1. Next Generation of Science Standards NGSS Sandi Yellenberg Science Coordinator Sandra_yellenberg@sccoe.org

2. Lead Partners 2

3. Two-Step Process http://www.nextgenscience.org/ 3

4. The Guiding Principles of the Framework are Research- Based and Include... 4

5. NGSS Lead States California actively participated in NGSS development. 5

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

7. 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.”

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

9. 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

10. 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

11. Bruce Kawanami 11 SCIENCE & ENGINEERING Scientific Process Why? Knowledge

12. Bruce Kawanami 12 SCIENCE & ENGINEERING Scientific Process Why? Knowledge Engineering Design Process Prototype Need Specification Science/Technology

13. 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

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

15. 3 Areas of Activity for Science & Engineering Investigating Evaluating (Argumentation) Developing Explanations & Solutions

16. Scientific Method Engineering Method Developed by Sandra Yellenberg

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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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

25. As you read through the 8 Practices, think about where you are already including them in your lessons. Dimension 1 Scientific and Engineering Practices

26. 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

27. Science & Engineering & Math Practices

28. English, Math, & Science Practices 28

29. A Deeper Looking into the Practices Each page of this excerpt from NGSS Appendix F, show the complexity & sophistication level expected from students in grade level spans.

30. 2 Vignettes: Moon Phases First Read Vignette 1: While reading, take notes using a T – Chart on what the students are doing and in the other column, what the teacher is doing Repeat with Vignette 2

31. Say Something Protocol When each member is ready, stop and each will say something: The something might be a question, a key point, an interesting idea or a personal connection Continue the process until you have completed the reading

32. 2 Vignettes: Moon Phases Second Read: read both vignettes again. This time annotate (underline and mark with number) the science practices Use the handout on the Science and Engineering practices

33. Say Something Protocol When each member is ready, stop and each will say something: The something might be a question, a key point, an interesting idea or a personal connection Continue the process until you have completed the reading

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

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

36. 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 36 Crosscutting Concepts = Disciplinary Connective Tissue

37. Dimension 2 Crosscutting Concepts 37 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

38. 38 Appendix G- Crosscutting Concepts Performance Expectations for Patterns

39. 39 NGSS Appendix G Crosscutting Concept Statements in the NGSS Correlation by Grade Spans

40. Let’s try an experiment 1.Each person take 1 cow magnet, one disc magnet, and 3 paper clips. 2.Find a 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. Be CreativeBe Creative Science is Fun!

41. 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 Identify the Practices that you just used during this activity.

42. 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

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

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

45. 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

46. 12 Primary Core Ideas divided into 41 Sub Ideas spiraled through grades K-12

47. Dimension 3- Disciplinary Core Idea 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 47 Disciplinary Core Ideas = Defines Content Knowledge

48. Science is built of facts as a house is of stone But a collection of facts is no more science than a pile of stones a home

49. 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

50. 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

51. 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

52. 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

53. 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

54. 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

55. This Document Defines the Product Not the Process Performance expectations represent “the product” which defines what each student should know and be able to do. It does NOT define “the process”, the curriculum/instructional strategies that the teacher utilizes to achieve the outcome.

56. 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

57. 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.

58. Professional Learning How to Read the Standards Map 58

59. What Information is Included on Each Page of the NGSS Standards? 59

60. Standard Performance Expectations Foundation Boxes Common Core Connections

61. What Content information Should be Taught in Grades 6-8?

62. California Science Expert Panel (SEP) 27 Science Experts who are representative of the SRT – K-12 Teachers, COE Science Leaders, IHE Faculty, Business, Industry, and Informal Science Centers – Science Advisors Dr. Bruce Alberts Dr. Helen Quinn Dr. Art Sussman

63. Achieve Inc. Review of High Preforming Nations Achieve examined 10 sets of international standards (i.e., Canada, Chinese Taipei, England, Finland, Hong Kong, Hungary, Ireland, Japan, Singapore, and South Korea), with the intent of informing the development of both the conceptual framework and new U.S. science standards. The major key findings include: Finding #1 - All countries require participation in integrated science instruction through Lower Secondary and seven of 10 countries continue that instruction through Grade 10, providing a strong foundation in scientific literacy. Achieve (2010).

64. What Research Says Iowa SS&C: Found significant positive differences in learning in science concepts, process, application, creativity, attitude, and world view of SS&C compared to non-SS&C students. Liu, C., & Yager, R. E. (1997) CA SS&C: Students in integrated biology scored the same or better than students in traditional biology on the Golden State Exam. Scott, G (2000)

65. Path to MS Arrangement Given: -NGSS provided 6 th – 8 th grade standards only in a middle school in grade span -CA instructional materials adoption dictates grade level placement

66. Path to Middle Grade Arrangement Action: The Science Expert Panel Explored different arrangements of the middle school PE’s; Their decision was to integrate across science content areas.

67. SEP Criteria for Their Deciscion Performance Expectations must : Be arranged to provide a TRANSITION from elementary to high school ALIGN with CCSS ELA and Math Build WITHIN and ACROSS grade levels Be BALANCED in complexity and quantity at each grade INTEGRATE engineering appropriately

68. Dr. Art Sussman: “… the SEP very seriously considered the option of having discipline-focused concepts for grades 6, 7 and 8. It quickly became very clear that there had to be foundational physical science concepts in grade 6 to be able to do the NGSS middle school life and earth science concepts. However some of the physical science concepts were clearly too advanced for grade 6 (required math concepts and skills that are beyond grade 6 level in addition to being too complex for grade 6). That combination of needing some physical science in grade 6 but not being able to do all physical science in grade 6 made the discipline-specific approach impossible.

69. Path to Middle Grade Arrangement Action Use input from National NGSS topics as a base to build a consensus for the arrangement

70. Dr. Bruce Alberts “The [arrangement’s] strong emphasis in the NGSS on cross-cutting concepts and on active learning has been enforced by mixing standards for the different sciences (and engineering) in each year of middle school. Thus, the students will reinforce what they learned the previous year, returning to related ideas, and the focus in every year will be on SCIENCE itself, not biology, or earth sciences, or the physical sciences.”

71. One Articulation of Building Concepts Life Science 8 th Natural Selection 7 th Ecosystems 6 th Cells/Organisms

72. Example Integration 6 th Grade Cells and organisms Weather and climate Energy Engineering and Human Impact Systems and system models Patterns

73. Example Integration 7 th Grade Ecosystems; photosynthesi s Natural resources; rocks and minerals Chemical properties and reactions Engineering and Human Impact Matter cycles; energy flows Cause and effect

74. Example Integration 8 th Grade Natural selection Earth History and Space Science Energy Engineering and human impact scale stability

75. And now it’s time

76. Pros & Cons of the Two Choices Discipline Specific Integration Teacher Content Expertise Teacher Passion NGSS vision for science not silos Implementation of Cross Cutting Concepts Possibility of 8 th grade integrated assessment Articulated Learning progression with LEPE each year SEP recommendation

77. Dr. Helen Quinn “The recommended middle school sequence was developed with careful attention to many factors that will enhance student learning, as has been presented elsewhere. The evidence that such interleaved learning of topics, where past learning is connected to, applied and further developed in each subsequent unit or year provides the best opportunity for students to develop deeper understanding and transferrable, that is useable, knowledge. I strongly recommend that this sequence should be adopted. While it presents some challenges for teacher assignments it will in the long run be the most productive for in-depth student learning.”

78. Creative Implementation Teach Life, Earth or Physical 6 th, 7 th and 8 th grade Combine expertise at grade level—students rotate; teachers stay in discipline Teachers collaborate to share expertise with colleagues Ease in implementation over the next several years State fully funds professional development!

79. “The SBE’s clear intent in their November action was for there to be one Integrated NGSS Model in California for grades 6-8 that was preferred by the State Superintendent of Public Instruction and the State Board of Education, and one Discipline Specific NGSS Model in California for grades 6-8, as an alternate.” http://www.cde.ca.gov/pd/ca/sc/ngssintrod.asp CDE’s comment on Integrated Approach

80. Next Generation Science Standards… Are:Are NOT : Performance Expectations focused on the nexus of the three dimensions of science learning Separate sets of isolated inquiry and content standards Performance Expectations that require students demonstrate proficiency Curriculum or instructional tasks, courses, experiences or materials Designed to lead to a coherent understanding of the Practices, Cross Cutting Concepts, and Disciplinary Core ideas Meant to limit the use of Practices or Crosscutting Concepts in instruction 80

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

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

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

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

85. Shifts in the NGSS 85 K–12 science education should reflect the real world interconnections in science Science and engineering practices and crosscutting concepts should not be taught in a vacuum ; they should always be integrated with multiple core concepts throughout the year

86. Shifts in the NGSS 86 Science concepts build coherently across K–12 The NGSS focus on deeper understanding and application of content

87. 87 Shifts in the NGSS Science and engineering are integrated in science education from K–12 Science standards coordinate with English language arts and mathematics Common Core State Standards

88. Lots of work completed, underway, and left to do Teacher Development Curricula Assessment Instruction

89. Science Curriculum Framework January 2014 – January 2016 Provide support for teachers and guidelines for educational programs Guidance to school districts in the development of local curriculum Direction to publishers for the development of instructional materials Guidelines for local selection of instructional resources (Grades 9–12) Reflect current and confirmed research Guidance for teacher professional development programs, in-service, pre-service and teacher licensing standards

90. The first step of this plan: 2 Day Regional NGSS Toolkit Training (October 20&21, 2014) For District Science and administrative leadership teams of up to 6 members Unofficial estimate of cost: $200 per person (6 th person free) includes materials, training, food Location somewhere in Oakland

91. Implementation Plan 91 State Superintendent Torlakson is convening a Strategic Leadership Team to design the NGSS for California Implementation Plan. Plan will include timelines and recommendations for – New science curriculum framework and instructional materials adoption – Implementation strategies – New state and national science assessments Implementation Plan will be presented to SBE

92. What Else Can Districts Do Now? Start to plan for: 1.High quality professional learning opportunities for educators to prepare teachers to teach to the levels of rigor and depth required by the NGSS. 2.Provide NGSS-aligned instructional resources designed to meet the diverse needs of all students. 3.Develop and transition to NGSS-aligned assessment systems to inform instruction 4.Communicate and collaborate with parents, guardians, and the early childhood and extended learning communities to integrate the NGSS into programs and activities beyond the K–12 school setting. 5.Communicate and collaborate with business communities and additional stakeholders 92

93. NGSS Site http:www.nextgenscience.org/

94. Join the CDE NGSS ListServ http://www.cde.ca.gov/pd/ca/sc/ngssintrod.asp

95. Other Resources to Learn About NGSS in California 95 CDE NGSS web pages http://www.cde.ca.gov/pd/ca/sc/ngssintrod.asp California Science Teachers Association (CSTA) http://www.cascience.org/csta/ngss.asp California STEM Learning Network (CSLNet) http://cslnet.org/

96. 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

97. Summary of the Key Shifts of NGSS These new standards shift the focus from mostly 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.

98. Questions? Sandi Yellenberg Sandra_yellenberg@sccoe.or g