1 Introductions Facility Materials and Resources Technology - - PowerPoint PPT Presentation

Wisconsin CESAs Roll-Out Spring 2013

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Grades K-5

 Introductions  Facility  Materials and Resources  Technology  Ground Rules

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 Attentive listening  Open mindset to

receive new ideas and information

 Note-taking

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Information- Giving Group Work & Recording

 Open mindset  Professional conversations  Careful note-taking (for

taking back)

 Deep thinking  Record questions – to be

addressed later

Morning 8:30-11:30

 8:30-8:45 Grounding  8:45 to 11:30

1. Intro to the NGSS

• 2. Compare & Contrast
• 3. Four Major Shifts
• 4. Shifting Teaching &

Learning

• 5. Standards-Based

Education

• 6. Grade Level/Topic

Narratives

• 7. Performance Expectations

Lunch 11:45-12:30

Afternoon 12:30-3:00

• 8. Science & Engineering

Practices

9. Disciplinary Core Ideas

• 10. Crosscutting Concepts
• 11. A Closer Look at the NGSS
• 12. Extended Activity: NGSS

Review of a Science Lesson

• 13. NGSS Action Plan

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 Watch this video to learn more about the Next

Generation Science Standards and why now is the right time for them.

 VIDEO-http://vimeo.com/41706647

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 The world has changed dramatically in the 15 years since state

science education standards’ guiding documents were developed. Since that time, many advances have occurred in the fields of science and science education, as well as in the innovation-driven economy. The U.S. has a leaky K–12 science, technology, engineering and mathematics (STEM) talent pipeline, with too few students entering STEM majors and careers at every level—from those with relevant postsecondary certificates to PhD’s. We need new science standards that stimulate and build interest in STEM.

 The current education system can’t successfully prepare students for college,

careers and citizenship unless we set the right expectations and goals. While standards alone are no silver bullet, they do provide the necessary

foundation for local decisions about curriculum, assessments, and

instruction.

 Implementing the NGSS will better prepare high school graduates for the

rigors of college and careers. In turn, employers will be able to hire workers

with strong science-based skills—not only in specific content areas, but also with skills such as critical thinking and inquiry-based problem solving. (NGSS Introduction page 1)

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 Current Standards are

• ut of date
• Advances in science &

technology

• Advances in

understanding of learning

 College & Career

Readiness

• Lagging achievement of

U.S. students

• Demands of the Job

Market

• Global Competitiveness

The NGSS reflects a national need. What do you think the need is for new science standards for the students in your school and community?

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 The federal government is not involved in this effort.  The NGSS work undertaken by both the NRC (National

Research Council) and Achieve has been supported by the Carnegie Corporation of New York.

 No federal funds have been used to develop the standards.  The NGSS effort is state-led, and states will decide whether

• r not to adopt the standards.

 The Wisconsin DPI is in the process of analyzing the NGSS

and moving through the procedures of adoption.

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2011-2013 2010-2011 1990s 1990s-2009 NGSS Phase II NGSS Phase I

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 Scan the 4th Grade Wisconsin Model Academic

Standards for Physical Science.

 Now study the 4th Grade NGSS for “Energy”.  Use the Venn diagram to list similarities

and differences between the two sets of standards

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Appendix A – Conceptual Shifts

 Shift 1 - NGSS Reflects “Real Science”  Shift 2 - NGSS Emphasizes Student

Performance Expectations

 Shift 3 - NGSS Builds Coherently K-12  Shift 4 - NGSS Focuses on Deeper Understanding &

Application

 Shift 5 - Nature of Science & Engineering are Integrated

K-12

 Shift 6 – NGSS Aligns with Common Core Standards

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 Let’s look at Shifts 1, 5, 3 and 4 more closely

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Shift 1. K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World. [NGSS Appendix A]

 Three important dimensions:

• Science and Engineering Practices,
• Crosscutting Concepts, and
• Disciplinary Core Ideas.

 Currently in traditional practice, these dimensions are separated

in instruction and assessment.

 For students’ futures – there is a need for interconnections and

contextual understanding.

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NGSS is Founded on Interconnectedness

• 5. Science and Engineering are Integrated in the NGSS, from K–
• 12. [NGSS Appendix A]

 Science and engineering are needed to address

major world challenges.

 Engineering and technology provide opportunities

for students to deepen their understanding of science by applying their developing scientific knowledge to the solution of practical problems.

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• 3. The Science Concepts in the NGSS Build Coherently K–12.

[NGSS Appendix A]

 A progression of knowledge occurs from grade band to grade

band that gives students the opportunity to learn more complex material, leading to an overall understanding of science by the end of high school.

 The progressions in the NGSS require that previous material

has been learned by the student.

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• 4. The NGSS Focus on Deeper Understanding of

Content as well as Application of Content. [NGSS Appendix A]

 Understanding the core ideas and engaging in the

scientific and engineering practices helps to prepare students for broader understanding, and deeper levels of scientific and engineering investigation, later

• n—in high school, college, and beyond.

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 Find Appendix A.  Read Shifts 1, 5, 3 and 4.  Use the charts to note what you think we might need “more

• f” and what we’ll

need “less of” in our science classrooms to make these shifts.

 Collaborate and

discuss these shifts with your table partners.

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Appendix A – Conceptual Shifts: A look at shifts 2 and 7.

 Shift 2 - NGSS is not a curriculum.

Even though within each performance expectation Science and Engineering Practices (SEP) are partnered with a particular Disciplinary Core Idea (DCI) and Crosscutting Concept (CC) in the NGSS, these intersections do not predetermine how the three are linked in curriculum, units, or lessons. Additional work will be needed to create coherent instructional programs that help students achieve these standards.

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Appendix A – Conceptual Shifts: A look at shifts 2 and 7.

 Shift 7 - NGSS & Common Core are aligned  The NGSS are aligned with the CCSS to ensure a symbiotic pace

• f learning in all content areas.

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TASK:

 Take a few minutes to

reflect on the conceptual shifts in Appendix A.

 Think-Pair-Share – Use the

chart to capture your thoughts about how these shifts will impact both teaching and learning.

 Discuss your thoughts with

a table partner.

 Be prepared to share with

the whole group.

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NGSS

Standards-Based

Leadership

Standards-Based

Professional Development

Standards-Based

Instruction

Standards-Based

Reporting & Recording

Standards-Based

Assessments

Next Generation Science Standards

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Teachers are assessing attainment of the standards Teachers are grading and data collected

• n the

standards Teachers are content experts in the standards Teachers are planning, teaching and intervening with the standards with a NGSS- specific curriculum Administrators are insuring that goals, meetings, PLCs and supervision/evaluation systems are based on standards

 Discuss the status of

standards-based education in your school’s science program.

 Use the six aspects of

education to frame your discussion.

 Use the chart to mark the

degree of standards-basis currently in your school’s science program, and discuss the transitions needed.

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 Official NGSS website  NSTA website  Print out your own

hard copy for your

• wn notes. Note – the

color format is important to understanding the NGSS.

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 Official NGSS Website - http://www.nextgenscience.org

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 NSTA Provides Helpful Organization of the NGSS  Website - http://www.nsta.org  http://www.nsta.org/about/standardsupdate/standards.aspx

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 For hard copies, you may want to

“tab” sections of the standards.

 With the online posting of the

standards, you may want to save the files in your own science folder.

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 Executive Summary  Introduction

• Background
• Why?
• Framework for the K-12 Dimensions
• Translating the Framework into

Standards

• What is Not Covered in the NGSS
• Organization of the NGSS
• The Affective Domain
• Supplemental Materials

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• NGSS Overall Structure
• Elementary Level (K-5) – by

grade level

• Middle School – by “topic”
• High School – by “topic”

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The standards are organized by grade levels in Kindergarten through fifth

• grade. The middle and high

school standards are grade-

• banded. A set of model

courses for middle school and high school is under development to initiate discussion of how the NGSS could impact middle and high school after implementation.

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The NGSS for each grade level is preceded by a narrative description of the essence of science and engineering focus.

 For elementary teachers,

read the narrative provided

• r select a narrative from

another grade level.

 For middle and high school

teachers, refer to Activity #1

• r go to the NGSS

documents and locate the narrative descriptions for your level.

 Highlight key words that

illustrate the focus areas for NGSS science at this grade level.

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Content Critical Thinking Concepts Science Practices

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Inside the NGSS Box

What is Assessed

A collection of several performance expectations describing what students should be able to do to master this standard.

Foundation Box

The practices, core disciplinary ideas, and crosscutting concepts from A Framework for K–12 Science Education that were used to form the performance expectations.

Connection Box

Other standards in the Next Generation Science Standards

• r in the Common Core State

Standards that are related to this standard.

Performance Expectations

A statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned.

Title and Code

The titles of standard pages are not necessarily unique and may be reused at several different grade levels. The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses.

Scientific and Engineering Practices

Activities that scientists and engineers engage in to either understand the world or solve a problem.

Disciplinary Core Ideas

Concepts in science and engineering that have broad importance within and across disciplines as well as relevance to people’s lives.

Crosscutting Concepts

Ideas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all.

Codes for Performance Expectations

Codes designate the relevant performance expectation for an item in the foundation box and connection box. In the connections to common core, italics indicate a potential connection rather than a required prerequisite connection.

Assessment Boundary

A statement that provides guidance about the scope of the performance expectation at a particular grade level.

Clarification Statement

A statement that supplies examples or additional clarification to the performance expectation.

Connections to Engineering, Technology, and Applications of Science

These connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework.

Connections to Nature of Science

Connections are listed in either the practices or the crosscutting connections section of the foundation box.

Engineering Connection (*)

An asterisk indicates an engineering connection in the practice, core idea, or crosscutting concept that supports the performance expectation.

Based on the January 2013 Draft of NGSS

www.nsta.org/ngss

• Appendices

A. Conceptual Shifts B. Responses to May Public Feedback C. College and Career Readiness (Coming Soon)

• D. All Standards, All Students

E. Disciplinary Core Idea Progressions F. Science and Engineering Practices

• Appendices, continued
• G. Crosscutting Concepts
• H. Nature of Science

I. Engineering Design in the NGSS J. Science, Technology, Society, and the Environment K. Model Course Mapping in Middle and High School (Coming Soon) L. Connections to CCSS- Mathematics (Coming Soon)

• M. Connections to CCSS-ELA

Literacy (Coming Soon)

• Front Matter
• NGSS Structure [Grade level,

Middle School Topics, High School Topics]

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 The real innovation in the NGSS is the requirement that students

are required to operate at the intersection of practice, content, and connection. Performance expectations are the right way to integrate the three dimensions. It provides specificity for educators, but it also sets the tone for how science instruction should look in classrooms. If implemented properly, the NGSS will result in coherent, rigorous instruction that will result in students being able to acquire and apply scientific knowledge to unique situations as well as have the ability to think and reason

• scientifically. While this is an innovation in state standards, the

idea of performance expectations is used in several other national and international initiatives. (NGSS page 4)

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 Performance Expectations …

• Are presented in collections to represent the standard
• Include “clarification statements” of examples and further

detail

• Include “assessment boundaries” that define the scope for

the grade level

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Inside the NGSS Box

What is Assessed

A collection of several performance expectations describing what students should be able to do to master this standard. –

Performance Expectations

A statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned.

Title and Code

The titles of standard pages are not necessarily unique and may be reused at several different grade levels. The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses. ’

Assessment Boundary

A statement that provides guidance about the scope of the performance expectation at a particular grade level.

Clarification Statement

A statement that supplies examples or additional clarification to the performance expectation.

Engineering Connection (*)

An asterisk indicates an engineering connection

 Select a “collection” of performance expectations

for a topic in your grade level.

 Use the chart below to carefully read and examine precisely

what these performance expectations are stating.

 Discuss your examination with your table partners.

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 When you compared the Model

Academic Standards with the NGSS, you may have noticed the color-coding and various components.

 Meaningful Logo. The logo

reminds of the three important dimensions in the NGSS.

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The three integrated dimensions that support the performance expectation.

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 Support the Performance Expectation. The blue box on the left includes

just the science and engineering practices used to construct the performance expectations in the box above.

 8 Practices. These statements are derived from and grouped by the eight

categories detailed in the Framework to further explain the science and engineering practices important to emphasize in each grade band.

 Few and All. Most sets of performance expectations emphasize only a

few of the practice categories; however, all practices are emphasized within a grade band.

 Several Should be Used When Teaching. Teachers should be encouraged

to utilize several practices in any instruction, and need not be limited by the performance expectation, which is only intended to guide assessment.

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From the Framework and NGSS Executive Summary

 Dimension 1 describes …

• (a) the major practices that scientists employ as they

investigate and build models and theories about the world and

• (b) a key set of engineering practices that engineers use as they

design and build systems.

 We use the term “practices” instead of a term such as

“skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice.

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 Similarly, because the term “inquiry,” extensively referred to in

previous standards documents, has been interpreted over time in many different ways throughout the science education community, part of our intent in articulating the practices in Dimension 1 is to better specify what is meant by inquiry in science and the range of cognitive, social, and physical practices that it requires.

 As in all inquiry-based approaches to science teaching, our

expectation is that students will themselves engage in the practices and not merely learn about them secondhand. Students cannot comprehend scientific practices, nor fully appreciate the nature of scientific knowledge itself, without directly experiencing those practices for themselves.

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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

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Shayna had a small bottle of Bromine gas. The bottle was closed with a cork. She tied a string to the cork, and then placed the bottle inside a larger

• bottle. She sealed the large bottle shut (Figure 1). Next, Shayna opened the

small bottle by pulling the string connected to the cork. Figure 2 shows what happened after the cork of the small bottle was opened.

• 1. Draw a model

that shows what is happening in this experiment.

• 2. Explain in

writing what is happening in your model.

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Figure 1

 Appendix F – Practices Progressions

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1.

Read the eight NGSS science and engineering practices.

2.

Use the chart to indicate your perception about how you promote these practices in your science classroom.

3.

Discuss these practices with your table partners.

4.

Describe an example of how students are employing one or

more of the practices in your science classroom.

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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

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 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-12 years. But given the cornucopia of information available today virtually at a touch—people live, after all, in an information age—an important role of science education is not to teach “all the facts” but rather …

to prepare students with sufficient core knowledge so that they can later acquire additional information on their own.

 An education focused on a limited set of ideas and practices in

science and engineering should enable students to evaluate and select reliable sources of scientific information, and allow them to continue their development well beyond their K-12 school years as science learners, users of scientific knowledge, and perhaps also as producers of such knowledge.

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Life Science Physical Science

LS1: From Molecules to Organisms: Structures & Processes LS2: Ecosystems: Interactions, Energy, & Dynamics LS3: Heredity: Inheritance & Variation of Traits LS4: Biological Evolution: Unity & Diversity of Life PS1: Matter & Its Interactions PS2: Motion & Stability: Forces & Interactions PS3: Energy PS4: Waves & 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 & Human Activity ETS1: Engineering Design ETS2: Links Among Engineering, Technology & Society

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 Appendix E – DCI Progressions

1.

Study the Disciplinary Core Ideas in the chart.

2.

Consider the degree of emphasis in these topic areas in current practice today in your school at these grade levels.

3.

Use the chart to take notes of your

• bservations and

discuss these DCIs with your table partners.

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 The crosscutting concepts have application across all

domains of science.

 As such, they provide one way of linking across the

domains in the Disciplinary Core Ideas.

 The Framework identifies seven crosscutting

concepts that bridge disciplinary boundaries, uniting core ideas throughout the fields of science and

• engineering. Their purpose is to help students

deepen their understanding of the disciplinary core ideas and develop a coherent and scientifically based view of the world.

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The seven crosscutting concepts presented in Framework are as follows:

 Patterns  Cause and effect: Mechanism and explanation  Scale, proportion, and quantity  Systems and system models  Energy and matter: Flows, cycles, and conservation  Structure and function  Stability and change

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1.

• Patterns. Observed patterns of forms and events guide
• rganization 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 new contexts.

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• 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.

• 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.

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• 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 a system are critical elements of study.

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 Use the charts from Appendix G that follow to study the

crosscutting concepts below. Note the progression in the development of conceptual understanding throughout the grade levels.

 Each person at the table should select

• ne or more crosscutting concept, so

that all concepts are studied. Study the progression of the concept throughout the grade levels.

 To what degree is this concept

currently taught to deep levels of understanding in your classroom as expected in the progression?

 Share the concepts and your

reflections among your table partners.

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Three Connection Boxes, below the Foundation Boxes, are designed to support a coherent vision

• f the standards.

 Connections to other DCIs in this grade level. This box contains the names of science topics

in other disciplines that have related disciplinary core ideas at the same grade level. For example, both Physical Science and Life Science performance expectations contain core ideas related to Photosynthesis, and could be taught in relation to one another.

 Articulation of DCIs across grade levels. This box contains the names of other science topics

that either 1) provide a foundation for student understanding of the core ideas in this set of performance expectations (usually at prior grade levels) or 2) build on the foundation provided by the core ideas in this set of PEs (usually at subsequent grade levels).

 Connections to the Common Core State Standards. This box contains the coding and names

• f pre-requisite or co-requisite Common Core State Standards in English Language Arts &

and Literacy and Mathematics that align to the performance expectations. For example, performance expectations that require student use of exponential notation will align to the corresponding CCSS mathematics standards. An effort has been made to ensure that the mathematical skills that students need for science were taught in a previous year where possible. 63

 Peruse the

standards and note the connections below the color boxes.

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Note-this slide was printed prior to release

• f the

connections

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All of these components are the standard Remember – the standards are the foundation for curriculum, assessment and instruction.

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1.

Find the specific NGSS standards for your grade level. Select one to three standards for specific focus.

2.

Note the extent of what will be expected for students to master and make notes as needed.

3.

Discuss the shifts that will be needed to fully teach to the NGSS at all grade levels.

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 Find and select a sample science lesson to review. Peruse the

sample science lesson links or find your own lesson plans to

• review. Use the template as a guide for your review. Be

prepared to share.

 Complete the lesson review by aligning the lesson to

performance expectations and the three dimensions. As you review the activity, be specific as you discuss the aspects of each dimension.

• Performance Expectations
• Dimensions:

 Disciplinary Core Ideas  Science & Engineering Practices  Crosscutting Concepts

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What would an NGSS science lesson look like?

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Lesson Website Grades X-Ray Candles http://cse.ssl.berkeley.edu/hessi_epo/html/Flares/XrayCandl es.html 5-8 Bubble Gum Physics http://sciencespot.net/Pages/classphys.html#Anchor-49575 9-12 Building Molecules from Atoms http://www.biologylessons.sdsu.edu/classes/lab3/lab3.html K-8 After Earth – Greenhouse Effect http://flash.sonypictures.com/video/movies/afterearth/scien ce/Greenh_Eff_Glob_Clim_Sys_LP-MB-JSL.pdf 4-8 Energy Balance – Burning it Up http://www.science.education.nih.gov/supplements/nih4/En ergy/guide/lesson1.htm 7-8 Exploring Time http://exploringtime.org/classroom/documents/ExpTimeH2_ HS.pdf 8-12 Pushes and Pulls http://www.sharemylesson.com/teaching-resource/Science- Pushes-and-pulls-Lesson-plan-6042612/ K-3 71

 Share the Lesson Your

Group Reviewed (source)

 Share the template to

guide your presentation. Describe the degree to which this lesson is and/or could be based

• n the NGSS.

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 If phase I is focused on full understanding about the

NGSS, how will we help our teachers study the NGSS in 2013-14?

 Recommended – DO NOT rush to making decisions

about:

• Course offerings
• Purchasing teaching materials
• Purchasing science assessments

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 Use the Action

Plan template to draft first steps in your NGSS Action Plan

 Remember to

focus on Phase I for understanding first.

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GENERAL

 What additional resources will be needed?  How will we accomplish mastery of understanding?  How will science be assessed at the state level?  Will science be given more weight in state

assessments?

 What professional development will be needed and

where will teachers get it?

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ELEMENTARY LEVEL

 How do we work NGSS on to the curriculum agenda?  Will instructional time for science pose a challenge?  Can the true nature of science be modeled?  What instructional support will teachers need?

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MIDDLE & HIGH SCHOOL LEVEL

 Can the curriculum be pruned to get at the core

ideas?

 What scope & sequence will be followed?  How will NGSS affect elective course offerings and

content?

 Will licensure be an issue?

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