in the PEs. First we need to consider ideas expressed in a “bundle” of PEs (by this we mean “several related PEs”), which will need to be carefully developed in multiple lessons over time. In addition, we need to consider prior PEs that serve as the foundation for the current bundle of PEs for which we are planning instruction.

26. 10-Step Process for Planning Instruction to Meet NGSS PEs
STEP 1: “Bundle” related PEs, typically from one topic area or related areas.
STEP 2: Inspect PEs, clarification statements, and assessment boundaries.  
STEP 3: Examine DCIs, S & E Practices, and CCC coded to the PEs
STEP 4: Examine closely the DCI(s) and PE(s) and take into consideration prior PEs
STEP 5: Identify S & E Practices that support instruction of DCI(s).
Here we propose a 10-step process to guide teachers in developing a series of lessons to build student proficiency in a bundle of related PEs. This process was developed at Michigan State University, along with colleagues from the Michigan Department of Education, and members of the NGSS Lead State Internal Review Team. Let’s take a careful look at these 10 steps.
Step 1: Select performance expectations that work well together – a “bundle” of related PEs – to promote proficiency in using the ideas expressed. Often the bundle will include PEs from a single NGSS topic (see topic arrangement) or DCI (see DCI arrangement), but a bundle could draw in PEs from other topics or DCIs.
Step 2: Inspect the performance expectations, clarification statements, and assessment boundaries to identify implications for instruction.
Step 3: Examine DCI(s), science and engineering practices, and crosscutting concepts coded to the PEs to identify implications for instruction.
Step 4: Examine closely the DCI(s) and PE(s). What understandings need to be developed? What content ideas will students need to know? What must students be able to do? Take into consideration prior PEs that serve as the foundation for the cluster of PEs the lessons will address.
Step 5: Identify science and engineering practices that support instruction of the core ideas. Develop a coherent sequence of learning tasks that blend together various science and engineering practices with the core ideas and crosscutting concepts.

27. 10-Step Process for Planning Instruction to Meet NGSS PEs
STEP 6: Develop “learning performances” STEP 7: Determine the acceptable evidence for assessing learning performances STEP 8: Select related CCSS-M and CCSS-L STEP 9: Carefully construct a storyline STEP 10: Ask: How do the task(s)/lesson(s) help students move towards an understanding of the PE(s)?”
Step 6: Develop learning performances. Learning performances guide lesson development to promote student learning; they build to the level of understanding intended in the bundle of performance expectations.
Step 7: Determine the acceptable evidence for assessing learning performances, both formative and summative.
Step 8: Select related Common Core Mathematics Standards (CCSS-M) and Common Core Literacy Standards (CCSS-L).
Step 9: Carefully construct a storyline to help learners build sophisticated ideas from prior ideas, using evidence that builds to the understanding described in the PEs. Describe how the ideas will unfold. What do students need to be introduced to first? How would the ideas and practices develop over time?
Step 10: Ask: How do the task(s)/lesson(s) help students move towards an understanding of the PE(s)?”

28. Beginning the 10-Step Process
Pick one topic or DCI related to your teaching. Bundle the related PEs.
Describe the steps for developing instruction to help students meet those PEs.
Workshop 6 Ending in prep for Workshop 7 - Ask participants to pick one topic or DCI related to their teaching. Bundle related PEs. Describe the steps for developing instruction to help students meet those PEs.

29. Planning Resources for Unit Development
Templates posted on NGSS MI
5E Learning Cycle Model
VanAndel Insitute VAI QPOE2 Learning Cycle
K.FI sample unit overview chart
CREATE4STEM Planning Instruction Worksheet
Handouts in today’s session

30. NGSS Matrix Organized by Topics http://nstahosted
Select Topic from your handout.

31. NGSS K.FI – MI Grade K GLCE Forces and Interactions: Pushes and Pulls
P.FM Force and Motion P.FM.E.3 Force- A force is either a push or a pull. The motion of objects can be changed by forces. The size of the change is related to the size of the force. The change is also related to the weight (mass) of the object on which the force is being exerted. When an object does not move in response to a force, it is because another force is being applied by the environment. P.FM Demonstrate pushes and pulls on objects that can move. P.FM Observe that objects initially at rest will move in the direction of the push or pull. P.FM Observe how pushes and pulls can change the speed or direction of moving objects. P.FM Observe how shape (for example: cone, cylinder, sphere) and mass of an object can affect motion.
K.FI – Forces and Interactions: Pushes and Pulls
Students who demonstrate understanding can:
K-PS2-1 Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
K-PS2-2 Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.*
DCI Components
PS2.A Forces and Motion
PS2.B Types of Interactions
PS3.C Relationship between Energy and Forces
ETS1.A Defining Engineering Problems

32. NGSS 3.FI – MI Grade 3 GLCE Forces and Interactions: Pushes and Pulls
P.FM Force and Motion P.FM.E.3 Force- A force is either a push or a pull. The motion of objects can be changed by forces. The size of the change is related to the size of the force. The change is also related to the weight (mass) of the object on which the force is being exerted. When an object does not move in response to a force, it is because another force is being applied by the environment. P.FM Describe how a push or a pull is a force. P.FM Relate a change in motion of an object to the force that caused the change of motion. P.FM Demonstrate how the change in motion of an object is related to the strength of force acting upon the object and to the mass of the object. P.FM Demonstrate when an object does not move in response to a force, it is because another force is acting on it.
3.FI – Forces and Interactions
Students who demonstrate understanding can:
3-PS2-1 Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
3-PS2-2 Make observations and/or measurements of an object’s motion to provide evidence that a patterns can be used to predict future motion.
3-PS2-3
3-PS2-4

33. NGSS 3.FI – MI Grade 4 GLCE Forces and Interactions: Pushes and Pulls
P.PM States of Matter P.PM.E.3 Magnets – Magnets can repel or attract other magnets. Magnets can also attract magnetic objects. Magnets can attract and repel at a distance. P.PM Demonstrate magnetic field by observing the patterns formed with iron filings using a variety of magnets. P.PM Demonstrate that non-magnetic objects are affected by the strength of the magnet and the distance away from the magnet. P.PM.E.5 Conductive and Reflective Properties – Objects vary to the extent they absorb and reflect light energy and conduct heat and electricity. P.PM Identify objects that are good conductors or poor conductors of heat and electricity.
3.FI – Forces and Interactions
Students who demonstrate understanding can:
3-PS2-1
3-PS2-2
3-PS2-3 Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
3-PS2-4 Define a simple design problem that can be solved by applying scientific ideas about magnets.*

34. NGSS 3.IRE – MI Grade 4 GLCE
3.IRE – Interdependent Relationships in Ecosystems: Environmental Impacts on Organisms
3-LS2-1 Construct an argument that some animals form groups that help members survive.
3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 
3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* 
3-LS4-1 Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
L.EV.E.2 Survival – Individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing. L.EV Identify individual differences (color, leg length, size, wing size, leaf shape) in organisms of the same kind. L.EV Identify how variations in physical characteristics of individual organisms give them an advantage for survival and reproduction. L.EC.E.1 Interactions – Organisms interact in various ways including providing food and shelter to one another. Some interactions are helpful; others are harmful to the organisms and other organisms. L.EC Identify organisms as part of a food chain or food web. L.EC.E.2 Changed Environment Effects – When the environment changes, come plants and animals survive to reproduce; others die or move to new locations. L.EC Explain how environmental changes can produce a change in the food web.

35. NGSS 3.IRE – MI Grade 4 GLCE Content Comparison
3.IRE – Interdependent Relationships in Ecosystems: Environmental Impacts on Organisms
3-LS2-1 Construct an argument that some animals form groups that help members survive.
3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 
3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* 
DCI Components – LS
2.C Ecosystem Dynamics, Functioning, and Resilience
2.D Social Interactions and Group Behavior
4.C Adaptation
4.D Biodiversity and Humans
L.EV.E.2 Survival – Individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing. L.EV Identify individual differences (color, leg length, size, wing size, leaf shape) in organisms of the same kind. L.EV Identify how variations in physical characteristics of individual organisms give them an advantage for survival and reproduction. L.EC.E.1 Interactions – Organisms interact in various ways including providing food and shelter to one another. Some interactions are helpful; others are harmful to the organisms and other organisms. L.EC Identify organisms as part of a food chain or food web. L.EC.E.2 Changed Environment Effects – When the environment changes, some plants and animals survive to reproduce; others die or move to new locations. L.EC Explain how environmental changes can produce a change in the food web.

36. NGSS 3.IRE – MI Grade 4 GLCE Practice/Process Comparison
3.IRE – Interdependent Relationships in Ecosystems: Environmental Impacts on Organisms 3-LS2-1 Construct an argument that some animals form groups that help members survive. 3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.*
L.EV.E.2 Survival – Individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing. L.EV Identify individual differences (color, leg length, size, wing size, leaf shape) in organisms of the same kind. L.EV Identify how variations in physical characteristics of individual organisms give them an advantage for survival and reproduction. L.EC.E.1 Interactions – Organisms interact in various ways including providing food and shelter to one another. Some interactions are helpful; others are harmful to the organisms and other organisms. L.EC Identify organisms as part of a food chain or food web. L.EC.E.2 Changed Environment Effects – When the environment changes, some plants and animals survive to reproduce; others die or move to new locations. L.EC Explain how environmental changes can produce a change in the food web.

37. STEP 1: Bundle the Performance Expectations
Q: What performance expectations are related and can be included in instruction within lessons/units?
Select the Topic or DCI you will teach in your lessons/units
Search for the PEs
Let’s get started. For Step 1, select PEs that work together - this process is called “bundling.” Often the bundle will include PEs from a single NGSS topic or DCI. You can use the NGSS website to help you search the topic or DCI views to build your bundle of PEs. But a bundle can also draw PEs from other topics or DCIs. The connection boxes can help you with bundling.

38. STEP 2: Inspect the PEs
Analyze the PEs, clarification statements, and assessment boundaries, and determine how are they related to instructional practices?
3.Forces and Interactions
Students who demonstrate understanding can:
3-PS2-1 Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. [Clarification Statement: Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all.] [Assessment Boundary: Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.]
3-PS2-2 Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. [Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.] [Assessment Boundary: Assessment does not include technical terms such as period and frequency.]
3-PS2-3 Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. [Clarification Statement: Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.] [Assessment Boundary: Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity.]
3-PS2-4 Define a simple design problem that can be solved by applying scientific ideas about magnets.* [Clarification Statement: Examples of problems could include constructing a latch to keep a door shut and creating a device to keep two moving objects from touching each other.]
Step 2: Inspect the performance expectations. Once you have selected the performance expectations, you need to read each one carefully, including clarification statements, and assessment boundaries. The clarification statements and assessment boundaries are written in the red letters following each performance expectation and help you determine the scope of your assessment.
Looking back at our example, the first performance expectation MS-PS1-1 states, “Develop models to describe the atomic composition of simple molecules and extended structures.” The clarification statement provides further information to explain what this means for middle school students. It provides examples of various simple molecules and structures that would be useful in instruction with students at this level as well as the types of models students might build. The assessment boundary tells what is not assessable at this level for all students. At the middle school level students are not expected to know about valance electrons, bonding energy, or structure of complex molecules and ionic subunits.

39. STEP 3: Examine DCIs, Practices, and CCCs
Q: What are the DCIs, Practices, and CCCs coded to the PEs and how will they drive instruction?
Science and Engineering Practices
Asking Questions and Defining Problems
Asking questions and defining problems in grades 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships.
Ask questions that can be investigated based on patterns such as cause and effect relationships. (3-PS2-3)
Define a simple problem that can be solved through the development of a new or improved object or tool. (3-PS2-4)
Planning and Carrying Out Investigations
Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.  
Connections to Nature of Science
Science Knowledge is Based on Empirical Evidence
Science findings are based on recognizing patterns. (3-PS2-2)
Scientific Investigations Use a Variety of Methods
Science investigations use a variety of methods, tools, and techniques. (3-PS2-1)
Disciplinary Core Ideas
PS2.A: Forces and Motion
Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (3-PS2-1)
The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (3-PS2-2)
PS2.B: Types of Interactions
Objects in contact exert forces on each other. (3-PS2-1)
Electric and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other (3-PS2-3),(3-PS2-4)
Crosscutting Concepts
Patterns
Patterns of change can be used to make predictions. (3-PS2-2)
Cause and Effect
Cause and effect relationships are routinely identified. (3-PS2-1)
Cause and effect relationships are routinely identified, tested, and used to explain change. (3-PS2-3)
Connections to Engineering, Technology,
and Applications of Science
Interdependence of Science, Engineering, and Technology
Scientific discoveries about the natural world can often lead to new and improved technologies, which are developed through the engineering design process (3-PS2-4)
Step 3, examining Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts. Read each of the bundled PEs and consider the DCIs, Practices, and CCCs that are coded to those PEs. This careful study is essential for developing instruction that is coherent across time and allows students to develop explanations about phenomena. The foundation boxes help you to identify the elements of the DCIs, Practices, and CCCs coded to each PE. For example, the DCI elements (orange foundation box) associated with MS-PS1-2 include elements from two PS1 components, PS1.A Structure and Properties of Matter, and PS1.B. Chemical Reactions.
PS1.A: Structure and Properties of Matter: Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-2)
PS1.B: Chemical Reactions: Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-2), (MS-PS1-5)
In particular, look carefully at the grade band endpoints for PS1.A and PS1.B. Use NGSS Appendix E - Progressions within NGSS, to examine closely a summary of what students should know about the DCI by the end of the grade band.
In a similar way for the science or engineering practices, the practice associated with MS-PS1-2, “Analyzing and Interpreting Data,” is more clearly described in the blue foundation box.
Analyzing data in 6–8 builds on K–5 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.
For MS-PS1-2, the emphasis is on “analyze and interpret data to determine similarities and differences in findings.”
The CCC is typically implicit in the PE. The CCC element for a given PE can be identified from the green foundation box. The CCC element for MS-PS1-2 is:
Patterns: Macroscopic patterns are related to the nature of microscopic and atomic-level structure.

40. STEP 4: Examine Closely the DCIs and PEs
Unpack the Disciplinary Core Ideas
Q: What content ideas do students need to know and apply?
Take into consideration prior performance expectations
Q: What prior knowledge and experiences about those ideas did students develop in previous grade levels?
Step 4: closely examine the DCIs and PEs to determine what understanding students need to develop. This step requires an “unpacking” of the ideas in each DCI. Unpacking is the process of identifying what ideas students will need to know and use (what they will need to be able to apply) when they have mastered the PE. This step also takes into consideration prior performance expectations that serve as the foundation for the current PEs.

41. Progression within NGSS for PS2. A Forces and Motion and PS2
Progression within NGSS for PS2.A Forces and Motion and PS2.B Types of Interactions Appendix E
DCI
K-2
3-5
6-8
9-12
PS2.A Forces and Motion
Pushes and pulls can have different strengths and directions, and can change the speed or direction of its motion or start or stop it.
The effect of unbalanced forces on an object results in a change of motion. Patterns of motion can be used to predict future motion. Some forces act through contact, some forces act even when the objects are not in contact. The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center.
The role of the mass of an object must be qualitatively accounted for in any change of motion due to the application of a force.
Newton’s 2nd law (F=ma) and the conservation of momentum can be used to predict changes in the motion of macroscopic objects.
PS2.B Types of Interactions
Forces that act at a distance involve fields that can be mapped by their relative strength and effect on an object.
Forces at a distance are explained by fields that can transfer energy and can be described in terms of the arrangement and properties of the interacting objects and the distance between them. These forces can be used to describe the relationship between electrical and magnetic fields.
The unpacking process also requires a careful examination of Appendix E, Progressions within NGSS, to identify other prior ideas students need. Appendix E summarizes the core idea components for each grade or grade band. For example, by the end of 5th grade, students should develop for PS1.A Properties and Structure of Matter:
Matter exists as particles that are always conserved even if they are too small to see. Measurements of a variety of observable properties can be used to identify particular substances. (NGSS, 2013, p. 7)
(More detail on the DCI component is provided in the foundation boxes.) It is critical to ask, “What prior knowledge about the DCIs and scientific practices did students develop in previous grade levels?” For students entering middle school, the science teacher would expect to build from this level of understanding of the ideas. Using various forms of assessment, the teacher would first assess students’ level of understanding and, if not attained, support students in developing these foundational ideas before presenting more advanced ideas.

42. Activity 4: Look Closely at DCIs, Practices, and CCCs
Identify
What content ideas do students need to know and be able to apply?
What practices should be developed to support the knowledge-in-use called for the bundled PEs?
What prior knowledge and experiences about those ideas and practices do students need to develop in previous grade levels?
Introduce Activity 4 by asking each group to look more closely at the DCIs, practices, and CCC. Look carefully at what students need to know and what skills they need to learn. Ask them to consider what prior knowledge and experiences students need to develop in previous grade levels.
(See progressions of disciplinary core ideas, practices, and
crosscutting concepts in NGSS Appendices E, F, and G.)

43. Third Graders will need to understand
An object at rest has many forces acting on it and will remain at rest until an additional force acts on it, creating unbalanced forces.
Forces start, stop, and change the motion of objects.
The motion of an object is determined by the strength and direction of the force.
Friction and gravity are forces.
A force is necessary to change the motion of an object.
An object in motion in a straight line will continue to move in a straight line at the same speed until a force acts on it.
Electric and magnetic forces between objects do not require contact to cause motion.

44. Third Graders will need to be able to
Describe and compare motion in terms of its speed and direction.
Make predictions and collect data of objects in motion.
Use data from observations and measurement to recognize patterns in motion.
Predict future motion based on patterns in data.
Identify sources of friction in everyday situations.
Interpret simple data/results and determine patterns.
Record observations and organize data.
Communicate and present findings of observations and investigations.
Relate motion of an object to the forces acting on the object.
Define a simple problem and use new knowledge regarding non-contact forces to develop a solution to the problem.

45. STEP 5: Select Science & Engineering Practices
The elements of the DCI need to be blended with various science and engineering practices.
We need to determine which of the practices work best with the elements of the DCI and Crosscutting Concepts.
Q: What practices work best with the instruction of the DCIs and CCC?
Step 5 is “Select Science and Engineering Practices.” To support students in building proficiency in the bundle of performance expectations the elements of the DCI need to be blended with various science and engineering practices. Also, practices need to be used with multiple PEs so that students get experience using them across different core ideas in all the disciplines. This will ensure that students develop deep understanding of the various elements as well as the practices. However, not all the practices will necessarily work with all of the DCIs. We need to determine which of the practices work best with the elements of DCI and Crosscutting Concepts. Appendix F describes the science and engineering practices.

46. Selecting Practices for Forces and Interactions
Two Main Practices
Asking Questions and Defining Problems
Planning and Carrying Out Investigations
Three Additional ‘Practices’ (from NGSS Evidence Statements)
Make Observations
Collect Data; Organize Data
Find and Analyze Patterns
Make Predictions
For each unpacking element, initially think about how you might teach this information, and then determine which practices would be useful to enhance instruction and students learning. (NGSS, 2013, Appendix F)

47. Activity 5: Selecting Practices
Consider the DCIs and Crosscutting Concepts related to your bundle of PEs
“What Practices work best with the instruction?”
(use Appendix F: Science & Engineering Practices)
Introduce Activity 5 by asking each group to select the science and engineering practices that best fit with their Disciplinary Core Ideas and Crosscutting Concept (For 3.FI, Patterns and Cause and Effect)

48. STEP 6: Develop Learning Performances
Learning Performances (LPs) – Learning Goals for Lessons
guide lesson development to promote student learning,
blend DCIs, Practices, and CCCs,
support teachers in designing lessons and assessments
build toward the bundle of PEs
What are the learning performances and how will they build to meet PEs?
Step 6 is “develop learning performances.” The learning performances are similar to performance expectations in the standards in that they blend DCIs, Practices, and Crosscutting Concepts, but at a smaller grain size. They will support teachers in designing lessons and assessments to promote student learning. In meeting NGSS performance expectations, several related learning performances must be developed.

49. Example of Learning Performance for Forces and Interactions
Practice crossed with Element of DCI and CCC gives Learning Performance
Practice
Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.
(3-PS2-2)
DCI
The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (3-PS2-2)
CCC
Patterns of change can be used to make predictions. (3-PS2-2)
Learning Performance
Use observations of patterns from investigations to predict when the forces will be balanced and unbalanced.

50. Developing Learning Performances
Measure the motion of objects to describe motion and discover patterns in motion.
Identify changes and patterns in motion (change direction, change speed) to predict future motion.
Plan and conduct investigations into the effects of balanced and unbalanced forces; construct an explanation based on the findings of the investigation.
Demonstrate multiple forces acting on an object at rest.
Relate informational text regarding motion with motion investigations and discussions and explanations in the classroom.
Use observations of patterns from investigations to predict when the forces will be balanced and unbalanced.
Interpret data and construct a graph to demonstrate the effect of force on the motion of objects.
Demonstrate a non-contact force using electricity.
Demonstrate the use of magnetism as a non-contact force that changes motion.
Use magnets as a non-contact force to solve a simple problem.
Introduce Activity 6 by asking each group to develop learning performances.

51. Discussion Issues
Do the learning performances help students move toward an understanding of the performance expectations? Explain
What evidence should students provide or what should students be able to perform to demonstrate their understanding of each learning performance?
Then, work in groups of two or three to discuss following questions. (Slide 4)

52. Step 7. Determine the Acceptable Evidence for Assessing Learning Performance
Q: What assessment will provide evidence of the understanding and/or ability to perform learning performance?
What kinds of tasks will be accomplished by students?
What are the relevant questions for assessing students?
In Step 7, we determine the acceptable evidence to show that students have met learning performances. This step is critical because it enables teachers to monitor students’ learning. Make a list of assessment ideas for each of your learning performances. Assessment items should reflect the blended learning used in instruction. Check to see that each of your assessment ideas includes both DCI and practice components. Consider the CCCs that might be related. Think about what students should be able to do to meet each learning performance, and what will be the acceptable evidence to show this. What kinds of tasks will students accomplish? What are the relevant questions for assessing students?

53. Activity 2. Develop Assessments to Meet Learning Performances
Review your learning performances.
Brainstorming: Pick one assessment and discuss what would be acceptable evidence that students could present?
Develop one item or task based on your brainstorming.
Develop assessments to meet their learning performances.

54. Step 8. Select CCSS-M and CCSS-L
Q: What are the Common Core Mathematics Standards (CCSS-M) and Common Core Literacy Standards (CCSS-L) related to performance expectations?
Find overlaps of three sets of standards (NGSS, CCSS-M, CCSS-L)
CCSS-M (
CCSS-L (
Now, we move to Step 8: Select Common Core Mathematics Standards (CCSS-M) and Common Core Literacy Standards (CCSS-L). The timing of the release of NGSS comes as most states are implementing the Common Core State Standards (CCSS). The NGSS are aligned with CCSS-M and CCSS-L to support a sequence of learning in all content areas. These three sets of standards overlap in meaningful and functional ways and provide an opportunity for integrated learning contexts across subjects. We can access CCSS-M and CCSS-L through the Common Core website. Connect to the website and explore the CCSS-M and CCSS-L. NGSS Appendices L and M address connections with CCSS.

55. So, we need to begin looking for intersections between subject are curricula as possible points of integration. Then as we progress, we should move toward a more holistic view of curriculum.
Rather than thinking of curriculum as independent circles (courses) with occasional overlap, it may be best to think of curriculum as a target.
Where is our current teaching? Where should our aim be?
This is where the ‘real world’ is! Scientists don’t stop at inquiry and investigation, they also research, and communicate through reading, writing, speaking; all commonly thought of as ELA skills. AND people outside the sciences should be able to communicate and construct arguments based on evidence, which are commonly thought of as science skills.
The ELA-CCSS requires more informational reading and persuasive / argumentative writing. 
To efficiently and effectively accomplish this, ELA should be taught in the context of science.
SBAC performance tasks will be written in the context of science.
The CCSS-M practices require the application of mathematics.
To efficiently and effectively accomplish this, Math should be taught in the context of science.
SBAC performance task will be written in the context of science.

56. Science Literacy Lesson Model – SASP
Engaging Science Experience
Interact with data – Hands-on – Lab Activity – Inquiry
Purposeful
Reading
Productive Dialogue
Meaningful Writing
The lesson incorporates the four parts of the Science Literacy Cycle – Reading, Writing, Inquiry and Dialogue. They can occur in any order. On the diagram above, number in sequence each part of the cycle you plan to use, and draw arrows to show the flow of the lesson. Add a brief summary in each area you plan to use to describe that part of the lesson cycle.
Sacramento Area Science Project An Education Partnership • UC Davis • CSU Sacramento
Related presentation

57. The CCSS-M and CCSS-L that align with MS-PS1-2
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Asking Questions and Defining Problems
Asking questions and defining problems in grades 3–5 builds …
Planning and Carrying Out Investigations
Planning and carrying out investigations to answer questions …
Connections to Nature of Science
Science Knowledge is Based on Empirical Evidence
Science findings are based on recognizing …
Scientific Investigations Use a Variety of Methods
Science investigations use…
Disciplinary Core Ideas
PS2.A: Forces and Motion
Each force acts on one particular object and has both strength and a direction.
The patterns of an object’s motion in various situations can be observed and measured;
PS2.B: Types of Interactions
Objects in contact exert forces on each other.
Electric and magnetic forces between a pair of objects do not require that the objects be in contact.
Crosscutting Concepts
Patterns
Patterns of change can be used to make predictions. (3-PS2-2)
Cause and Effect
Cause and effect relationships are routinely identified. (3-PS2-1)
Cause and effect relationships are routinely identified, tested, and used to explain change. (3-PS2-3)
Interdependence of Science, Engineering, and Technology
Scientific discoveries about the natural world …
Connections to other DCIs in third grade: N/A
Articulation of DCIs across grade-levels: K.PS2.A (3-PS2-1); K.PS2.B (3-PS2-1); K.PS3.C (3-PS2-1); K.ETS1.A (3-PS2-4); 1.ESS1.A (3-PS2-2); 4.PS4.A (3-PS2-2); 4.ETS1.A (3-PS2-4); 5.PS2.B (3-PS2-1); MS.PS2.A (3-PS2-1),(3-PS2-2); MS.PS2.B (3-PS2-3),(3-PS2-4); MS.ESS1.B (3-PS2-1),(3-PS2-2); MS.ESS2.C (3-PS2-1)
Common Core State Standards Connections:
ELA/Literacy –
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3-PS2-1),(3-PS2-3)
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (3-PS2-3)
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). (3-PS2-3)
W.3.7 Conduct short research projects that build knowledge about a topic. (3-PS2-1),(3-PS2-2)
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (3-PS2-1),(3-PS2-2)
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (3-PS2-3)
Mathematics –
MP.2 Reason abstractly and quantitatively. (3-PS2-1)
MP.5 Use appropriate tools strategically. (3-PS2-1)
3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (3-PS2-1)
This is an example to show how CCSS-M and CCSS-L align with performance expectations of NGSS. The NGSS identify CCSS-M and CCSS-L that align with various performance expectations. Related CCSS-M and CCSS-L are found in the connections boxes just below the foundation/dimensions boxes.
The Common Core Literacy Standards that align with MS-PS1-2 include:
RST Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
RST Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
The Common Core Mathematics Standards that align with MS-PS1-2 include:
MP.2 Reason abstractly and quantitatively.
6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems.
6.SP.B.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
6.SP.B.5 Summarize numerical data sets in relation to their context.

58. Step 9. Construct the Storyline
Q: What is the storyline that helps learners apply what they know and build new sophisticated ideas from simpler ideas?
Imagine the lessons as occurring in your classroom.
Construct the possible storyline. What should be introduced to students first? How would the ideas and practices develop over time? What are the potential difficulties students may encounter?
Steps 9 and 10 provide an overview of the series of lessons for meeting the bundled PEs. In Step 9, consider the full scope of the lessons developed in Steps 1 – 8. Carefully construct a storyline that describes how this series of lessons will help your students to apply what they know to build new more sophisticated ideas from simpler ideas. Describe how the ideas will unfold. The following questions will help you to develop a storyline: What should be introduced to students first? How would the ideas and practices develop over time? What are the potential difficulties students may encounter? Considering these questions, imagine the lesson(s) as occurring in your classroom setting.

59. Step 10. Review and Reflect
Q: How do the lessons and tasks help students move toward an understanding of the performance expectation(s)?
Check all the steps of planning!
Observe and monitor students in the classroom.
Step 10 is the time for reviewing your lesson and lesson development process itself. We should ask ourselves “How do the lessons and tasks help students move towards an understanding of the performance expectation(s)?” We can check all the steps of planning again to make sure that we can describe how this sequence of lessons will help students achieve the bundle of performances expectations. This step actually continues into the classroom as we observe and monitor students throughout instruction, and modify plans as indicated by formative assessment.

60. Summary/Synthesizing Discussion
How are these lessons similar or different from lessons you currently teach?
What do you see as advantages of using the 10-step process to develop instruction that focuses on NGSS performances expectations? What are the disadvantages?
What suggestions do you have for improving the 10-step process?
Ask participants to write their reflections on the following questions:
How are these lessons similar or different from lessons you currently teach?
What do you see as advantages of using the 10-step process for planning instruction to meet the intent of the NGSS? What are the disadvantages?
What suggestions do you have for improving the 10-step process?

61. For More Information Next Generation Science Standards website
MSU CREATE for STEM website
Michigan’s Mission Possible: Get ALL Adolescents Literate and Learning

62. NGSS Resources NGSS@NSTA Tools http://ngss.nsta.org/ngss-tools.aspx
Saturday MSTA Session Resources to Support NGSS Implementation 8 – 9:45, Pantlind Ballroom -- Handout with links posted on MSTA site

63. Why Next Generation Science Standards?
Why NGSS Video
Standards Background: Research and Reports 1

64. Support NGSS for All Michigan Students
@Sci4MIKids
Have Your Photo Taken Today! Look for the Volunteers with this Poster

65. Contact Information
Susan Codere Kelly
Saturday MSTA Session Resources to Support NGSS Implementation – 9:45, Pantlind Ballroom Handout with links will be posted at
to support NGSS for Michigan kids