1. Next Generation Science Standards “Taking the Steps to Implement NGSS” March 29, 2013 TEEAM Conference

2. Contact Information Anita Bernhardt MDOE Science and Technology Specialist: anita.bernhardt@maine.gov anita.bernhardt@maine.gov 207-624-6835 http://www.scitechframework.wordpress.com

3. New approaches are needed to address: Reduction of the United States' competitive economic edge Lagging achievement of U.S. students Essential preparation for all careers in the modern workforce Scientific and technological literacy for an educated society

4. Next Generation Science Standards The Standards The Vision for the Standards

5. The Vision The framework is designed to help realize a vision for education in the sciences and engineering in which ALL 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.

6. A Framework for K-12 Science Education http://www.nap.edu/catalog.php?record_id=13165

7. Timeline NGSS Lead State Selection – September 2011 First public draft - May 2012 Second and final public draft - December 2012 FINAL NGSS – End of 1 st quarter of 2013 Adoption of NGSS- Anticipated in 2013 Session

8. Maine Learning Results Design ContentInquiry Themes

9. NGSS Design Not separate treatment of “content” and “practices” and “crosscutting concepts” 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.

10. How do the 8 scientific/engineering practices fit together?

11. Practice: Designing Solutions Engineering design, a systematic process for solving engineering problems, is based on scientific knowledge and models of the material world. Each proposed solution results from a process of balancing competing criteria of desired functions, technological feasibility, cost, safety, esthetics, and compliance with legal requirements. There is usually no single best solution but rather a range of solu- tions. Which one is the optimal choice depends on the criteria used for making evaluations.

12. Practice: Analyzing and Interpreting Data Engineers use investigation both to gain data essential for specifying design criteria or parameters and to test their designs. Like scientists, engineers must identify relevant variables, decide how they will be measured, and collect data for analysis. Their investigations help them to identify how effective, efficient, and durable their designs may be under a range of conditions.

13. Practice: Developing and Using Models Engineering makes use of models and simulations to analyze existing systems so as to see where flaws might occur or to test possible solutions to a new problem. Engineers also call on models of various sorts to test proposed systems and to recognize the strengths and limitations of their designs.

14. Practice: Engaging in Argument from Evidence In engineering, reasoning and argument are essential for finding the best possible solution to a problem. Engineers collaborate with their peers throughout the design process, with a critical stage being the selection of the most promising solution among a field of competing ideas. Engineers use systematic methods to compare alternatives, formulate evidence based on test data, make arguments from evidence to defend their conclusions, evaluate critically the ideas of others, and revise their designs in order to achieve the best solution to the problem at hand.

15. Engineering Design PEs Science Core Ideas Engineering Practices Crosscutting Concepts

16. Engineering Practices in PEs K-PS3-b.Use tools and materials provided to design and test a structure that will reduce the warming effect of sunlight on Earth’s surface.* MS-LS4-j.Use arguments supported by scientific evidence and social and economic rationale to evaluate plans for maintaining biodiversity and ecosystem services.* HS-PS3-b. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.*

17. The NGSS Architecture

18. Engineering Design PEs Engineering Design Core Ideas Engineering Practices Crosscutting Concepts

19. Evaluating/Designing Instruction Context: Maple Sugar Making Disciplinary Core Idea - ? Practice? Crosscutting Concept?

20. Evaluating/Designing Instruction Context: Culvert Placement and Design Disciplinary Core Idea - ? Practice? Crosscutting Concept?

21. Evaluating/Designing Instruction Context: Rollercoasters Disciplinary Core Idea - ? Practice? Crosscutting Concept?

22. Share! http://cdn6.fotosearch.com/bthumb/CSP/CSP409/k4096266.jpg

23. S5. Use mathematics & computational thinking M6. Attend to precision M7. Look for & make use of structure E3. Respond to the varying demands of audience, talk, purpose, & discipline E1. Demonstrate independence E7. Come to understand other perspectives & cultures S2. Develop and use models M4. Model with mathematics M1. Make sense of problems & persevere in solving them M8. Look for & express regularity in repeated reasoning S1. Ask questions & define problems S3. Plan & carry out investigations S4. Analyze & interpret data E2. Build strong content knowledge E4. Comprehend as well as critique E5. Value evidence M2. Reason abstractly & quantitatively M3. Construct viable argument & critique reasoning of others S7. Engage in argument from evidence S6. Construct explanations & design solutions S8. Obtain, evaluate & communicate information E6. Use technology & digital media M5. Use appropriate tools strategically MATH SCIENCE ELA Source: Working Draft, 12-6- 11 by Tina Cheuk, ell.stanford.edu

24. Group Assignment  Talk about the instructional experience you would create for your students that reflects the learning objectives for science. NEXT, integrate an engineering practice(s).  Be prepared to:  Share the STEM practices that the students would engage in throughout their instructional experience  Describe what students are doing that demonstrates the STEM practices

25. How might your teaching have to change to reflect the NGSS? What are the biggest challenges? What do you hope professional development providers and others will do to support you? So…