Hilary Dito STEAM Coordinator Contra Costa County Office of Education

July s April 2013

NGSS Development Process Design Phase Awareness Phase Implementation Phase NGSS Released Adopted by states (CA Sept. 2013) Middle School Sequence CDE development of Implementation Plan Framework for K-12 Science Education NGSS Development by Lead States Public drafts and comments CA Framework development ( ) Instructional Shifts Curriculum Development Professional Learning Assessments Transition Phase Transition Phase

States Adopting NGSS (as of Feb 26, 2014) RI, KS, KY, MD, VT, CA, DE, WA, D.C., and NV Map from

CA StateTests (aka AB484) Outlines CA State Assessment for SBAC Field Test in ELA and Math: Grades 3-8, all students Grades 9 and 10, scientific sample Grade 11, scientific sample all others encouraged Computer Administered; Not Computer Adaptive; No paper or pencil option Science Testing (for NCLB) CST, CMA and CAPA -grades 5, 8, & 10 New assessments will be developed aligned to NGSS “as soon as feasibly possible”

Framework Foundation for creating NGSS Larger context for science education Progression of Core Ideas, Practices and Crosscutting Concepts across grade bands. Organized by grade bands: – K-2, 3-5, 6-8, 9-12 – “By the end of grade ___”

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.

“Science is built up of facts, as a house is built of stones; but an accumulation of facts is no more a science than a heap of stones is a house.” ~ Henri Poincaré, Science and Hypothesis

Shifts of NGSS 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 Real world  Focused & Coherent  Integrated Within & Across Content

10 How will NGSS change teaching and learning? Read each shift in Appendix A Highlight one sentence Underline one phrase Circle one word Develop a 25 word synopsis with your table

Grade Level Bands K-5 grade specific 6-8 grade “band”* CA is a K-8 “curriculum adoption state” Integrated model –adopted by CA SBE in Nov 2013 Additional model being developed for LEAs 9-12 grade span “band” Design of HS courses – local decision Appendix K: Model Course Mapping

Crosscutting Concepts Life Earth and Space Physical 8th Stability/Change Scale, proportion and quantity Natural Selection History of Earth Space systems Waves/EM Radiation Energy Forces and Interactions Human Impact Engineering 7 th Energy and Matter Cause and Effect Ecosystems Natural resources Structure and Properties of matter 6th Patterns Structure/function Systems/models Cells and Organisms Weather and climate Energy Preferred Middle Grades Learning Progression

Three Dimensions 8 Science and Engineering Practices 44 Disciplinary Core Ideas and Component Ideas Physical Sciences Life Sciences Earth and Space Sciences Engineering, Technology, and Applications of Science 7 Crosscutting Concepts

1.Asking questions and defining problems 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 and designing solutions 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information Scientific and Engineering Practices What are the behaviors of scientists and engineers? Science Investigation is a balance of Skills and Knowledge What does it mean to “do” science?

Practices in Action Watch the video clip and consider the following What practices are at the forefront of the lesson? What practices are supporting the lesson? What is the teacher doing? What are the students doing?

Practices in the Classroom Video CAPE COD'S AQUIFERS Science education specialist, Barbara Waters, works with 5th grade students in Mashpee, Massachusetts, to create models of Cape Cod's unusual underground structure. Run Time: 00:04:57

Crosscutting Concepts 1. Patterns, similarity, and diversity 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 Fundamental understanding of science Connecting ideas across all domains

Modeling As a Practice Develop and use models to describe, explain, predict As a Crosscutting Concept Representation of idea / phenomena Models make thinking visible and explicit Create a model to explain the following: Choice of low gear vs. high gear while riding a 10 speed bicycle up a hill

Disciplinary Core Ideas Life SciencePhysical Science 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 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 ScienceEngineering & Technology ESS1: 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 Essential Questions frame the main concepts Progression develops students understanding

PS2: Motion and Stability: Forces and Interactions K-23-5MSHS Newton’s third law; motion det. by sum of forces and mass of object Newton’s second law; momentum Objects at rest have 0 net force; if net force ≠ 0 the object will change its motion Objects push or pull when connected; friction Essential Question: How can one explain and predict interactions between objects and within systems of objects? PS2.A: Forces and Motion Essential Question: How can one predict an object’s continued motion, changes in motion, or stability? Progression: Appendix E – Progressions Within the NGSS (page 7)

Practices Content Crosscutting Performance Expectations Science and Engineering Practices Disciplinary Core Idea CrossCutting Concepts

Performance Expectations Foundation Boxes Connection Boxes Architecture of a Standard

Performance Expectation What students should know and be able to do after instruction Communicates a “big idea” Assessments for and of learning Includes Clarification Statements (more detail and examples of topics) Assessment Boundaries (what is not expected)

Performance Expectation Code: MS-LS1-6. Grade Level DCIPE Number

Foundation Boxes Science & Engineering Practices for the performance expectation and connections to Nature of Science Disciplinary Core Ideas for all students to understand Crosscutting Concepts and connections to Nature of Science provides a big picture for emphasis

Disciplinary Core Idea Code: LS1-C Core Idea Component Idea Aligns the DCI with the PE

Connection Boxes Connections to other Disciplinary Core Ideas (DCI) at the grade level Articulation of DCIs across grade levels Connections to Common Core State Standards

Decode the following: MS-PS2-3 ESS1.A HS-PS3-4 4-LS1-2 ETS2.A Decode a PE in your discipline/ grade

So what is next?

Instruction CA Framework Assessments Professional Learning NATIONAL RESEARCH COUNCIL Of the National Academies July

Prepare for the NGSS NGSS Integrate CCSS Focus on Practices Read and Bundle PEs Develop CCC thread

Resources Contra Costa County Office of Education Next Generation Science Standards CDE updates to the NGSS NSTA Common Core Resources