NGSS 101 Introducing the Next Generation Science Standards for K-12 Alliance NGSS 101 Introducing the Next Generation Science Standards for 21st Century Teaching and Learning

Goals of This Session Build understanding of the Next Generation Science Standards Performance Expectations in each grade level Examine the key components of the NGSS Learn to read the architecture of the NGSS

Science for ALL Students 3 Dimensional Coherent Learning across Grades 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

The Framework’s Vision of Science Education Progressively deeper understanding of science. Actively engage in practices to deepen understanding of crosscutting concepts and disciplinary core ideas. Integrated systems of standards, curriculum, instruction, and assessment based on 3 dimensions.

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

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

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

Practices Change Science Education From the science classroom as environments where students learn about science ideas to places where students explore, examine, and use science ideas to explain how and why phenomena occur.

Dimension 2 Crosscutting Concepts Patterns Cause and effect Scale, proportion, and quantity Systems and system models Energy and matter Structure and function Stability and change

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

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

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

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 15

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

Performance Expectations = Standard Stem: each standard is written in the form of one sentence, that identifies the disciplinary core idea, the scientific practice and the crosscutting concept the student is expected to demonstrate at the end of instruction. The clarification statements provide a short description of a nuance of the standard The assessment boundary provides the depth of understanding all students are expected to demonstrate.

Foundation Boxes SEP DCI CCC Foundation boxes provide information that expands and explains the standard statements in relation to the three dimensions.

Connection Boxes Connection boxes provide: connections to topics in other grade levels. articulation across grade levels. connections to Common Core State Standards

How Will You Think and Teach Differently? 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.

Building Performance Expectations In groups of 3-4 people, examine the PEs for your grade level Discuss the Disciplinary Core Idea What is new? What is the same? How might you teach or already teach this performance expectation? Think about a task(s) that students may need to accomplish in order to understand the PEs SEP DCI CCC

Learning Grows Over Time Learning difficult ideas Takes time Develops as students work on tasks that forces them to synthesize ideas Occurs when new and existing knowledge is linked to previous ideas Depends on instruction

Performance Expectations Build Across Years 9-12 6-8 3-5 HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. 5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen 2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. 2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose* K-2 Modified from Brian Reiser

Engaging students in constructing scientific explanations K – 12 Greater sophistication Grades K - 2 Grades 3 - 5 Middle School High School Use information from observations (firsthand and from media) to construct an evidence-based account for natural phenomena Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem. Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

New Opportunities for All Learners Common Core Standards (ELA and Mathematics) Next Generation Science Standards 21st Century Skills

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

Resources Teachers Pay Teachers Smart Chick The Science Penguin Perfect Pairs: Using Fiction & Nonfiction Picture Books to Teach Life Science, K-2 By Melissa Stewart ISBN-13: 978-1571109583

Resources Google Classroom: Lab Write-ups Scholastic: Study Jams Brain Pop (Subscription required) Nearpod Plickers Class Dojo

@vick_mvick