Moving the Next Generation Science Standards to the Classroom

Moving theNext Generation Science Standardsto the Classroom

KSTA Pre-conferenceOctober 31, 2013

Facilitated by P-12 Math & Science Outreach Unit of PIMSERUniversity of Kentucky

Introductions

• Diane Johnson– [email protected]

• Susan Mayo– [email protected]

mailto:[email protected]


Who’s in the room?

• Elementary• Middle• High• Curriculum Coach• Administrator• Other?

Rate Your Familiarity with NGSS

• Choose one of the following that best describes your familiarity with the NGSS:

1) Know a little about them2) Read some of the Framework and/or Standards3) Member of study group working on

implementation4) Have been using them to design curriculum,

units and/or lessons

Session Goals

• Understand the implications for CIA from the conceptual shifts detailed in the Framework

• Utilize a process for moving from a standard to a unit/lesson sequence

• Analyze materials for alignment with NGSS

Session Goals

• How do we get this right?• Not – “git r done”!

Vision of the Framework for K-12 Science Education

• Students actively engage in scientific and engineering practices in order to deepen their understanding of crosscutting concepts and disciplinary core ideas. pg. 217

How do we

know?

Teaching at the Nexus

Core IdeasPractices

Crosscutting Concepts


Conceptual Shifts

Conceptual Shifts in the NGSS1. 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 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 (English Language Arts and Mathematics) are Aligned.

Conceptual Shift in the NGSS

• Scan the 5 boldfaced shifts in teaching practice detailed in the report by Brian Reiser.

• Select the one that you find most intriguing.• Read the information about it in the report.

Pgs. 3-12


• Form a small group by the poster for that shift and discuss similarities and differences compared to current practices.

• Identify components of the shift that will be the easiest to make and those that might be more difficult.

• Note any components that might be unclear.• Be prepared to share a summary with the whole

group.


Pg. 7

“The biggest obstacle to school change is our memories.”

-- Dr. Allen Glenn

• 5a distinguishing between solutions, mixtures, and “pure” substances, i.e. compounds and elements.

• 5b classifying common elements and compounds using symbols and simple chemical formulas.

• 5c interpreting the symbols and formulas of simple chemical equations.• 5d using symbols and chemical formulas to show simple chemical

rearrangements that produce new substances (chemical change).• 5e explaining that when substances undergo physical changes, the appearance

may change but the chemical makeup and chemical properties do not.• 5f explaining that when substances undergo chemical changes to form new

substances, the properties of the new combinations may be very different from those of the old.

Previous State Middle School Science Standards

Standards Comparison:Structure and Properties of Matter

• 5a distinguishing between solutions, mixtures, and “pure” substances, i.e. compounds and elements.

• 5b classifying common elements and compounds using symbols and simple chemical formulas.

• 5c interpreting the symbols and formulas of simple chemical equations.• 5d using symbols and chemical formulas to show simple chemical

rearrangements that produce new substances (chemical change).• 5e explaining that when substances undergo physical changes, the appearance

may change but the chemical makeup and chemical properties do not.• 5f explaining that when substances undergo chemical changes to form new

substances, the properties of the new combinations may be very different from those of the old.

Current State Middle School Science Standard


a. Develop models to describe the atomic composition of simple molecules and extended structures.

b. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.

c. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

NGSS Middle School Sample


“…developing evidence-based models, arguments, and explanations is key to both developing and demonstrating understanding of an accepted scientific viewpoint (Framework, pg. 48).”

Speed Bumps on the Road to NGSS

http://media.education.ky.gov/video1/On-Demand2013/SeanTED_Talk-9-5-2013.mp4

http://media.education.ky.gov/video1/On-Demand2013/SeanTED_Talk-9-5-2013.mp4

Speed Bumps on the Road to NGSS

Old dullness

can trump

new stds

Folder Swap

We already do that!

Crosswalk

Nebular Theory of Curriculum

Accretion

Death march through the

bullets

Reflection

Pg. 2

• “First, we start, then we get better.”– Teacher participant at recent workshop


Process for Moving from NGSS to Instruction

www.nextgenscience.org

http://ngss.nsta.org/

http://www.nextgenscience.org/

http://ngss.nsta.org/

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

2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational thinking6. Constructing explanations (for science)

and designing solutions (for engineering)7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating

information

Scientific and Engineering Practices

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Pgs 18 – 33Appendix F

Crosscutting Concepts1. Patterns2. Cause and effect: Mechanism and explanation3. Scale, proportion, and quantity4. Systems and system models5. Energy and matter: Flows, cycles, and

conservation6. Structure and function7. Stability and change

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Pgs. 34 – 36Appendix G

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

Disciplinary Core Ideas

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4

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

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Inside the NGSS Box

Based on the January 2013 Draft of NGSS

Pg. 37

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.


Inside the NGSS Box












Closer Look at a Performance Expectation

MS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the

explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]

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

Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems.

Use and/or develop models to predict, describe, support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d)

---------------------------------------------Connections to Nature of Science

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Laws are regularities or mathematical

descriptions of natural phenomena. (MS-PS1-d)

PS1.B: Chemical Reactions

Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)

The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d)

Energy and Matter

Matter is conserved because atoms are conserved in physical and chemical processes. (MS-PS1-d)

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. 40














Energy and Matter



• …the NGSS has only two specific purposes beyond its broad vision for science education, namely (1) to describe essential learning goals, and (2) to describe how those goals will be assessed at each grade level or band.

• The rest – instruction, instructional materials, assessments, curriculum, professional development, and the university preparation of teachers – is up to the science education community.– Pg. 15 The NSTA Reader’s Guide to the NGSS

Materials needed:1. Structure and Properties of Matter from

NGSS (2, 5, MS, or HS)2. Appendix F – Scientific and Engineering

Practices Matrix3. Appendix G – Crosscutting Concepts Matrix4. A Framework for K-12 Science Education

Process for moving from NGSS to instruction

Materials needed:1. NGSS to Instruction Process (pgs. 13 – 15)2. NGSS to Instruction Organizer (pgs. 16 – 17)3. 2. Structure and Properties of Matter from NGSS (pg. 37)4. Appendix F – Scientific and Engineering Practices Matrix

(pgs. 18 – 33)5. Appendix G – Crosscutting Concepts Matrix (pgs. 34 –

36)6. A Framework for K-12 Science Education


Work Groups

• Elementary K-2: Table 1 Elementary 3-5: Table 2

• Middle School: Tables 3 - 6• High School: Tables 7 and 8


• Read the performance expectations for the topic. Select one performance expectation to begin.

• Read the performance expectation, clarification statement, and assessment boundary.

• Read the applicable disciplinary core idea in the foundation box.

• Read the material in the Framework for the DCI cited.

Pgs. 13 – 17Process and Template

• Read the SEP in the foundation box related to the PE.

• Read the material in the Framework and the matrix in Appendix F for these practices.

• Read the CCC in the foundation box associated with the PE.

• Read the material in the Framework and the matrix in Appendix G for this CCC.


• Create one or more descriptions of the desired results or learning goals for the instruction integrating the three dimensions in the foundation box.

• Determine the acceptable evidence for the assessment of the desired results. Draft the summative assessment process for the learning goal.


• Create the learning sequence using an instructional model.• Identify known misconceptions and troublesome ideas for

the concept that need to be considered.• Determine prior and/or supporting ideas or concepts

needed to learn this core idea.• Brainstorm some phenomena and experiences that could

provide observational or experimental evidence of the targeted core idea.

• Identify representations or media that would be helpful for students to use to make sense of the core idea.– Pg. 19


Materials needed:1. NGSS to Instruction Process (pgs. 13 – 15)2. NGSS to Instruction Organizer (pgs. 16 – 17)3. Structure and Properties of Matter from NGSS (pg. 37 –

42 or other topic of your choice)4. Appendix F – Scientific and Engineering Practices Matrix

(pgs. 18 – 33)5. Appendix G – Crosscutting Concepts Matrix (pgs. 34 – 36)6. A Framework for K-12 Science Education


Your Turn!• As a table group, practice the process outlined

in The Reader’s Guide to the NGSS on the remaining performance expectations for the topic (SPM or the one of your choice).– Different pairs at each table work on a different PE

and then collaborate – look for overlaps• Consider possible activities and assessments.• Be prepared to share.

• This simplified process is only the beginning of a more elaborate and often reiterative process of writing, reviewing, piloting, and rewriting that goes into the development of instructional sequences and quality instructional materials.– Pg. 20, The NSTA Reader’s Guide to the NGSS

Reflection


Analysis of Sample Materials

Vision of the Framework for K-12 Science Education

• Students actively engage in scientific and engineering practices in order to deepen their understanding of crosscutting concepts and disciplinary core ideas. pg. 217

Teaching at the Nexus

Core IdeasPractices

Crosscutting Concepts

Learner Lens

Plungers, Hand Boilers, Mirrors – Oh My!

• Read and follow the directions for the activity on your table.

• Make careful observations and collect any data that might be pertinent for constructing an explanation of the phenomenon.

• Develop and use a model to explain the phenomenon.

• Write your explanation and include your annotated drawing on chart paper.

• Be prepared to share with others.

Activity Debrief

• Discuss the following with your activity group:

• What practices did you use to explore the phenomenon in order to construct an explanation?– How did these help you make sense of your observations

in order to explain them?• What content did you use in your explanation?• What cross-cutting concept(s) seems especially

pertinent for understanding and explaining?• What was the role of discourse and modeling?

Learner Lens

Activity Debrief

• Discuss the following with your activity group:

• What are some instructional implications from this experience?

• How might this inform your selection of experiences for students?

Teacher Lens

Activity Analysis

• Examine the 3 grade level activities.

• Determine the DCI being addressed, if any.

• Sort the activities as:– Will work– Will work with revisions– Not worth the effort to

revise and/or not aligned

• Write the criteria you used to place an activity in the “will work” pile on a post it.– 1 criterion/post it

• Do the same for the other activities

Activity Analysis

• Join another group• Categorize your criteria• Create a ‘rubric’ for determining if an activity

“will work,” is “worth revising,” or “not aligned/worth revising”

• Summarize – what are the most important considerations for determining if an activity will work?

Reflection

Session Goals

Understand the implications for CIA from the conceptual shifts detailed in the Framework

Utilize a process for moving from a standard to a unit/lesson sequence

Analyze materials for alignment with NGSS

Upcoming Opportunities

• http://www.uky.edu/P12MathScience/

http://www.uky.edu/P12MathScience/

Contact Information

• Diane Johnson– [email protected] – http://dianejohnson.weebly.com

• Susan Mayo– [email protected] – http://mayosw.weebly.com/


http://dianejohnson.weebly.com/


http://mayosw.weebly.com/

http://mayosw.weebly.com/

Moving the Next Generation Science Standards to the Classroom

Documents

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