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,

organ 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

of 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 out 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

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

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

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

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

organisms 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 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

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