Introduction to the Next Generation Science Standards Sandi Yellenberg, Science Coordinator STEAM Team

Objectives Provide an overview of NGSS including: – The 3 Dimensions o Science and Engineering Practices o Crosscutting Concepts o Content DCI’s (Disciplinary Core Ideas)  Performance Expectations (PE’s) Review information contained in each standard – How to read them Consider Science Practices and Cross Cutting Concepts currently being used

Two-Step Process 3

Lead Partners 4

The Guiding Principles of the Framework are Research- Based and Include... 5

Two-Step Process 6

NGSS Lead States 7 MD

California has adopted the NGSS with the goal of transforming science teaching and learning by providing all students with the rigorous and relevant education they need for success in college as well as careers and daily lives Goal of NGSS

Three Dimensions Intertwined NGSS will require contextual application of the three dimensions by students Focus is on how and why as well as what

Guiding Assumption of Framework & Standards: Meld Content Knowledge and Scientific Practices “Science is not just a body of knowledge that reflects current understanding of the world; it is also a set of practices used to establish, extend and refine that knowledge. Both elements– knowledge and practice--- are essential.” a set of practices Science Both elements– knowledge and practice--- are essential.”

These new standards shift the focus from memorization of facts to having students develop deeper conceptual understanding of core scientific ideas and be able to apply the practices of science and engineering into real world problems. Goal of NGSS

The Next Generation Science Standards are written as performance expectations  Disciplinary Core Ideas  Crosscutting Concepts  Science and Engineering Practices

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 15 Inquiry = Practices 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 For each, the Framework includes a description of the practice, the culminating 12 th grade learning goals, and what we know about progression over time. Dimension 1 Scientific and Engineering Practices 15 Inquiry = Practices

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 For each, the Framework includes a description of the practice, the culminating 12 th grade learning goals, and what we know about progression over time. Dimension 1 Scientific and Engineering Practices 15 Inquiry = Practices

Bruce Kawanami 16 SCIENCE & ENGINEERING Scientific Process Why? Knowledge

Bruce Kawanami 17 SCIENCE & ENGINEERING Scientific Process Why? Knowledge Engineering Design Process Prototype Need Specification Science/Technology

Dimension 1 Scientific and Engineering Practices 15 GUIDING PRINCIPLES All K-12 Students should engage in all 8 practices over each grade level Practices represent what students are expected to do and are not teaching methods or curriculum Practices grow in complexity and sophistication across the grades Practices intentionally overlap and interconnect Each practice may reflect science or engineering Engagement in practices is language intensive & requires students to participate in classroom science discourse Dimension 1 Scientific and Engineering Practices

NGSS Moving from the Scientific Method to the New K-12 Science Framework’s 3 Areas of Science and Engineering Activities

3 Areas of Activity for Science & Engineering Investigating Evaluating (Argumentation) Developing Explanations & Solutions

Scientific Method Engineering Method Developed by Sandra Yellenberg

Scientific Method Ask a question Engineering Method Define problem Ask questions-Define Problems Developed by Sandra Yellenberg

Scientific Method Ask a question Do research Engineering Method Define problem Do research Ask questions-Define Problems Research existing theories & models Developed by Sandra Yellenberg

Scientific Method Ask a question Do research Construct hypothesis Engineering Method Define problem Do research Specify requirements Ask questions-Define Problems Research existing theories & models Construct hypothesis-Specify requirements Developed by Sandra Yellenberg

Scientific Method Ask a question Do research Construct hypothesis Design experiment Engineering Method Define problem Do research Specify requirements Brainstorm, evaluate, chose a solution Ask questions-Define Problems Brainstorm, evaluate Design experiment-Choose solution Construct hypothesis-Specify requirements Research existing theories & models Developed by Sandra Yellenberg

Scientific Method Ask a question Do research Construct hypothesis Design experiment Conduct experiment Engineering Method Define problem Do research Specify requirements Brainstorm, evaluate, chose a solution Develop prototype Ask questions-Define Problems Brainstorm, evaluate Design experiment-Choose solution Construct hypothesis-Specify requirements Research existing theories & models Conduct experiment -Develop prototype Developed by Sandra Yellenberg

Scientific Method Ask a question Do research Construct hypothesis Design experiment Conduct experiment Analyze data & draw conclusions Engineering Method Define problem Do research Specify requirements Brainstorm, evaluate, chose a solution Develop prototype Test solution Ask questions-Define Problems Brainstorm, evaluate Construct hypothesis-Specify requirements Research existing theories & models Conduct experiment -Develop prototype Conduct experiment Test solution Developed by Sandra Yellenberg Design experiment-Choose solution

Scientific Method Ask a question Do research Construct hypothesis Design experiment Conduct experiment Analyze data & draw conclusions Communicate results Engineering Method Define problem Do research Specify requirements Brainstorm, evaluate, chose a solution Develop prototype Test solution Communicate results Ask questions-Define Problems Brainstorm, evaluate Design experiment-Choose solution Construct hypothesis-Specify requirements Research existing theories & models Conduct experiment -Develop prototype Conduct experiment Test solution Developed by Sandra Yellenberg

Scientific Method Ask a question Do research Construct hypothesis Design experiment Conduct experiment Analyze data & draw conclusions Communicate results Engineering Method Define problem Do research Specify requirements Brainstorm, evaluate, chose a solution Develop prototype Test solution Communicate results Ask questions-Define Problems Brainstorm, evaluate Design experiment-Choose solution Construct hypothesis-Specify requirements Research existing theories & models Conduct experiment -Develop prototype Conduct experiment Test solution Developed by Sandra Yellenberg

Dimension 1 Scientific and Engineering Practices

As you read through the 8 Practices, consider what you have been teaching in science. Identify where some of the Practices are (or should) be part of your instruction, and notes these ideas in the 3 rd column. (5 min) Discuss your ideas with a partner and pick one idea to share with the group. (2 min) Dimension 1 Scientific and Engineering Practices

Vignettes: Moon Phases Read the Vignette While reading, take notes on: – What the students are doing –What the teacher is doing Read the Vignette a 2 nd time –This time annotate (underline and mark with number) the science practices

Say Something Protocol When each member is ready, each will say something, such as: – a question – a key point – an interesting idea – a personal connection Continue the process until each person has commented Repeat this process until the entire vignette has been discussed

A Deeper Looking into the Practices NGSS Appendix F, shows the complexity & sophistication of the Practices as students progress through school.

1.Make sense of problems and persevere in solving them 2.Reason abstractly and quantitatively 3.Construct viable arguments and critique the reasoning of others 4.Model with mathematics 5.Use appropriate tools strategically 6.Attend to precision 7.Look for and make use of structure 8.Look for and express regularity in repeated reasoning

Science & Engineering & Math Practices

English, Math, & Science Practices 37

 Disciplinary Core Ideas  Crosscutting Concepts  Science and Engineering Practices Dimension 1 Scientific and Engineering Practices

 Disciplinary Core Ideas  Crosscutting Concepts  Science and Engineering Practices Dimension 2 Crosscutting Concepts

Dimension 2 Crosscutting Concepts 1. Patterns 2. Cause and effect 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter in systems 6. Structure and function 7. Stability and change of systems 40 Crosscutting Concepts = Disciplinary Connective Tissue

Dimension 2 Crosscutting Concepts 41 GUIDING PRINCIPLES They are for all students They help students better understand core ideas in science and engineering They help students better understand science & engineering practices Repetition in different contexts will be necessary to build familiarity They should grow in complexity and sophistication across the grades They provide a common vocabulary for science & engineering They should not be assessed separately from practices or core ideas

Let’s try an experiment 1.Each person take 1 cow magnet and one disc magnet. 2. Find a non-grade level partner, and take turns demonstrating the following : Magnets exert a force at a distance Magnets attract and/or repel each other Magnets can make another object magnetic 3. Justify why your demonstration is valid. B e C r e a t iv e

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 15 Inquiry = Practices Dimension 1 Scientific and Engineering Practices

Identify the Crosscutting Concepts that were addressed by the activity you just did. Dimension 2 Crosscutting Concepts 1. Patterns 2. Cause and effect 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter in systems 6. Structure and function 7. Stability and change of systems

45 Appendix G- Crosscutting Concepts Performance Expectations for Patterns

46 NGSS Appendix G Crosscutting Concept Statements in the NGSS Correlation by Grade Spans

Dimension 2 Crosscutting Concepts

With a grade level partner: Review the topics you are teaching this year and start to identify which crosscutting concepts apply to your topics. Dimension 2 Crosscutting Concepts

 Disciplinary Core Ideas  Crosscutting Concepts  Science and Engineering Practices Dimension 2 Crosscutting Concepts

 Disciplinary Core Ideas  Crosscutting Concepts  Science and Engineering Practices Dimension 3 Disciplinary Core Ideas

Matter and Its Interactions Motion and Stability: Forces and Interactions Energy Wave Properties Physical Sciences 51

From Molecules to Organisms: Structures and Processes Ecosystems: Interactions, Energy, and Dynamics Heredity: Inheritance and Variation of Traits Biological Evolution: Unity and Diversity Life Sciences 52

Earth’s Place in the Universe Earth’s Systems Earth and Human Activity Earth and Space Sciences 53

Engineering Design Links Among Engineering, Technology, Science and Society Engineering, Technology and Applications of Sciences (ETS) 54

Main Topic Areas: Physical Science – 4 Core Ideas 12 sub-topics Earth and Space Science –3 sub topics 12 sub-topics Dimension 3 Disciplinary Core Ideas Life Science – 4 Core Ideas 14 sub topics Engineering, Technology and Application of Science – 1 Core Topic 3 sub-topics

12 Primary Core Ideas divided into 41 Sub Ideas spiraled through grades K-12

Dimension 3- Disciplinary Core Idea 57 Disciplinary Core Ideas = Defines Content Knowledge 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

"Science is facts; just as houses are made of stones, so is science made of facts; but a pile of stones is not a house and a collection of facts is not necessarily science." Henri Poincare physicist, mathematician, engineer

The Next Generation Science Standards are written as performance expectations  Disciplinary Core Ideas (content)  Science and Engineering Practice  Crosscutting Concepts of the that identify a and identifies a related

Sample of an NGSS Performance Expectation 3rd Grade – 3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment

3rd Grade – 3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment Practice: Constructing Explanations and designing Solutions Sample of an NGSS Performance Expectation

3rd Grade – 3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment Practice: Constructing Explanations and designing Solutions Crosscutting Concept: Cause and Effect Sample of an NGSS Performance Expectation

3rd Grade – 3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment Practice: Constructing Explanations and designing Solutions Crosscutting Concept: Cause and Effect Standard LS3-A: Inheritance of Traits Concept: Cause Sample of an NGSS Performance Expectation

3rd Grade – 3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment Practice: Constructing Explanations and designing Solutions Crosscutting Concept: Cause and Effect Standard LS3-A: Inheritance of Traits Standard LS3-B: Variation of Traits Sample of an NGSS Performance Expectation

Professional Learning How to Read the Standards Map 65

Code for the standard name 66

Performance Expectations = Standard 67 a)Stem: Each standard is written in the form of one sentence, that includes: – Content – Practice – Crosscutting Concepts – Performance Expectations that describe how students will demonstrate that understanding – Assessment Boundaries

Assessment Boundary statement 68 Assessment Boundary Statements provide further guidance or to restrict the scope of the standard at a particular grade level. An asterisk (*) indicates an engineering connection in a practice, core idea or crosscuting concept. *

Foundation Boxes 69

Foundation Boxes Foundation boxes provide additional information that expands and explains the standards statements in relation to the three dimensions: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Component Statement 70

Connections to the Nature of Science can be highlighted in either the practices or crosscutting concepts foundation box. 71

Connection boxes 72 Connection Boxes provide: a)connections to other science topics in a particular grade level. b)articulation across grade levels. c)connections to Common Core State Standards.

How the Disciplinary Core Ideas are Developed Across the Grades Moving from curriculum that is to curriculum that is focused on only 41 Disciplinary Core Ideas, but teaches these ideas in greater depth from K-12

Kindergarten PS2.B: Types of Interactions When objects touch or collide, they push on one another and can change motion 3 rd Grade PS2.B: Types of Interactions Objects in contact exert forces on each other. Electric, and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other. 5 th Grade PS2.B: Types of Interactions The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center.

Kindergarten– K-PS2-1 Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. Grade 3 – K-PS2-1 Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. 3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. 3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets.* Grade PS2-1 Support an argument that the gravitational force exerted by Earth on objects is directed down

Kindergarten– K-PS2-1 Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. Grade 3 – K-PS2-1 Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. 3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. 3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets.* Grade PS2-1 Support an argument that the gravitational force exerted by Earth on objects is directed down

Kindergarten– K-PS2-1 Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. Grade 3 – K-PS2-1 Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. 3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. 3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets.* Grade PS2-1 Support an argument that the gravitational force exerted by Earth on objects is directed down

This Document Defines the Product Not the Process The standards are expressed as grade level Performance Expectations. Performance expectations represent “the product” which defines what each student should know and be able to do. It does NOT define “the process” Curriculum/instructional strategies that the teacher utilizes to achieve the outcome.

Performance Expectations are what students can demonstrate at the end of a unit

Performance Expectations are NOT what teachers need to present to get students there. Performance Expectation 1 Content Knowledge

Performance Expectations are NOT what teachers need to present to get students there Performance Expectation 1 Content Knowledge Performance Expectation 2 Content Knowledge

Teachers need TIME and Content Knowledge to develop these pathways Performance Expectation 1 Content Knowledge Performance Expectation 2 Content Knowledge

Summary of the Goals of NGSS California is adopting NGSS with the goal of transforming science teaching and learning by providing all students with the rigorous and relevant education they need for success in college as well as careers and daily lives

Summary of the Key Shifts of NGSS These new standards shift the focus of science instruction from memorization of facts to having students develop deeper conceptual understanding of core scientific ideas and be able to apply the practices of science and engineering into real world problems.

NGSS Timeline: From Awareness to Implementation Beginning awareness around NGSS Understanding the nature of the NGSS Thinking about moving from standards to instruction Beginning to plan for implementation AwarenessTransitionImplementation ---NSTA Readers Guide to the Next Generation Science Standards, 2013, page xi

Step 1: Vision for Science Step 2: Develop NGSS Begin CA Science Framework State Adoption of NGSS Middle School Sequence Design Phase Awareness Phase NGSS Timeline STAR test given in science at grades 5, 8, 10 Step 3: Plan & Start Making Shifts

2016 California Science Framework the details about HOW to teach NGSS in CA Finished Jan 2016 California Science Framework the details about HOW to teach NGSS in CA Finished Jan 2016 Assessments Curricula Teacher Development Awareness Phase Implementation Phase NGSS Timeline (continued) State determines what assessment to use for science

Shifts of NGSS for CA 1.Interconnected Nature of Science and the Real World 2.Focus and Coherence 3.Deeper Understanding 4.Science and Engineering 5.College, Career, and Citizenship Readiness 6.Alignment to the Common Core

Objectives Provide an overview of NGSS including: – The 3 Dimensions o Science and Engineering Practices o Crosscutting Concepts o Content DCI’s (Disciplinary Core Ideas)  Performance Expectations (PE’s) Review information contained in each standard – How to read them Consider Science Practices and Cross Cutting Concepts currently being used

Questions? Sandi Yellenberg g

Handouts from this Presentation 91

92 Next Generation Science Standards

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