WELCOME Please Go To tinyurl.com/SCCOE-NGSS To find the following: Today’s PowerPoint Presentations (on the bottom of the list) Today’s handouts (numbered.

WELCOME Please Go To tinyurl.com/SCCOE-NGSS To find the following: Today’s PowerPoint Presentations (on the bottom of the list) Today’s handouts (numbered 1-6) Additional Resources (labeled A & B)

Two-Step Process http://www.nextgenscience.org/ 2

The Guiding Principles of the Framework are Research- Based and Include... 3

NGSS Lead States California actively participated in NGSS development. State that have adopted NGSS 4 NGSS Lead States MD

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

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 S cience Next Generation Standards

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 S cience Next Generation Standards

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. S cience Next Generation Standards

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

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 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 12 SCIENCE & ENGINEERING Scientific Process Why? Knowledge

Bruce Kawanami 13 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

As you read through the 8 Practices, think about where you are already including them in your lessons. 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

A Deeper Looking into the Practices Each page of this excerpt from NGSS Appendix F, show the complexity & sophistication level expected from 8 th graders when they leave middle school.

Take 8 minutes to consider what you have just taught in science, as well as what you are about to teach in the next few weeks. Identify where some of the Practices are (or should) be part of your instruction. You have 2 minutes to share with a grade level partner. 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 30 Crosscutting Concepts = Disciplinary Connective Tissue

Dimension 2 Crosscutting Concepts 31 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

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

34 Appendix G- Crosscutting Concepts Performance Expectations for Patterns

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

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

What Sacramento is saying about middle school science content Dimension 3 Disciplinary Core Ideas (CONTENT)

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 38 Disciplinary Core Ideas = Defines Content Knowledge

Matter and Its Interactions Motion and Stability: Forces and Interactions Energy Wave Properties Physical Sciences 39

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 40

Earth’s Place in the Universe Earth’s Systems Earth and Human Activity Earth and Space Sciences 41

Engineering Design Links Among Engineering, Technology, Science and Society Engineering, Technology and Applications of Sciences (ETS) 42

Professional Learning How to Read the Standards Map 43

Code for the standard name 44

Performance Expectations = Standard 45 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 46 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 47

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 48

Connections to the Nature of Science can be highlighted in either the practices or crosscutting concepts foundation box. 49

Connection boxes 50 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.

Read your grade level’s NGSS standard on the next slide. Compare that standard to a comparable standard that you currently teach.

8 th Grade – MS-PS2-2 Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. 7 th Grade – MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. 6 th Grade – MS-ESS2-1 Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. Title of Presentation

8 th Grade – 1998 Standard #2 2.b. Students know when an object is subject to two or more forces at once, the result is the cumulative effect of all the forces. 2.f. Students know the greater the mass of an object, the more force is needed to achieve the same rate of change in motion. 7 th Grade – 1998 Standard #5 5.a. Student know plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems, and the whole organism 5.b. Students know organ systems function because of the contributions of individual organs, tissues, and cells. 6 th Grade – 1998 Standard #2 2.a. Students know water running downhill is the dominant process in shaping the landscape, including California's landscape 2.b. Students know rivers and streams are dynamic systems that erode. Transport sediment, change course, and flood their banks in natural and recurring patterns. 2.c. Students know beaches are dynamic systems in which the sand is supplied by rivers and moved along the coast by the action of waves.

8 th Grade – MS-PS2-2 Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. 7 th Grade – MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. 6 th Grade – MS-ESS2-1 Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. Title of Presentation

8 th Grade – MS-PS2-2 Practice: Plan and Carry Out Investigations Crosscutting Concept: Stability and Change 7 th Grade – MS-LS1-3 Practice: Engaging in Argument from Evidence Crosscutting Concept: Systems & System Models 6 th Grade – MS-ESS2-4 Practice: Developing and Using Models Crosscutting Concept: Stability and Change Title of Presentation

Reading Strategy Text mapping http://www.textmapping.org Introduced students to the organization of their textbook

www.textmapping.org Red or Orange - Divide the text into 3 sections Introduction Main Body Review Section Brown or Gray – draw box around Illustrations in the main text Black – Draw box around the Main Body of the text Green – Circle the Main Headings and draw a box around the corresponding texts Blue - Circle the Sub-Headings Purple or Pink – Draw a box around all the Questions in the main body of the text - highlight the Vocabulary in the main body of the text

Reading Strategy Close Reading Helps students understand dense and difficult text. Helps students realize that passages were written to be read more than once.

One Close Reading Strategy 1 st – Read the designated paragraph for the general ideas 2 nd - Re-read the paragraph, circling vocabulary words 3 rd - Re-read the paragraph again. Put a near important information. Put a near anything that puzzles you. Put a near things that interest you.

Modeling the Text Type Example: Text Reconstruction 1.Read the text aloud while students just listen. 2.Read the text a second time while students listen for key words and phrases. 3.Read the text a third time while students listen and take notes. 4.Have students discuss their notes with a partner and work together to reconstruct the text. 5.Show the original text to students. Point out key language features (deconstruction), and invite students to discuss differences or similarities between the original and their texts. Adapted from WestEd 2013 Summer Institute Presentation to CTA by Robert Linquanti 67 Adapted from Gibbons (2009). English learners, academic literacy, and thinking: Learning in the challenge zone. Portsmouth, NH: Heinemann.

Time for Reflection Adapted from WestEd 2013 Summer Institute Presentation to CTA by Robert Linquanti 68 At your table, discuss what you experienced in this example, make reference to the areas below and identify implications for your practice Interacting in meaningful ways Learning about how English works Content Knowledge Academic Language Scaffolding Collaborative discussion Formative assessment Take 5 Minutes

Outcomes for C-E-R: Identify types of writing in your class that use C-E-R Examine levels of complexities for creating Claims, and for Student Responses Learn how to use a new C-E-R Graphic Organizer to support students by using it Claims-Evidence-Reasoning Writing

Claims – Evidence – Reason Writing One of the basic types of writing. Applies to: o Opinion/ Augmentative Writing o Expository Writing Sample text types:  Constructed responses (SBAC)  Performance Assessments (SBAC)  Research Reports  Public Service Announcements  Lab Reports  Essays  Debates  Editorials  Speeches Claims-Evidence-Reasoning Writing CCSS W.1 CCSS W.2

Claims – Evidence – Reason Writing  Constructed responses  Performance Assessments  Research Reports  Public Service Announcements  Lab Reports  Essays  Debates  Editorials  Speeches Which of these types of writing do you use in your teaching? Claims-Evidence-Reasoning Writing

The Stages of Claims – Evidence - Reason Simple Complex Complexity of Student Response Adapted from Supporting Grade 5-8 Students in Constructing Explanations in Science by Katherine L. McNeill & Joseph S. Krajcik

The Stages of Claims – Evidence - Reason Simple Complex Complexity of Student Response 1.Claim 2.Evidence 3.Reasoning

The Stages of Claims – Evidence - Reason Simple Complex Complexity of Student Response 1.Claim 2.Evidence 3.Reasoning 1.Claim 2.Evidence  Appropriate  Sufficient 3.Reasoning

The Stages of Claims – Evidence - Reason 1.Claim 2.Evidence  Appropriate  Sufficient 3. Reasoning  Multiple Components Simple Complex Complexity of Student Response 1.Claim 2.Evidence 3.Reasoning 1.Claim 2.Evidence  Appropriate  Sufficient 3.Reasoning

The Stages of Claims – Evidence - Reason 1.Claim 2.Evidence  Appropriate  Sufficient 3. Reasoning  Multiple Components Simple Complex Complexity of Student Response Complexity of Teacher and Student Questions Complex Simple 1.Claim 2.Evidence 3.Reasoning 1.Claim 2.Evidence  Appropriate  Sufficient 3.Reasoning 1. Claim 2. Evidence  Appropriate  Sufficient 3. Reasoning  Multiple Components Counter Claim /Rebuttal

The Stages of Claims – Evidence - Reason 1.Claim 2.Evidence  Appropriate  Sufficient 3. Reasoning  Multiple Components Simple Complex Complexity of Student Response Complexity of Teacher and Student Questions Complex Simple Very Focused: 1 of 2 options (e.g., yes or no) 1.Claim 2.Evidence 3.Reasoning 1.Claim 2.Evidence  Appropriate  Sufficient 3.Reasoning 1. Claim 2. Evidence  Appropriate  Sufficient 3. Reasoning  Multiple Components Counter Claim /Rebuttal

The Stages of Claims – Evidence - Reason 1.Claim 2.Evidence  Appropriate  Sufficient 3. Reasoning  Multiple Components Simple Complex Complexity of Student Response Complexity of Teacher and Student Questions Complex Simple Very Focused: 1 of 2 options (e.g., yes or no) Very Focused: Multiple options Each option can be a fairly complete answer 1.Claim 2.Evidence 3.Reasoning 1.Claim 2.Evidence  Appropriate  Sufficient 3.Reasoning 1. Claim 2. Evidence  Appropriate  Sufficient 3. Reasoning  Multiple Components Counter Claim /Rebuttal

The Stages of Claims – Evidence - Reason 1.Claim 2.Evidence  Appropriate  Sufficient 3. Reasoning  Multiple Components Simple Complex Complexity of Student Response Complexity of Teacher and Student Questions Complex Simple Very Focused: 1 of 2 options (e.g., yes or no) Very Focused: Multiple options Each option can be a fairly complete answer Very Broad: Multiple options Answer is a combination of the different options 1.Claim 2.Evidence 3.Reasoning 1.Claim 2.Evidence  Appropriate  Sufficient 3.Reasoning 1. Claim 2. Evidence  Appropriate  Sufficient 3. Reasoning  Multiple Components Counter Claim /Rebuttal

1.Claim 2.Evidence  Appropriate  Sufficient 3. Reasoning  Multiple Components Simple Complex Complexity of Student Response Complexity of Teacher and Student Questions Complex Simple 1.Claim 2.Evidence 3.Reasoning 1.Claim 2.Evidence  Appropriate  Sufficient 3.Reasoning 1. Claim 2. Evidence  Appropriate  Sufficient 3. Reasoning  Multiple Components Counter Claim /Rebuttal Very Focused: 1 of 2 options (e.g., yes or no)

1.Claim 2.Evidence  Appropriate  Sufficient 3. Reasoning  Multiple Components Simple Complex Complexity of Student Response Complexity of Teacher and Student Questions Complex Simple 1.Claim 2.Evidence 3.Reasoning 1.Claim 2.Evidence  Appropriate  Sufficient 3.Reasoning 1. Claim 2. Evidence  Appropriate  Sufficient 3. Reasoning  Multiple Components Counter Claim /Rebuttal Very Focused: Multiple options Each option can be a fairly complete answer

1.Claim 2.Evidence  Appropriate  Sufficient 3. Reasoning  Multiple Components Simple Complex Complexity of Student Response Complexity of Teacher and Student Questions Complex Simple 1.Claim 2.Evidence 3.Reasoning 1.Claim 2.Evidence  Appropriate  Sufficient 3.Reasoning 1. Claim 2. Evidence  Appropriate  Sufficient 3. Reasoning  Multiple Components Counter Claim /Rebuttal Very Broad: Multiple options Answer is a combination of the different options

To apply C-E-R to their writing, first students have to know: What is a claim? What is substantial evidence? What is a relevant reason? Claims-Evidence-Reasoning Writing

Claim In writing, a claim is a statement about the solution to a problem or question. Question: Will supporting students with C-E-R writing improve their understanding of the content?

Evidence Claims-Evidence-Reasoning Writing In writing, evidence is a specific fact that supports a claim. In science, the fact is often referred to as “data”. Please help students understand that evidence is NOT an opinion!

Is It a Claim, or Is It Evidence Partner A tell Partner B Granite has many small crystals Partner B tell Partner A Granite is an Igneous Rock Partner A tell Partner B Combining vinegar and baking soda creates a chemical reaction Partner B tell Partner A The reaction produced bubbles (a gas)

In writing, reasons explain why your evidence proves your claim to be true. In science, this usually includes the science principle involved. Claims-Evidence-Reasoning Writing Reasons

Claim + Evidence + Reasoning = Claims-Evidence-Reasoning Writing In other words What do you know? How do you know that? Why does your evidence support your claim? Explanation

Let’s apply what we have just seen. Claims-Evidence-Reasoning Writing

Graphic Organizer for C-E-R Claims-Evidence-Reasoning Writing

Transition Words Claims-Evidence-Reasoning Writing Act as a roadmap for the reader Signal readers how to organize what they are about to read in context with what they have previously read.

Graphic Organizer for C-E-R Claims-Evidence-Reasoning Writing

Darwin’s Finches From: Hannah Seidler – Gilroy Unified School District In the Pacific Ocean, 500 miles off the west coast of Ecuador, lay the Galapagos Islands. On the islands, there are over a dozen species of small birds called Darwin’s Finches. The different bird species are all basically the same except for their beaks. Each species’ beak is a different size and shape, and each beak is specialized for the type of food that the bird eats.

Directions for Classroom: 1.Read “Darwin’s Finches” 2.Note any words or ideas that you don’t understand. 3.Discuss problematic words and ideas. 4.Read the question, and write your claim. Claims-Evidence-Reasoning Writing Darwin’s Finches

Directions for Classroom (continued): 5.Read “Darwin’s Finches” a 2 nd time. 6.Underline evidence that supports your claim. 7.Draw a box around the reason in the article that supports each piece of evidence. Claims-Evidence-Reasoning Writing Darwin’s Finches

In the Pacific Ocean, 500 miles off the west coast of Ecuador, lay the Galapagos Islands. On the islands, there are over a dozen species of small birds called Darwin’s Finches. The different bird species are all basically the same except for their beaks. Each species’ beak is a different size and shape, and each beak is specialized for the type of food that the bird eats. From: Hannah Seidler – Gilroy Unified School District

Directions for Classroom (continued): 8.Transfer each pieces of evidence with the related reason to the C-E-R graphic organizer. 9.Remember to include your source. 10. Summarize in the conclusion. 11.Selection transition words. 12.Write paragraph. Claims-Evidence-Reasoning Writing Darwin’s Finches

From: Hannah Seidler – Gilroy Unified School District

Sample Paragraph If the large seed plants died out in the Galapagos Island, I believe that the finches with large beaks would go extinct. Firstly, as explained in the first paragraph of “Darwin’s Finches”, each species’ beak is a different size and shape. Each beak’s size and shape makes it specialized to eat a different type of food more easily. Also, paragraph 2 of the same articles goes on to say that finches with small and narrow beaks survive by gathering small seeds or hunting insects. Lastly, the large beaked finches eat large seeds. Therefore, I believe that if the large seed plants died out, the large beaked birds would no longer have a food source and, because of the specialization of their beaks, these finches would not be able to survive. Claims-Evidence-Reasoning Writing

Claims-Evidence-Reasoning Writing Why is this important?  It is the basis of much of the CCSS Writing Standard #1 – Argumentative Writing Standard #2 – Explanatory Writing Standard #4 – Clear, organized writing Standard #8 – Use evidence from multiple sources Standard #9 – Draw evidence from text  It is the basis of NGSS Science and Engineering Practices #6 – Constructing Explanations... #7 – Engaging in Argument from Evidence #8 –... evaluating and communicating information Claims-Evidence-Reasoning Writing

Claims-Evidence-Reasoning Writing Why is this important?  Writing helps students learn: - It forces them to organize their thoughts and find relationships between ideas. - Writing holds ideas in place long enough for students to think about them. - Writing helps get all students to participate in learning.  Writing helps you (as the teacher) spot misconceptions. Claims-Evidence-Reasoning Writing

Claims – Evidence – Reason Writing  Constructed responses  Performance Assessments  Research Reports  Public Service Announcements  Lab Reports  Essays  Debates  Editorials  Speeches What does Claims – Evidence – Reasoning writing look like in some of these types of writing? Claims-Evidence-Reasoning Writing

C-E-R in Constructed Response State the Claim. State the first piece of evidence with its source and the reason that is supports the claim. State the second piece of evidence with its source and the reason that is supports the claim. State the third piece of evidence with its source and the reason that is supports the claim. Summarize the support for the claim in the concluding sentence. Claims-Evidence-Reasoning Writing

C-E-R in Constructed Response Claim Evidence 1 & Reason 1 Evidence 2 & Reason 2 Evidence 3 & Reason 3 Conclusion summaries the reasons & evidence. Claims-Evidence-Reasoning Writing

C-E-R in a Lab Report Hypothesis is the Claim The Data is the Evidence The Conclusion is the science principle that support all the evidence. Claims-Evidence-Reasoning Writing

C-E-R in a Lab Report Claim Evidence 1 Evidence 2 Evidence 3 Conclusion summarizes Reason 1, Reason 2, and Reason 3. Claims-Evidence-Reasoning Writing

Claims – Evidence – Reason Writing Sample text types:  Constructed responses  Performance Assessments  Research Reports  Public Service Announcements  Lab Reports  Editorials  Essays  Speeches  Debates How could you use this graphic organizer to support students C-E-R writing for some of these different writing types?

Outcomes for C-E-R: Identify types of writing in your class that use C-E-R Examine levels of complexities for creating Claims, and for Student Responses Learn how to use a new C-E-R Graphic Organizer to support students by using it Claims-Evidence-Reasoning Writing

Cross Out to Summarize 1.Choose a small section of text. 2.Read it through and pick out the words that you feel MUST be included in a summary of the section. 3.Count the words to get a target number. 4.Display the reading section for the class. 5.Cross out all unnecessary words until you have reached your target number.

Timeline of Creation of NGSS for CA SB 300 required revised science standard to SBE by March 2013 based on NGSS- and SBE must vote by July 2013 Oct. 2011 Oct. 2012 SB 1200 extends timeline so SBE must vote by November 2013 Sept. 2013 SBE adopts the NGSS standards without specifying grade levels for middle school standards

Timeline of Creation of NGSS for CA Sept. 2013 Nov. 2013 November 2013 SBE voted on assigning grade levels for middle school standards SBE will assemble an Instructional Quality Commission & Framework Focus Group Dec. 2013 STAR test still given in science at grades 5, 8, 10 after AB 484 halts all other STAR exams

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 - 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).

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)

Path to Middle Grade Arrangement Action: Science Expert Panel (SEP) Explored arrangements of Core Ideas; - Decision to integrate

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.

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.”

Articulation One Example Life Science 8 th Natural Selection 7 th Ecosystems 6 th Cells/Organisms

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

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

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

And now it’s time

Pros of the Two Choices Discipline Specific Teacher Content Expertise Teacher Passion Integration 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

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.”

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!

SEP Criteria for Design 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

Science Assessments info from CDE on 10-17-13 A new science assessment based on the NGSS is expected no sooner than the 2015–16 school year and will be dependent on a number of factors including: – The finalization of the NGSS – SBE adoption of the NGSS – Legislative enactment of science assessments Grades and disciplines to be assessed outside of the those required by ESEA (ESEA requires science assessments in grade spans K-5, 6-9, and 10-12) Desired type of assessment – How California elects to move forward in the development of science assessment i.e., statewide or multistate assessment

Assessment of NGSS for CA by Spring 2015 State determines what assessment to use for science until a NGSS assessment is made After new science framework is completed, new assessments are developed ????? STAR test given in science at grades 5, 8, 10 Spring 2014

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

WELCOME Please Go To tinyurl.com/SCCOE-NGSS To find the following: Today’s PowerPoint Presentations (on the bottom of the list) Today’s handouts (numbered.

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WELCOME Please Go To tinyurl.com/SCCOE-NGSS To find the following: Today’s PowerPoint Presentations (on the bottom of the list) Today’s handouts (numbered.

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