1. Rhode Island Middle Level Educators January 26, 2013
Next Generation Science Standards Public Release II
Rhode Island Middle Level Educators
January 26, 2013

2. Building on the Past; Preparing for the Future
Phase I
Phase II
1/ /2011
1990s-2009
7/2011 – March 2013

3. Read It For Yourself

4. What’s Different about the Next Generation Science Standards?

5. Conceptual Shifts in the NGSS
K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World.
The Next Generation Science Standards are student performance expectations – NOT curriculum.
The science concepts build coherently from K-12.
The NGSS Focus on Deeper Understanding of Content as well as Application of Content.
Science and Engineering are Integrated in the NGSS from K–12.
The NGSS and Common Core State Standards ( English Language Arts and Mathematics) are Aligned.
Need a rewrite here. These are not the ones in the final versions.
Need to discuss the science and engineering parts on 1 and 6

6. Three Dimensions Intertwined
The NGSS are written as Performance Expectations
NGSS will require contextual application of the three dimensions by students.

7. SCIENCE MATH LITERACY M1. Make sense of S1. Ask questions &
S2. Develop
and use models
problems & persevere in solving them
define problems
S5. Use mathematics & computational thinking
S3. Plan & carry out
investigations
M6. Attend to precision
M4. Model with mathematics
S4. Analyze & interpret
M7. Look for & make use of structure
E2. Build strong content
knowledge
E4. Comprehend as well as critique
E5. Value evidence
M2. Reason abstractly & quantitatively
M3. Construct viable argument & critique reasoning of others
S7. Engage in argument from evidence
S6. Construct explanations & design solutions
S8. Obtain, evaluate & communicate information
E6. Use technology & digital media strategically & capably
M5. Use appropriate tools strategically
data
M8. Look for & express
regularity in repeated reasoning
E1.Demonstrate independence
E3. Respond to the varying demands of audience, talk, purpose, & discipline
E7. Come to understand other perspectives & cultures
LITERACY
Source: Working Draft v2, by Tina Cheuk, ell.stanford.edu

8. Standards Comparison: Structure and Properties of Matter
Current State Middle School Science Standard
5a distinguishing between solutions, mixtures, and “pure” substances, i.e. compounds and elements.
5b classifying common elements and compounds using symbols and simple chemical formulas.
5c interpreting the symbols and formulas of simple chemical equations.
5d using symbols and chemical formulas to show simple chemical rearrangements that produce new substances (chemical change).
5e explaining that when substances undergo physical changes, the appearance may change but the chemical makeup and chemical properties do not.
5f explaining that when substances undergo chemical changes to form new substances, the properties of the new combinations may be very different from those of the old.

9. Standards Comparison: Structure and Properties of Matter
Current State Middle School Science Standard
5a distinguishing between solutions, mixtures, and “pure” substances, i.e. compounds and elements.
5b classifying common elements and compounds using symbols and simple chemical formulas.
5c interpreting the symbols and formulas of simple chemical equations.
5d using symbols and chemical formulas to show simple chemical rearrangements that produce new substances (chemical change).
5e explaining that when substances undergo physical changes, the appearance may change but the chemical makeup and chemical properties do not.
5f explaining that when substances undergo chemical changes to form new substances, the properties of the new combinations may be very different from those of the old.

10. Standards Comparison: Structure and Properties of Matter
NGSS Middle School Sample
a. Develop molecular-level models of a variety of substances, comparing those with simple molecules to those with extended structures. b. Design a solution that solves a practical problem by using characteristic chemical and physical properties of pure substances.* c. Develop a molecular level model that depicts and predicts why either temperature change and/or change of state can occur when adding or removing thermal energy from a pure substance. d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. e. Analyze and interpret the properties of products and reactants to determine if a chemical reaction has occurred. f. Gather and communicate information that people's needs and desires for new materials drive chemistry forward, and that synthetic materials come from natural resources and impact society.* g. Design, construct, and test a device that either releases or absorbs thermal energy by chemical processes.*

11. Standards Comparison: Structure and Properties of Matter
NGSS Middle School Sample
a. Develop molecular-level models of a variety of substances, comparing those with simple molecules to those with extended structures. b. Design a solution that solves a practical problem by using characteristic chemical and physical properties of pure substances.* c. Develop a molecular level model that depicts and predicts why either temperature change and/or change of state can occur when adding or removing thermal energy from a pure substance. d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. e. Analyze and interpret the properties of products and reactants to determine if a chemical reaction has occurred. f. Gather and communicate information that people's needs and desires for new materials drive chemistry forward, and that synthetic materials come from natural resources and impact society.* g. Design, construct, and test a device that either releases or absorbs thermal energy by chemical processes.*

12. NGSS Public Release II/Timeline
Goal: To distribute and receive feedback from interested stakeholders; and continue the transparent development process to enable states to prepare for consideration of NGSS
The standards opens for review at 3:00 p.m. EST on January 8, 2013.
The review period will end on January 29, 2013.
The standards and the survey can be accessed at
Final Release – March of 2013

13. RI Adoption Plan October, 2011 – RI State Leadership Team Formed
October , 2011 – Present
Communication to field (listservs, webpages, districts)
Participation in Multi-State BCSSE Project
Participation in draft reviews
March, 2013 – NGSS Released
RI Board of Education begins authority
Anticipated Adoption – Summer, 2013 (necap 2017)
Implementation began in October, 2011

14. Appendices for the NGSS

15. New Content
Appendices have been added to support the NGSS and in response to feedback
Appendix A – Conceptual Shifts
Appendix B – Responses to May Public Feedback
Appendix C – College and Career Readiness
Appendix D – All Standards, All Students
Appendix E – Disciplinary Core Idea Progressions in the NGSS
Appendix F – Science and Engineering Practices in the NGSS
Appendix G – Crosscutting Concepts in the NGSS
Appendix H – Nature of Science
Appendix I – Engineering Design, Technology, and the Applications of Science
in the NGSS
Appendix J – Model Course Mapping in Middle and High School
Appendix K – Connections to Common Core State Standards in Mathematics

16. Topic Arrangement Coding

17. Interpreting the Standards
Performance Expectations
- Assessable Components
- NOT Curriculum
Foundation Boxes
- Practices
- Core Ideas
- Crosscutting Concepts
Engineering & Application
Nature of Science
Welcome
Connection Boxes
- Common Core (ELA & Math)
- Other grade-level core ideas
- Prior grade-level core ideas

18. Interpreting the Standards
Grade Level & Title
Performance Expectation
- based on core idea order
Clarification Statement
Assessment Boundary
Cross-Cutting
*Engineering Connection
Engineering
Welcome
Practices
Disciplinary
Core Ideas
Nature of Science

19. DCI Progressions

20. Cross Cutting Concepts

21. Science and Engineering Practice

22. Engineering in the NGSS

23. Model Course Mapping
I. Introduction II. Course Maps A. Conceptual Progressions Model (6-8) and (9-12) (Course Map Model 1) 1. Process and Assumptions: Where did this course map come from? 2. Refining Course Map 1

24. Connections to CCSS Mathematics

25. Other Supplementary Documents for NGSS Public Release II
Google: NGSS Web Seminars (NSTA Learning Center)
Supplementary Documents and Materials Available at nextgenscience.org
Why Standards Matter?
How to Read the NGSS
How to Complete the NGSS Survey
Glossary of Terms
Additional Aspects of the NGSS Public Release II
More flexibility of viewing of the standards has been provided with two official arrangements of the performance expectations: by topics and by DCI.
Additional flexibility was added to the website views of standards, allowing users to turn off pop up” description boxes.
The public feedback survey has been completed revised

26. Scientific 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

27. Crosscutting Concepts
Patterns
Cause and Effect (Mechanism and Explanation)
Scale, Proportion, and Quantity
Systems and System Models
Energy and Matter (Flows, Cycles, and Conservation)
Structure and Function
Stability and Change

28. Disciplinary Core Ideas
Life Science
Physical 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 Science
Engineering & 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

29. How To Access The NGSS Survey?

38. Accessing The Survey

39. When You Review… Go deep, don’t go wide,
Provide comments that are actionable,
Remember the Disciplinary Core Ideas (DCI) come from the Framework,
Use the Appendices (A-K),
Take your time on the review,
Encourage your colleagues,
Download the PDFs…all gone January 29th

40. Opportunity

41. Peter McLaren & Jenn Golenia Peter.mclaren@ride.ri.gov
Contact Information
Peter McLaren & Jenn Golenia
Science and Technology Specialists
RI Department of Education
Please don’t hesitate to contact me regarding the Lead Partner State application process or for any other questions that may arise.