An Introduction to The Next Generation

Science Standards

2

Developing the Standards

Video – Why standards?

Handout about the Three Dimensions

Scientific and Engineering Practices

1. Asking questions (for science) and defining problems (for engineering)

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 (for science) and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

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

5

Crosscutting Concepts

Life Science Physical ScienceLS1: 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 & TechnologyESS1: Earth’s Place in the Universe

ESS2: Earth’s Systems

ESS3: Earth and Human Activity

ETS1: Engineering Design

ETS2: Links Among Engineering, Technology, Science, and Society

6

Disciplinary Core Ideas

Life Science Earth & Space Science Physical Science Engineering & Technology LS1: From Molecules to Organisms:

Structures and ProcessesLS1.A: Structure and FunctionLS1.B: Growth and Development of

OrganismsLS1.C: Organization for Matter and Energy

Flow in OrganismsLS1.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 TraitsLS3.B: Variation of Traits

LS4: Biological Evolution: Unity and Diversity

LS4.A: Evidence of Common Ancestry and Diversity

LS4.B: Natural SelectionLS4.C: AdaptationLS4.D: Biodiversity and Humans

ESS1: Earth’s Place in the UniverseESS1.A: The Universe and Its StarsESS1.B: Earth and the Solar SystemESS1.C: The History of Planet Earth

ESS2: Earth’s SystemsESS2.A: Earth Materials and SystemsESS2.B: Plate Tectonics and Large-

Scale System InteractionsESS2.C: The Roles of Water in Earth’s

Surface ProcessesESS2.D: Weather and ClimateESS2.E: Biogeology

ESS3: Earth and Human ActivityESS3.A: Natural ResourcesESS3.B: Natural HazardsESS3.C: Human Impacts on Earth

SystemsESS3.D: Global Climate Change

PS1: Matter and Its InteractionsPS1.A: Structure and Properties of

MatterPS1.B: Chemical ReactionsPS1.C: Nuclear Processes

PS2: Motion and Stability: Forces and Interactions

PS2.A: Forces and MotionPS2.B: Types of InteractionsPS2.C: Stability and Instability in

Physical Systems

PS3: EnergyPS3.A: Definitions of EnergyPS3.B: Conservation of Energy and

Energy TransferPS3.C: Relationship Between Energy

and ForcesPS3.D:Energy in Chemical Processes

and Everyday Life

PS4: Waves and Their Applications in Technologies for Information Transfer

PS4.A: Wave PropertiesPS4.B: Electromagnetic RadiationPS4.C: Information Technologies

and Instrumentation

ETS1: Engineering DesignETS1.A: Defining and Delimiting an

Engineering ProblemETS1.B: Developing Possible SolutionsETS1.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

Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas

Core and Component Ideas

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 Next Generation Science Standards are student performance expectations – NOT curriculum.

3. The science concepts in the NGSS 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.

8

Appendices

A Conceptual ShiftsB Responses to May Public FeedbackC College and Career ReadinessD All Standards, All StudentsE Disciplinary Core Idea Progressions in the NGSSF Science and Engineering Practices in the NGSSG Crosscutting Concepts in the NGSSH Nature of Science in the NGSSI Engineering Design in the NGSSJ Science, Technology, Society, and the EnvironmentK Model Course Mapping in Middle and High SchoolL Connections to Common Core State Standards in MathematicsM Connections to Common Core State Standards in English Language Arts

Inside the Box

Video Overview -

Inside the NGSS Box

Based on the January 2013 Draft of NGSS

Inside the NGSS Box

What is AssessedA collection of several

performance expectations describing what students

should be able to do to master this standard

Foundation BoxThe practices, core disciplinary

ideas, and crosscutting concepts from the Framework

for K-12 Science Education that were used to form the performance expectations

Connection BoxOther standards in the Next

Generation Science Standards or in the Common Core State

Standards that are related to this standard

Title and CodeThe 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.

Based on the January 2013 Draft of NGSS

Inside the NGSS Box

What is AssessedA collection of several

performance expectations describing what students

should be able to do to master this standard

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

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

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

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

Inside the NGSS Box

Foundation BoxThe practices, core disciplinary

ideas, and crosscutting concepts from the Framework

for K-12 Science Education that were used to form the performance expectations

Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem

Disciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives.

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

Connections to Engineering, Technology and Applications of ScienceThese connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework.

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

Based on the January 2013 Draft of NGSS

Inside the NGSS Box

Foundation BoxThe practices, core disciplinary

ideas, and crosscutting concepts from the Framework

for K-12 Science Education that were used to form the performance expectations

Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem

Disciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives.

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

Based on the January 2013 Draft of NGSS

Inside the NGSS Box

Foundation BoxThe practices, core disciplinary

ideas, and crosscutting concepts from the Framework

for K-12 Science Education that were used to form the performance expectations

Connections to Engineering, Technology and Applications of ScienceThese connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework.

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

Based on the January 2013 Draft of NGSS

Inside the NGSS Box

Codes for Performance ExpectationsCodes 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.

Based on the January 2013 Draft of NGSS

Inside the NGSS Box

What is AssessedA collection of several

performance expectations describing what students

should be able to do to master this standard

Foundation BoxThe practices, core disciplinary

ideas, and crosscutting concepts from the Framework

for K-12 Science Education that were used to form the performance expectations

Connection BoxOther standards in the Next

Generation Science Standards or in the Common Core State

Standards that are related to this standard

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

Title and CodeThe 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 & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem

Disciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives.

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

Codes for Performance ExpectationsCodes 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 BoundaryA statement that provides guidance about the scope of the performance expectation at a particular grade level.

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

Connections to Engineering, Technology and Applications of ScienceThese connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework.

Connections to Nature of ScienceConnections 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

Closer Look at NGSS

Closer Look at a NGSS (Grade 2)

20

2.PS1 Matter and Its Interactions Students who demonstrate understanding can: 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials

by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.]

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

Disciplinary Core Ideas Crosscutting Concepts

Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. • Plan and conduct an investigation

collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1)

PS1.A: Structure and Properties of Matter • Different kinds of matter exist and

many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1)

Patterns • Patterns in the natural and human

designed world can be observed. (2-PS1-1)

Connections to other DCIs in this grade-level: will be available on or before April 26, 2013. Articulation of DCIs across grade-levels: will be available on or before April 26, 2013 Common Core State Standards Connections: will be available on or before April 26, 2013. ELA/Literacy – Mathematics –

Closer Look at a NGSS (Grade 2)

21

2.PS1 Matter and Its Interactions Students who demonstrate understanding can: 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials

by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.]

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

Disciplinary Core Ideas Crosscutting Concepts

Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. • Plan and conduct an investigation

collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1)

PS1.A: Structure and Properties of Matter • Different kinds of matter exist and

many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1)

Patterns • Patterns in the natural and human

designed world can be observed. (2-PS1-1)

Connections to other DCIs in this grade-level: will be available on or before April 26, 2013. Articulation of DCIs across grade-levels: will be available on or before April 26, 2013 Common Core State Standards Connections: will be available on or before April 26, 2013. ELA/Literacy – Mathematics –

Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

Closer Look at a NGSS (Grade 2)

22

2.PS1 Matter and Its Interactions Students who demonstrate understanding can: 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials

by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.]

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

Disciplinary Core Ideas Crosscutting Concepts

Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. • Plan and conduct an investigation

collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1)

PS1.A: Structure and Properties of Matter • Different kinds of matter exist and

many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1)

Patterns • Patterns in the natural and human

designed world can be observed. (2-PS1-1)

Connections to other DCIs in this grade-level: will be available on or before April 26, 2013. Articulation of DCIs across grade-levels: will be available on or before April 26, 2013 Common Core State Standards Connections: will be available on or before April 26, 2013. ELA/Literacy – Mathematics –

Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

Closer Look at a NGSS (Grade 2)

23

2.PS1 Matter and Its Interactions Students who demonstrate understanding can: 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials

by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.]

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

Disciplinary Core Ideas Crosscutting Concepts

Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. • Plan and conduct an investigation

collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1)

PS1.A: Structure and Properties of Matter • Different kinds of matter exist and

many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1)

Patterns • Patterns in the natural and human

designed world can be observed. (2-PS1-1)

Connections to other DCIs in this grade-level: will be available on or before April 26, 2013. Articulation of DCIs across grade-levels: will be available on or before April 26, 2013 Common Core State Standards Connections: will be available on or before April 26, 2013. ELA/Literacy – Mathematics –

Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

Closer Look at a NGSS (Grade 2)

24

2.PS1 Matter and Its Interactions Students who demonstrate understanding can: 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials

by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.]

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

Disciplinary Core Ideas Crosscutting Concepts

Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. • Plan and conduct an investigation

collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1)

PS1.A: Structure and Properties of Matter • Different kinds of matter exist and

many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1)

Patterns • Patterns in the natural and human

designed world can be observed. (2-PS1-1)

Connections to other DCIs in this grade-level: will be available on or before April 26, 2013. Articulation of DCIs across grade-levels: will be available on or before April 26, 2013 Common Core State Standards Connections: will be available on or before April 26, 2013. ELA/Literacy – Mathematics –

Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

An Analogy

An Analogy between NGSS and a Cake

Baking Tools & Techniques(Practices)

Cake(Core Ideas)

Frosting(Crosscutting Concepts)

Baking a Cake(Performance Expectation)

An Analogy between NGSS and Cooking

Kitchen Tools & Techniques(Practices)

Basic Ingredients(Core Ideas)

Herbs, Spices, & Seasonings(Crosscutting Concepts)

Preparing a Meal(Performance Expectation)

Life Science (Vegetables) Physical Science (Meats)

Earth & Space Science (Grains) Engineering & Technology (Dairy)

28

An Analogy between NGSS and Cooking

Practices in Science, Mathematics, and

English Language Arts (ELA)

Practices in Mathematics, Science, and English Language Arts*Math Science English Language Arts

M1. Make sense of problems and persevere in solving them.

M2. Reason abstractly and quantitatively.

M3. Construct viable arguments and critique the reasoning of others.

M4. Model with mathematics. M5. Use appropriate tools

strategically. M6. Attend to precision. M7. Look for and make use of

structure. M8. Look for and express

regularity in repeated reasoning.

S1. Asking questions (for science) and defining problems (for engineering).

S2. Developing and using models. S3. Planning and carrying out

investigations. S4. Analyzing and interpreting data. S5. Using mathematics, information and

computer technology, and computational thinking.

S6. Constructing explanations (for science) and designing solutions (for engineering).

S7. Engaging in argument from evidence.

S8. Obtaining, evaluating, and communicating information.

E1. They demonstrate independence.

E2. They build strong content knowledge.

E3. They respond to the varying demands of audience, task, purpose, and discipline.

E4. They comprehend as well as critique.

E5. They value evidence. E6. They use technology and

digital media strategically and capably.

E7. They come to understanding other perspectives and cultures.

* The Common Core English Language Arts uses the term “student capacities” rather than the term “practices” used in Common Core Mathematics and the Next Generation Science Standards.

Practices in Math, Science, and ELA*

Based on work by Tina Chuek

ell.stanford.edu

Math Science

ELA

M1: Make sense of problems and persevere in solving them

M2: Reason abstractly & quantitatively

M6: Attend to precisionM7: Look for & make

use of structureM8: Look for &

make use of regularity in repeated reasoning

S1: Ask questions and define problems

S3: Plan & carry out investigationsS4: Analyze & interpret data

S6: Construct explanations & design solutions

M4. Models with

mathematicsS2: Develop & use modelsS5: Use mathematics &

computational thinking

E1: Demonstrate independence in reading complex texts, and writing and speaking about them

E7: Come to understand other perspectives and cultures through reading, listening,

and collaborations

E6: Use technology & digital media strategically & capably

M5: Use appropriate tools strategically

E2: Build a strong base of knowledge through content rich texts

E5: Read, write, and speak grounded in evidence

M3 & E4: Construct viable arguments and critique reasoning of others

S7: Engage in argument from

evidence

S8: Obtain,

evaluate, &

communicate information

E3: Obtain, synthesize,

and report findings clearly and effectively in response to task and purpose

Commonalities Among the Practices in Science, Mathematics and English Language Arts

NSTA Resources

On the Web

nextgenscience.org

nsta.org/ngss

Web Seminars

Check the NSTA website at www.nsta.org/ngss for upcoming programs.

Previous programs focused on scientific and engineering practices, crosscutting concepts, engineering, and more. All programs are archived at http://learningcenter.nsta.org/products/symposia_seminars/NGSS/webseminar.aspx

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