1. Rollout Review and Introduction to the NGSS Shifts
Writing team acknowledgments:
Toby Spencer, Kathy DiRanna

2. Agenda: Where Are You? Connections to the Learning Sequence -5 Es
-Shifts
-CCSS
3 Dimensionality of NGSS
-Mobius Strip Creation
Reading the Standards
-Creating PEs
Planning An Instructional Unit

3. Before We Begin… Quickwrite
List 2 things you know for sure about the NGSS
List 2 questions you have about the NGSS
Share with table group

4. NGSS Implementation Pathway Model Stages
At what stage of implementation is your district?
At what stage of implementation is your school?
At what stage of implementation is your region?
Developed by J. Spiegel, A. Quan, Y. Shimojyo
Adapted partially from the work of Harold Pratt

5. How will you think and teach differently?
Current Middle Grades CA NGSS Adopted Standard
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Past 7th Grade Life Science CA Standard
Students know plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems and whole organism.

6. How did the Lesson Session differ from your previous teaching and learning experiences?
Think, Pair, Share
What anchored the learning?
What did the teacher do?
What did the learners do?

7. The BSCS 5E Instructional Model
1. Engage: Students express prior knowledge
2. Explore*: Students “mess around” with the concepts
3. Explain*: Students explain what they know about the concepts
4. Elaborate: Students apply what they know about the concepts
5. Evaluate: Students demonstrate what they understand about
the concepts
* May be multiple stages
How did the lesson address these stages of student centered learning?

8. Major Shifts in NGSS Phenomena-Based
Authentic science with real world interconnections
Student-centered learning
Standards build coherently through K-12 while incorporating engineering
NGSS and Common Core State Standards (CCSS) are aligned
Quickly run through bullets, eliciting connections to today’s lesson

9. Connections with The Common Core
Quickly read the list of practices/portraits.
Code each practice/portrait with an:
“S” for science & engineering
“M” for mathematics
“E” for English-Language Arts
Discuss your coding with a partner.
What did you notice?

11. What’s in a Logo? Core ideas in the discipline
(KNOW)
Science and Engineering (DO)
Concepts across disciplines
(THINK)

12. Let’s Make Mobius Strips!

13. Mobius Maneuvers Draw a line along the length of your Mobius
Choose either a centered line or draw closer to one edge
Cut down the line you drew until you return to the start
What did you have after cutting? Describe your result
What questions do you have?
Pair with someone who cut a different pattern
How do your results differ?
Do you have Mobius strips now? How do you know?
Using a new strip, try to create the NGSS triangle logo
Use three colors to label the triangle Mobius logo of NGSS

14. What is 3-dimensional learning?
9:55 am

15. 3 Dimensions of NGSS Science & Engineering Practices
Crosscutting Concepts
Disciplinary Core Ideas
.3 min ( 2 min)

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

17. Science & Engineering Practices
Greater sophistication

18. Dimension 2 Crosscutting Concepts
Patterns
Cause and effect
Scale, proportion, and quantity
Systems and system models
Energy and matter
Structure and function
Stability and change

19. Crosscutting Concepts
Cause and Effect

20. Dr. Quin on CCC

22. Dimension 3- Disciplinary Core Ideas
Disciplinary Significance
Explanatory Power
Generative
Relevant to Peoples’ Lives
Usable from K to 12
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

23. Disciplinary Core Ideas
Progression of PS1.A through K-12
Compare and contrast: Old standards to new progression. Ex: electricity—4th light bulb, 8th mentioned as e- energy, high school physics

24. Performance Expectations
--Dashes = PE
Dots = DCIs
Dashes---
5-PS1-1;
HS-PS1-5

25. PE Example
5-PS1-1 Develop a model to describe that matter is made of particles too small to be seen. [Clarification Statement: Examples of evidence could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.] [Assessment Boundary: Assessment does not include atomic- scale mechanism of evaporation and condensation or defining the unseen particles.]
With your neighbor, what do you notice about the PEs?
Let’s talk numbering system
Change to NGSS colors, possibly go online

26. Foundation Boxes
SEP, DCI, CCC
Parentheses at the end of each DCI, SEP, CCC indicate the related PE.

27. Connections within NGSS
and to CCSS ELA and Math

28. 3 Dimensional Learning
Analyze and interpret data to provide evidence for the effects of resource availability on the organisms and populations of organisms in an ecosystem

29. 3 Dimensional Learning (Dissected)
Analyze and interpret data to provide evidence for the effects of resource availability on the organisms and populations of organisms in an ecosystem
Analyze and interpret data to provide evidence for the effects of resource availability on the organisms and populations of organisms in an ecosystem
Analyze and interpret data to provide evidence for the effects of resource availability on the organisms and populations of organisms in an ecosystem
Analyze and interpret data to provide evidence for the effects of resource availability on the organisms and populations of organisms in an ecosystem

30. Building Performance Expectations
In groups of 3-4 people, take ONE card from EACH of the 3 envelopes
You should have
1 Blue card: Science and Engineering Practice
1 Orange Card: Disciplinary Core Idea
1 Green Card: Cross Cutting Concept
Place your cards in the order below and create a statement that blends the 3 dimensions.
SEP
DCI
CCC

31. Performance Expectation Tasks
Think about a task(s) that students may need to accomplish in order to demonstrate all 3 dimensions of your new PE.
Pull another blue card (SEP) and use it to create a new PE with the same DCI and CCC.
Consider how the new SEP affects the type of task(s) a student may need to accomplish.
Try it 1-2 times more
SEP
DCI
CCC

32. How do YOU plan 3-D NGSS Units?

33. Phenomenon
NGSS “Standard”

34. Science Practice (SEP)
Core Idea
(DCI)
Science Practice (SEP)
Environmental Principles & Concepts
Cross Cutting (CCC)
Phenomenon

35. Brainstorm Cluster Map: Select a Phenomenon and generate concepts that students need to figure out the science of the phenomenon

36. Unpacking the Phenomenon Brainstorm
What DCIs will connect to this phenomenon?
What CCCs could be employed during the investigation of this phenomenon?
What SEPs could students reinforce during their investigation?

37. Brainstorm Cluster Map with DCI, SEP and CCC

38. Create a Storyline

39. Concept about the Phenomenon
Storyline #1 #2 #3 #4 #5
Concept about the Phenomenon
Anchor
Phenomenon

40. Elementary Learning Sequence
Phenomenon: Balls roll down hill
Objects move
Force is a push or a pull
Objects can be described in terms of their position
The greater the force, the further the object moves
Forces can make objects change directions
Forces can make objects stop
Ask questions
Plan and Conduct Investigation
Analyze and Interpret data
Analyze and interpret data
Construct an explanation
Cause and Effect

41. Middle School Learning Sequence
Food contains matter and energy for living things in an ecosystem.
Producers, consumers, decomposers are related.
Decomposers help cycle matter (atoms) between living and nonliving parts of the ecosystem
Matter cycles
Matter is conserved;
Energy flows
Matter cycles and energy is transferred in any ecosystem as organisms interact with one another and with their environment
Food webs are models of who eats who. Plants are primary source of matter
Ask questions
Models
explanation
Systems and system models
Matter cycles and Energy Flow In Ecosystems

42. From Conceptual Flow to Preliminary Sequence to 5Es
5E Learning Sequence
Select chunk from CF; complete preliminary sequence template using concepts and PQP and CCC charts, create 5 E—concept column first

43. Design the 5E Learning Sequence
What teachers are doing
What students are doing
Science Concepts
(DCI, SEP, CCC)
Use the concepts from the preliminary sequence to complete concept column

44. Backwards Mapping
Use the SEP, CCC and DCI from the Preliminary Sequence Template to Identify What Teachers and Students Are Doing to Address the Concept
What teachers are doing
What students are doing
Science Concepts
(DCI, SEP, CCC)

45. Stay Informed For questions and comments on CA NGSS, email:
For background information on CA NGSS and resources visit:
For background information on NGSS on the national level, visit: or
Regional Contacts: