Seeing the Destination So We Can Direct Others to It Navigating the NGSS Seeing the Destination So We Can Direct Others to It

What Is NGSS Really All About? “NGSS is a foundational system lever for bringing about the change we want to see.” –Caroline King from Washington STEMx Network

Some History SFAA is linked to http://www.project2061.org/publications/sfaa/. BfSL is linked to http://www.project2061.org/publications/bsl/. NSES is linked to http://www.nap.edu/catalog.php?record_id=4962. These documents guided science teaching from the mid-90’s until recently.

Why Science Ed Needs an Update Image is linked to http://nextgenscience.org/sites/ngss/files/NGSS_Infographic_Nov2014_0.pdf.

A Strong Start but … The image is linked to http://www.project2061.org/publications/bsl/online/index.php.

The Old … Link is to http://www.nextgenscience.org/msps1-matter-interactions. And the New …

Some [More Recent] History A Framework is linked to http://www.nap.edu/catalog.php?record_id=13165. NGSS is linked to http://www.nextgenscience.org. “core science standards” is linked to http://education.ky.gov/curriculum/sci/pages/next-generation-science-standards.aspx. A Framework for K-12 Science Education provided the foundation; KY has adopted NGSS as its core science standards.

NGSS Partner & Adoption States Lower image is linked to http://www.nextgenscience.org/lead-state-partners. Upper image is linked to http://academicbenchmarks.com/next-generation-science-standards-adoption-map/. 1st 11 to adopt  California, Delaware, Illinois, Kansas, Kentucky, Maryland, Rhode Island, Vermont, Oregon, Nevada, and Washington, along with the District of Columbia

What Is Different about NGSS? “It [three-dimensional learning] is the major shift in NGSS …Every lesson should have all three aspects of the NGSS in them.” –Joe Kracjik speaking at a KSTA Session Kracjik’s picture is linked to http://create4stem.msu.edu. Image of Strands of NGSS is taken from http://www.ssec.si.edu/blog/science-assessment-the-next-generation#.VF_mzktrVTU; it is linked to http://www.nextgenscience.org/three-dimensions.

Let’s Use an Example to Provide a Storyline Image is from and linked to http://eschooltoday.com/ecosystems/the-carbon-cycle.html.

Crosscutting Concepts 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 Top link is to http://nstahosted.org/pdfs/ngss/resources/201202_Framework-Duschl.pdf. Bottom link is to http://www.bozemanscience.com/next-generation-science-standards/. Properly-designed curriculum around the Carbon Cycle could emphasize 4. and 5. and address all 7 of theses.

Disciplinary Core Ideas Taught in an integrated form, curriculum around the Carbon Cycle could connect LS1, PS1, and ESS2 (and others) Image is from slide 9 of the Teaching NGSS in Elementary School PP presentation. It is linked to http://www.nextgenscience.org/search-standards-dci.

Science & 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 Top link is to http://nstahosted.org/pdfs/ngss/resources/201112_Framework-Bybee.pdf. Bottom link is to http://www.bozemanscience.com/next-generation-science-standards/.

FCPS Work on SEP Rubrics Grade Level Proficiency by Grade Level For Evaluate the limitation of the model(s) Kindergarten Independently distinguishes between a model and the actual object, process, and/or events the model represents. 1st   Independently distinguishes between a model and the actual object, process, and/or events the model represents. Independently compares a model and the actual object, process, and/or events the model represents. 2nd Independently compares models to identify common features and differences. 3rd  Independently chooses a preferred model based on comparison of common features and differences. 4th  Independently identifies some limitations of a particular model. 5th  Collaboratively identifies some limitations of multiple models. 6th  Identifies limitations of a model for a proposed object, tool, or process. 7th  Identifies and specifically describes limitations of a model for a proposed object, tool, or process. 8th  Evaluate limitations of a model for a proposed object, tool, or process.

Finding the Points of Intersection Both images are from http://teachingcommons.cdl.edu/ngss/science_math/. Top image is linked to http://ell.stanford.edu/content/science.

A Performance Expectation The four images are from slides 17 – 20 of the Teaching NGSS in Elementary School PP presentation. The top image is linked to http://www.nextgenscience.org/2ls2-ecosystems-interactions-energy-dynamics.

What Performance Expectation Applies to the Carbon Cycle? MS-ESS2  Earth’s Systems MS-ESS3  Earth and Human Activity MS-PS1  Matter and Its Interactions MS-LS1  Structures and Processes How do we help teachers to … … think of curriculum as connected like this? … see PEs as broader ideas the understanding of which must develop over time? … treat the Crosscutting Concepts and Practices embedded in the PEs as important as the content? MS-ESS2 is linked to http://www.nextgenscience.org/msess2-earth-systems. MS-ESS3 is linked to http://www.nextgenscience.org/msess3-earth-human-activity. MS-PS1 is linked to http://www.nextgenscience.org/msps1-matter-interactions. MS-LS1 is linked to http://www.nextgenscience.org/msls1-molecules-organisms-structures-processes.

The Big History Project Image is linked to https://www.bighistoryproject.com/home.

Connecting Across the National Standards “Professional development should incorporate discussion of the relationships between changes in science teaching expectations and changes in other subject areas, especially for the elementary grades, where most teachers teach multiple subjects. Understanding these relationships will allow teachers to take advantage of the synergies between science, mathematics, and English language arts by supporting development of students’ skills across the curriculum in the context of science learning activities.” –A Guide, p. 4-2 Image is linked to http://www.nextgenscience.org/msess2-earth-systems. Link is to Understanding Language  http://ell.stanford.edu.

Image of Johnson’s book is linked to http://www. npr “There was a system lurking in the glass that was a microcosm of a vast system that had been evolving on Earth for two billions years.” –p. 87

Conceptual Shifts in the NGSS K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World. The Next Generation Science Standards are student performance expectations – NOT curriculum. The Science Concepts in the NGSS Build Coherently from K–12. The NGSS Focus on Deeper Understanding of Content as well as Application of Content.

Conceptual Shifts in the NGSS 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 (English Language Arts and Mathematics) are Aligned. Left link is to http://www.epa.gov/climatechange/ccs/; right link is to http://www.scientificamerican.com/report/carbon-capture-storage-ccs/.

Conceptual Shifts Demand Assessment Shifts Characteristics of NGSS-aligned assessment tasks  include multiple components that reflect the connected use of different scientific practices in the context of interconnected disciplinary ideas and crosscutting concepts; address the progressive nature of learning by providing information about where students fall on a continuum between expected beginning and ending points in a given unit or grade; and include an interpretive system for evaluating a range of student products that are specific enough to be useful for helping teachers understand the range of student responses and provide tools for helping teachers decide on next steps in instruction. Image is linked to http://www.nap.edu/catalog/18409/developing-assessments-for-the-next-generation-science-standards. Bullet points are from p. 3 of the document.

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NGSS Evidence Statements Image is linked to http://www.nextgenscience.org/ngss-high-school-evidence-statements.

And the Resources Keep Coming Image is linked to http://www.nap.edu/catalog/18802/guide-to-implementing-the-next-generation-science-standards.

A Resource for 3-D Learning Image is linked to http://concord.org/ngss/.