1. Next Generation Science Standards
K-12 Alliance
Welcome
Next Generation Science Standards
NGSS

2. Outcomes Examine the “architecture” of the NGSS
Deepen understanding of three NGSS shifts: instruction, curriculum and assessment
Explore professional learning needs and support
To go slowly and thoughtfully: timeline and actions

3. Implementation Timeline

4. Framework Timeline

5. Assessment Timeline

6. Before We Begin…Quickwrite
List 1 thing you know for sure about the NGSS
List 1 question you have about the NGSS
Share with table group

7. A Natural Progression Framework for K-12 Science Education
Science for All Americans
NSES and
Benchmarks
Research (e.g., Taking Science to School and Ready, Set, Science!)
Framework for K-12 Science Education
Next Generation Science Standards
A Natural Progression
1990’s – and beyond

8. Science for ALL Students 3 Dimensional Coherent Learning across Grades
A Framework for K-12 Science Education Practices, Crosscutting Concepts, and Core Ideas
A New Vision for
Teaching and Learning
Science for ALL Students
3 Dimensional Coherent Learning across Grades

9. Conceptual Shifts in NGSS
K-12 science education should reflect the interconnected nature of science as it is practiced and experienced in the real world.
The NGSS 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 are designed to prepare students for college, career, and citizenship.
The NGSS and Common Core State Standards (Mathematics and English Language Arts) are aligned.

10. What’s in a Logo? Core ideas in the discipline Science and Engineering
Concepts across disciplines

11. Shift #1: K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World.
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.
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.

12. Dimension 1 Scientific and Engineering Practices
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

13. 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

14. Dimension 3- Disciplinary Core Ideas
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

15. Next Generation Of Science Standards Architecture
Integration of 3 Dimensions: Practices Crosscutting Concepts Core Ideas

16. Performance Expectations
Dashes---
HS-PS1-1;
HS-PS1-5

17. PE Example
MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
[Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.] [Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.]

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

19. Connections within NGSS
and to CCSS ELA and Math

20. Three Important Shifts….
3 Dimensional Instruction
Performance Expectations as
Assessment
Curriculum/Instructional Materials

21. Science as Sense-making
Science is fundamentally about making sense of the natural world.
We often use the language: “figure something out”.
When you are trying to figure something out, you are trying to make sense of it. You are engaged in the process of sense-making.
The learner is the one doing the sense-making.

22. Performance Expectations Guide Assessment
Shayna had a small bottle of Bromine gas. The bottle was closed with a cork. She tied a string to the cork, and then placed the bottle inside a larger bottle. She sealed the large bottle shut (Figure 1). Next, Shayna opened the small bottle by pulling the string connected to the cork. Figure 2 shows what happened after the cork of the small bottle was opened.
1. Draw a model that shows what is happening in this experiment.
2. Explain in writing what is happening in your model.
Figure 1
Figure 2

23. Instructional Materials

24. Reflection What do you think a NGSS classroom might look like?
What behaviors would teachers and students exhibit?
5 mins to reflect and write
Table Group: share your ideas- 2 minutes each

25. What Do You Know?
Take a moment to jot down three things you know about gases.
Turn to your elbow partner and discuss with them.
Did your understanding fit with your fellow scientists?
Record any new information or ideas that you now have after talking with your partner.
Record any ideas that you and your partner have different understandings about.

26. You tube….railroad tank car vacuum implosion

27. Collapsed Tanker Think about what is happening inside the tanker?
Draw a model of your thinking
Include air particles (use arrows)
Think about what is happening outside the tanker?
How do air particles move?

28. Collaboration Time
Discuss your thoughts with the scientists at your table about why the tankard collapsed.
Review your model to make revisions based upon any information you gained from your colleagues.

29. Can Crusher Activity Make predictions Observe Explain

30. Can Crusher Activity
In what ways is the demonstration similar to the imploding of the tanker.
Review your model and make any necessary revisions to your model based on the experiments.
Use your new knowledge to show particle movement.

31. Student work sample of how their model of what is going on with the air molecules inside and outside the can.

32. 55 Gallon Drum

33. What questions do you still have?
Does the material the container is made of make a difference as to whether the container will collapse?
Does the temperature of the water applied to the substance make a difference in whether the container will collapse?

34. Information Gathering
What other sources of information do you think will help in furthering your understanding.
Research additional information necessary to help in your understanding
Revise your model based upon new information

35. Reading Resource

36. Constructing an Argument
Construct an argument on the effects of air pressure based upon your evidence.
Make sure to include a claim, evidence(s),
and reasoning.
Discuss your understanding with your table partner.

37. Extension Activity Balloon on a Hot Day
Using your model and understanding of the tanker, discuss what will happen to the balloon when taken from a cool environment into a hot environment?
Construct a model of the balloon
Discuss with your table your understanding

39. Application: Engineering
Based upon your understanding of air pressure and engineering design:
Why are the tanker and the can made in the shape of a cylinder?
How could you reinforce the cylinders to make them stronger?
Would any other shape possibly work better?

40. So what are the shifts? What came first in the learning sequence?
Who is the center of the learning?
When did the reading come into the sequence?
What learning experiences led to deeper student understanding?
How did this allow for differentiated entry and extension points?
What was the role of the teacher in the learning?
Others???

41. Traditional Assessment
Assessment Shifts
Traditional Assessment
NGSS Shifts
Initial Model is constructed
Model is revised several times: based on new experimentation and reading
Construct an argument (claim, evidence, and reasoning)
Balloon Extension
Engineering Application

42. Shifts in Assessment: Learning Sequence
Where in the series of lessons could student learning be assessed?
What opportunities do students have to assess their own understanding?
How did the sequence of instruction allow students to refine their understanding and create their argument?

43. Professional Learning and Support
Learnings from CCSS
Issues and Solutions
Developing a Strategic Plan

44. PD Issues and Solutions
Develop a common understanding of the vision and goals of NGSS
Build content knowledge
Build student capacity for cognitive shifts
Enable collaboration within and across grades
Risk taking is accepted to allow for innovation and new practices to flourish
Instructional materials to support the NGSS shifts
Middle school configuration
Formative classroom assessment focused on practices and content
Administrative Leadership
Teacher Leadership
Time
Materials/Resources
Structures for Professional learning

45. Developing a Professional Learning Plan
Component
Awareness
Transition
Implementation
( )
Policies and Practices
Teacher Leadership
Administrator
Leadership
Classroom Teachers
Resources
Others..

46. Things to Consider as You Begin
Follow the recommended CDE timeline
Use of LCFF and LCAP
Start with science and engineering practices and engineering standards
Provide science for all students
Build the structure and time for Elementary, Middle or High School
Guided discussion:
Local Control Flexible Funding
Local Control accountability plan that governs how you are spending your LCFF (Goal 2 and goal 7)

47. …Slow down you are going too fast….