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

NGSS 101

Introducing the Next Generation Science Standards for 21st 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

Science for All Americans NSES and Benchmarks Research (e.g., Taking Science to School and Ready, Set, Science!) Framework for K-12 Science Education Next Generation Science Standards

A Natural Progression

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

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

Conceptual Shifts in NGSS

What’s in a Logo?

Science and Engineering Core ideas in the discipline Concepts across disciplines

Past 7th Grade Life Science CA Standard

 Students know plants

and animals have levels of organization for structure and function, including cells, tissues, organs,

• rgan systems and

whole organism.

Current Middle Grades CA NGSS Adopted Standard

 Use argument

supported by evidence for how the body is a system of interacting subsystems composed of groups

• f cells.

Shift #1: K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World.

Dimension 1

Scientific and Engineering Practices

• 1. Asking questions

(science) and defining problems (engineering)

• 2. Developing and using

models

• 3. Planning and carrying
• ut investigations
• 4. Analyzing and

interpreting data

• 5. Using mathematics and

computational thinking

• 6. Constructing

explanations (science) and designing solutions (engineering)

• 7. Engaging in argument

from evidence

• 8. Obtaining, evaluating,

and communicating information Dimension 1

Science and Engineering Practices

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?



Disciplinary Significance

 Has broad importance across multiple science or engineering disciplines, a key

• rganizing 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

Dimension 3- Disciplinary Core Ideas

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

Physical Sciences - PS

DCIs: Physical Sciences

 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

 ESS1 - Earth’s Place

in the Universe

 ESS2 - Earth Systems  ESS3 - Earth and

Human Activity

Earth and Space Sciences - ESS

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 Design  Links Among Engineering,

Technology, Science and Society

Engineering, Technology and Applications of Sciences

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

• f 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

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

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

• rganisms and populations of organisms

in an ecosystem

3 Dimensional Learning Dissected

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

• f 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

3 Dimensional Learning Builds Scientific Disposition

 Learning progressions (K-12) for the DCI, SEP, CCC across

time support students to think like scientists

 Develops Habits of Mind:

 Knowing when and how to seek knowledge (what do I need to

know?)

 Knowing when and how to build knowledge (what am I learning?

What do I understand?)

 Knowing when and how to critique developing knowledge (e.g.,

what is evidence?, is it appropriate?, is it sufficient? and build knowledge

New Opportunities for All Learners

Common Core Standards (ELA and Mathematics) Next Generation Science Standards 21st Century Skills

Connections with The Common Core

 Quickly read the list of practices/portraits.  Code each practice/portrait with an: “S” for science & engineering “M” for mathematics “E” for English-Language Arts  Discuss your coding with a partner.  What did you notice?

Supporting Materials

Appendix A Conceptual Shifts Appendix B Responses to Public Feedback Appendix C College and Career Readiness Appendix D All Standards, All Students Appendix E Disciplinary Core Idea Progressions in the NGSS Appendix F Science and Engineering Practices in the NGSS Appendix G Crosscutting Concepts in the NGSS Appendix H Nature of Science Appendix I Engineering Design in the NGSS Appendix J Science, Technology, Society, and the Environment Appendix K Model Course Mapping in Middle and High School Appendix L Connections to Common Core State Standards in Mathematics Appendix M Connections to Common Core State Standards in ELA

Stay Informed

 For questions and comments on Ca NGSS, email:

NGSS@cde.gov

 For background information on CA NGSS and resources visit:

http://www.cde.ca.gov/pd/ca/sc/ngssintrod.asp http://www.cascience.org/csta/ngss.asp

 For background information on NGSS on the national level, visit:

http://www.nextgenscience.org http://www.ngss.nsta.org