1. Plants and Animals First Grade
Transitional NGSS
Plants and Animals
First Grade

2. CA NGSS TIMELINE AWARENESS – 2013-2015 TRANSITION – 2015-2016
IMPLEMENTATION –
What does awareness mean? Implications for awareness for 2 years? CST in science for 5th grade/FOSS kits, no adoption until 2017 No California Framework yet
Possible assessments for implementation phase – will be performance based CURRENTLY smarter balance
resource – NGSS app (free) – NGSS website; PAs and CST for this year (5th, 8th, 11th)
CA NGSS TIMELINE

3. Next Generation Science Standards: Looking to the Future
CA Science Standards
Students will know…
NGSS – Dimension 3
Students will do…
Life Science
Earth & Space Science
Physical Science
Engineering, Technology, & Applications of Science
Life Science
Earth Science
Physical & Space Science
Investigation & Experimentation
Knowing was not specifically defined in the CST; Doing is specifically defined in NGSS
Moved from Knowing to Doing (plan, conduct, analyze, determine, develop, use, construct, communicate, ask, read, etc.,)
Space moved from Physical to Earth
Engineering added and embedded throughout.

4. How can we prepare our teachers for the NGSS shifts?

5. From thinking that one scientific method fits all
Our shift in thinking…
From thinking that one scientific method fits all
To thinking about how to engage our students in the practices of scientists
Asking questions and defining problems
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations and designing solutions
Engaging in argument from evidence
Obtaining, evaluating and communicating
information

6. A new model for the practice of science

7. Architecture of the NGSS
Disciplinary Core Ideas
Science and Engineering Practices
Crosscutting Concepts
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8. http://learningcenter. nsta

9. An Examination of Practices

10. What’s common? Math CCSS NGSS ELA CCSS ALL the standards —
Math CCSS, ELA CCSS and NGSS —
require that teachers focus more attention on disciplinary practices.
ELA CCSS

11. Overlap of Practices

12. Focus on ELA and Science
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add technology engineering
Focus on ELA and Science

13. The Dimensions of Next Generation Science Standards (NGSS)
8 Practices

14. Next Generation Science Standards (NGSS)
Awareness: What are the students expected to do?
8 Practices consistent across all grade levels and aligned with ELA and Math Shifts
Content: Disciplinary Core Ideas K-12
7 Cross-Cutting Concepts specific to grade-levels

15. Dimension 1-Science and Engineering Practices
Asking questions (for science) and defining problems (for engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations (for science) and designing solutions (for engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating information

16. Disciplinary Core Ideas
LS1.A Structure and Function
LS1.B Growth and Development of Organisms
LS3.A Inheritance of Traits
LS3.B Variation of Traits
Crosscutting Concepts
Patterns
Structure and Function
Science and Engineering Practices
Obtaining, evaluating, and communicating information
Analyzing and Interpreting Data
Using mathematics and computational thinking

17. Investigation 1: Grains and Seeds, Part 3 “Wheat”
Plants and Animals

18. Elicitation Discussion
Plants are important sources of food for people. What kinds of plants do people eat? Has anyone heard of plants called grains? What are some of the grains you have eaten?
Elicitation Discussion

19. Each students assembles 2 “wheat straws”

20. Focus Question: How does a wheat seed grow?
Record wheat growth data for 7-10 days

21. Collecting Data

22. Consolidation Discussion Data Acquisition
Frames for discussion
Today, I observe____
The parts I see are___
The wheat seed has changed because now___
Wheat is different than___ because _____
I wonder_____
Consolidation Discussion Data Acquisition

23. Data Organization

24. How are the roots and leaves different? Compare measurements.
Why do you think the roots grow down and the leaves grow up?
How are the roots and leaves helping the wheat plant grow?
Data discussion

25. Explanation Discussion
What so you observe in your straw planters?
How many days has it been since you planted your wheat seeds?
What has changed since the last time you observed your wheat plants?
Where do the leaves grow? Are they all the same?
Explanation Discussion

26. Major ideas Seeds are alive and grow into plants
Plants have basic needs
The root is the part of the plant that brings in water. If a plant didn’t have roots, it couldn’t get water, so it would die.
Nutrients that help plants grow come into the plant with the water. Roots take up nutrients needed by the plant.
Major ideas

27. Answer the focus question: How does a wheat seed grow?

28. Disciplinary Core Ideas
LS1.A Structure and Function
ETS1.B Growth and Development of Organisms
ETS1.C Optimizing the Design Solution
Crosscutting Concepts
Patterns
Structure and Function
Science and Engineering Practices
Obtaining, evaluating, and communicating information
Analyzing and Interpreting Data
Using mathematics and computational thinking