Introducing the Next Generation Science Standards for 21 st - PowerPoint PPT Presentation

NGSS 101 Introducing the Next Generation Science Standards for 21 st Century Teaching and Learning

Goals of This Session  Recognize the connection between the NRC Framework for K-12 Science Education and the development of the Next Generation Science Standards  Review key instructional shifts of NGSS  Examine the “architecture” of the NGSS  Recognize the connections between NGSS and CCSS

Before We Begin… Quickwrite  List 1 thing you know for sure about the NGSS  List 1 question you have about the NGSS  Share with table group

A Natural Progression Framework for K-12 Science Education Research (e.g., Taking Next Science to Generation School and Science Science for Ready, Set, Standards All Science!) Americans NSES and Benchmarks 1990’s – ----------------------------------------------------2014 and beyond

A Framework for K-12 Science Education Practices, Crosscutting Concepts, and Core Ideas A New Vision for Teaching and Learning  Science for ALL Students  3 Dimensional Coherent Learning across Grades

Conceptual Shifts in NGSS Conceptual Shifts in NGSS 1. K-12 science education should reflect the interconnected nature of science as it is practiced and experienced in the real world. 2. The NGSS are student performance expectations – NOT curriculum. 3. The science concepts build coherently from K-12. 4. The NGSS focus on deeper understanding of content as well as application of content. 5. Science and engineering are Integrated in the NGSS from K – 12. 6. The NGSS are designed to prepare students for college, career, and citizenship. 7. The NGSS and Common Core State Standards (Mathematics and English Language Arts) are aligned. 6

What’s in a Logo? Core ideas Science and in the Engineering discipline Concepts across disciplines

Shift #1: K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World. Past 7 th Grade Life Science CA Current Middle Grades CA Standard NGSS Adopted Standard  Students know plants  Use argument and animals have supported by levels of organization evidence for how the for structure and body is a system of function, including interacting cells, tissues, organs, subsystems organ systems and composed of groups whole organism. of cells.

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

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

Making Sense of Cross Cutting Concepts With a partner select a concept to discuss • What is the concept? • How might you use it in instruction? • How are cross cutting concepts different from what we had before?

Dimension 3- Disciplinary Core Ideas  Disciplinary Significance  Has broad importance across multiple science or engineering disciplines, a key organizing concept of a single discipline  Explanatory Power  Can be used to explain a host of phenomena  Generative  Provides a key tool for understanding or investigating more complex ideas and solving problems  Relevant to Peoples ’ Lives  Relates to the interests and life experiences of students, connected to societal or personal concerns  Usable from K to 12  Is teachable and learnable over multiple grades at increasing levels of depth and sophistication

Physical Sciences - PS  PS1 - Matter and Its Interactions  PS2 - Motion and Stability  PS3 - Energy  PS4 - Waves and Their Applications

DCIs: Physical Science s  PS1 Matter and its interactions  PS1.A: Structure and Properties of Matter  PS1.B: Chemical Reactions  PS1.C: Nuclear Processes  PS2 Motion and stability: Forces and interactions  PS2.A: Forces and Motion  PS2.B: Types of Interactions  PS2.C: Stability and Instability in Physical Systems  PS3 Energy  PS3.A: Definitions of Energy  PS3.B: Conservation of Energy and Energy Transfer  PS3.C: Relationship Between Energy and Forces  PS3.D: Energy in Chemical Processes and Everyday Life  PS4 Waves & their applications in technologies for information transfer  PS4.A: Wave Properties  PS4.B: Electromagnetic Radiation  PS4.C: Information Technologies and Instrumentation

Life Sciences - LS 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

DCIs: Life Sciences  LS1 From molecules to organisms: Structures and processes  LS1.A: Structure and Function  LS1.B: Growth and Development of Organisms  LS1.C: Organization for Matter and Energy Flow in Organisms  LS1.D: Information Processing  LS2 Ecosystems: Interactions, energy, and dynamics  LS2.A: Interdependent Relationships in Ecosystems  LS2.B: Cycles of Matter and Energy Transfer in Ecosystems  LS2.C: Ecosystem Dynamics, Functioning, and Resilience  LS2.D: Social Interactions and Group Behavior  LS3 Heredity: Inheritance and variation of traits  LS3.A: Inheritance of Traits  LS3.B: Variation of Traits  LS4 Biological evolution: Unity and diversity  LS4.A: Evidence of Common Ancestry and Diversity  LS4.B: Natural Selection  LS4.C: Adaptation  LS4.D: Biodiversity and Humans

Earth and Space Sciences - ESS  ESS1 - Earth ’ s Place in the Universe  ESS2 - Earth Systems  ESS3 - Earth and Human Activity

DCIs: Earth and Space Sciences • ESS1 Earth’ s place in the universe • ESS1.A: The Universe and Its Stars • ESS1.B: Earth and the Solar System • ESS1.C: The History of Planet Earth • ESS2 Earth’ s systems • ESS2.A: Earth Materials and Systems • ESS2.B: Plate Tectonics and Large-Scale System Interactions • ESS2.C: The Roles of Water in Earth’s Surface Processes • ESS2.D: Weather and Climate • ESS2.E: Biogeology • ESS3 Earth and human activity • ESS3.A: Natural Resources • ESS3.B: Natural Hazards • ESS3.C: Human Impacts on Earth Systems • ESS3.D: Global Climate Change

Engineering, Technology and Applications of Sciences  Engineering Design  Links Among Engineering, Technology, Science and Society

DCIs: Engineering  ETS1 Engineering design  ETS1.A: Defining and Delimiting an Engineering Problem  ETS1.B: Developing Possible Solutions  ETS1.C: Optimizing the Design Solution  ETS2 Links among engineering, technology, science and society  ETS2.A: Interdependence of Science, Engineering, and Technology  ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World

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

Performance Expectations Dashes--- HS-PS1-1; HS-PS1-5

PE Example MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. [Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.] [Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.]

Foundation Boxes SEP, DCI, CCC Parentheses at the end of each DCI, SEP, CCC indicate the related PE.

Connections within NGSS and to CCSS ELA and Math

3 Dimensional Learning Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem

3 Dimensional Learning Dissected Analyze and interpret data to provide evidence resource availability on organisms and populations of organisms in an ecosystem the effects of resource availability on organisms and populations of organisms in an ecosystem

Building Performance Expectations In groups of 3-4 people, take ONE card from EACH of the 3 envelopes  You should have  1 Blue card: Science and Engineering Practice  1 Orange Card: Disciplinary Core Idea  1 Green Card: Cross Cutting Concept  Place your cards in the order below and create a statement that blends the 3 dimensions. SEP DCI CCC

Performance Expectation Tasks  Think about a task(s) that students may need to accomplish in order to demonstrate all 3 dimensions of your new PE.  Pull another blue card (SEP) and use it to create a new PE with the same DCI and CCC.  Consider how the new SEP affects the type of task(s) a student may need to accomplish.  Try it 1-2 times more SEP DCI CCC