1. Hilary Dito STEAM Coordinator Contra Costa County Office of Education

2. Outcomes  Understand the development of the Next Generation Science Standards  Describe the 3 dimensions of science learning and the architecture of NGSS  Dissect Performance Expectations and the integration with the 3 dimensions  Implement strategies to engage students with Common Core State Standards and science curriculum

3. July 2011 1990s - 2010 April 2013

4. NGSS Development Process 20112012201320142015- Design Phase Awareness Phase Implementation Phase NGSS Released Adopted by states (CA Sept. 2013) Middle School Sequence CDE development of Implementation Plan Framework for K-12 Science Education NGSS Development by Lead States Public drafts and comments CA Framework development (2014-2015) Instructional Shifts Curriculum Development Professional Learning Assessments Transition Phase Transition Phase

5. States Adopting NGSS (as of Jan 2014) RI, KS, KY, MD, VT, CA, DE, WA, and D.C. Map from www.nsta.org

6. CA Science Tests (aka AB484) Outlines CA State Assessment for 2013-14 SBAC Field Test: Grades 3-8, all students Grades 9 and 10, scientific sample Grade 11, scientific sample all others encouraged Computer Administered; Not Computer Adaptive Science Testing (for NCLB) CST, CMA and CAPA -grades 5, 8, & 10 New assessments developed aligned to NGSS

7. 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. Next Generation S cience Standards

8. “Science is built up of facts, as a house is built of stones; but an accumulation of facts is no more a science than a heap of stones is a house.” ~ Henri Poincaré, Science and Hypothesis

9. Shifts of NGSS 1. Interconnected Nature of Science and the Real World 2. Focus and Coherence 3. Deeper Understanding 4. Science and Engineering 5. College, Career, and Citizenship Readiness 6. Alignment to the Common Core Real world  Focused & Coherent  Integrated Within & Across Content

10. 10 How will NGSS change teaching and learning? Read each shift: Highlight one sentence Underline one phrase Circle one word Develop a 25 word synopsis

11. Grade Level Bands K-5 grade specific 6-8 grade “band”* CA is a K-8 “curriculum adoption state” Integrated model – adopted by CA (Nov 2013) Additional model being developed for LEAs 9-12 grade span “band” Design of HS courses – local decision Appendix K: Model Course Mapping

12. Crosscutting Concepts Life Earth and Space Physical 8th Stability/Change Scale, proportion and quantity Natural Selection History of Earth Space systems Waves/EM Radiation Energy Forces and Interactions Human Impact Engineering 7 th Energy and Matter Cause and Effect Ecosystems Natural resources Structure and Properties of matter 6th Patterns Structure/function Systems/models Cells and Organisms Weather and climate Energy Adopted Middle Grades Learning Progression

13. Framework Foundation for creating NGSS Larger context for science education Progression of Core Ideas, Practices and Crosscutting Concepts across grade bands. Organized by grade bands: – K-2, 3-5, 6-8, 9-12 – “By the end of grade ___”

14. Framework Take a few minutes to read the framework for your discipline. Discuss these questions with others at your table. – How is it similar to your current teaching? – How is it different? Activity developed by:

15. Learning Progressions in NGSS Sort the NGSS Performance Expectations into grade bands for: Life Science Physical Science Earth and Space Science Read the NGSS Storyline for your discipline How do the Performance Expectations develop across the K-12 Continuum? What skills do students need to engage in the NGSS?

16. Three Dimensions 8 Science and Engineering Practices 44 Disciplinary Core Ideas and Component Ideas Physical Sciences Life Sciences Earth and Space Sciences Engineering, Technology, and Applications of Science 7 Crosscutting Concepts

17. 1.Asking questions and defining problems 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 and designing solutions 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information Scientific and Engineering Practices What are the behaviors of scientists and engineers? Science Investigation is a balance of Skills and Knowledge What does it mean to “do” science?

19. Practices in Action Watch the video clips and consider the following What practices are at the forefront of the lesson? What practices are supporting the lesson? What is the teacher doing? What are the students doing?

20. Practices in the Classroom Video CAPE COD'S AQUIFERS Science education specialist, Barbara Waters, works with 5th grade students in Mashpee, Massachusetts, to create models of Cape Cod's unusual underground structure. Run Time: 00:04:57

21. CCSS Integration: Classroom Video CARBON CYCLING: CREATE YOUR OWN BIOLOGY LAB Lesson Objective: Design and conduct your own biology lab to examine carbon cycling Common Core Standards: ELA.RST.9-10.3 Run Time: 5 min

22. Crosscutting Concepts 1. Patterns, similarity, and diversity 2. Cause and effect 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter 6. Structure and function 7. Stability and change Fundamental understanding of science Connecting ideas across all domains

25. Modeling – As a Practice » Develop and use models to describe, explain, predict – As a Crosscutting Concept » Representation of idea / phenomena – Models make thinking visible and explicit Create a model to explain the following: Choice of low gear vs. high gear while riding a 10 speed bicycle up a hill

26. Disciplinary Core Ideas Life SciencePhysical 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 ScienceEngineering & 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 Essential Questions frame the main concepts Progression develops students understanding

27. PS2: Motion and Stability: Forces and Interactions K-23-5MSHS Newton’s third law; motion det. by sum of forces and mass of object Newton’s second law; momentum Objects at rest have 0 net force; if net force ≠ 0 the object will change its motion Objects push or pull when connected; friction Essential Question: How can one explain and predict interactions between objects and within systems of objects? PS2.A: Forces and Motion Essential Question: How can one predict an object’s continued motion, changes in motion, or stability? Progression:

28. Practices Content Crosscutting Performance Expectations Science and Engineering Practices Disciplinary Core Idea CrossCutting Concepts

29. Performance Expectation What students should know and be able to do after instruction Communicates a “big idea” Assessments for and of learning Includes clarification statements (more detail and examples of topics) assessment boundaries (what is not expected)

30. All Performance Expectations (PEs) and Foundation Boxes are rooted in the framework.

31. Work in groups of 2 or 3 at your table Using the framework for your content: – Review your packet of PE’s – Identify the Grade Band that each PE belongs in – Write the grade band in the upper left-hand box (K-2, 3-5, 6-8, 9-12)

32. Find your NGSS Overview Packet Locate the pages with a detailed explanation of: – Science Practices – Crosscutting Concepts Deconstruct a Performance Expectations

33. A main tenet of the NGSS is that each Core Idea is revisited at each grade band – Learning as developmental progression – Depth over breadth – Integrates knowledge and practice NGSS Appendix E

34. Each packet has 3-4 (PEs) Choose 2 PEs and identify the following component of each PE: – Science and Engineering Practices Enter in the BLUE section – Crosscutting Concepts Enter in the GREEN section

35. Look at the full version of the PEs you analyzed. – Did you identify the same Practices and Crosscutters as NGSS? – If not, in what ways were your ideas different from the NGSS writers?

36. Performance Expectation Code: 5-ESS3-1 DCI Grade Level PE Number

37. Disciplinary Core Idea Code: ESS3. C Core Idea Sub Idea

38. Performance Expectations Foundation Boxes Connection Boxes Architecture of a Standard

39. Connection Boxes Connections to other Disciplinary Core Ideas (DCI) at the grade level Articulation of DCIs across grade levels Connections to Common Core State Standards

40. PS2: Motion and Stability: Forces and Interactions K-23-5MSHS Newton’s third law; motion det. by sum of forces and mass of object Newton’s second law; momentum Objects at rest have 0 net force; if net force ≠ 0 the object will change its motion Objects push or pull when connected; friction Essential Question: How can one explain and predict interactions between objects and within systems of objects? PS2.A: Forces and Motion Essential Question: How can one predict an object’s continued motion, changes in motion, or stability? Progression:

41. From Standards to Instruction PE’s are not Learning Targets; and they overlap with each other. If you try to teach the PE’s as a list of skills, you will never finish them. PE’s that aren’t taught in an integrated manner are like Lemony Snicket science: a series of unfortunate events. Stephen L. Pruitt, Ph.D. Senior Vice President for Content, Research and Development Achieve

42. Why Bundle?  Teaching, or attempting to teach, individual performance expectations led to a disjointed and stunted view of science.  Developing instructional materials and instruction should be viewed as leading to understanding the larger core idea.  Coherent instructional materials and instruction should focus on a Disciplinary Core Idea (or set of them) rather than discrete pieces that are never tied together.

43. Instruction Builds Toward PEs Performance Expectation

44. How Does One Bundle?

45. NGSS Concept Bundling Matter and Its Interactions The fact that matter is composed of atoms and molecules can be used to explain the properties of substances, diversity of materials, states of matter, phase changes, and conservation of matter. Reacting substances rearrange to form different molecules, but the number of atoms is conserved. Some reactions release energy and others absorb energy. MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures. MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.* Within this DCI, 4 of the 8 Practices are highlighted. For instruction, additional practices would be used to build toward these understandings.

46. Bundling By Practice Grade 3 - Planning and Carrying Out Investigations and Analyzing and Interpreting Data 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. 3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that that a pattern can be used to predict future motion.

47. For exponential models, express as a logarithm the solution to ab ct =d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology. Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input- output pairs (include reading these from a table). 2. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. 6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. 4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Cause and EffectSystems and System Models NGSS LS4: Biological Evolution NGSS LS2: Ecosystems Bundling Math and Science Construct and compare linear, quadratic, and exponential models and solve problems. Modeling; Reasoning Abstractly and Quantitatively

48. DECONSTRUCTION OF A PERFORMANCE EXPECTATION Adapted from Washington Educational Service Districts

49. Choose a PE – record the information on the placemat for that PE only Use yellow post-it notes: Record the concepts and skills students need Use pink post-it notes: Record instructional strategies and shifts Use orange post-it notes: Record CCSS activities that will engage students

50. So what is next?

51. Instruction CA Framework Assessments Professional Learning NATIONAL RESEARCH COUNCIL Of the National Academies July 2011 2011-2013 2014 -

52. Prepare for the NGSS NGSS Integrate CCSS Focus on Practices Read and Bundle PEs Develop CCC thread

53. Resources Contra Costa County Office of Education www.cocoschools.org/steam Next Generation Science Standards www.nextgenscience.org/ CDE updates to the NGSS www.cde.ca.gov/pd/ca/sc/ngssintrod.asp www.cde.ca.gov/pd/ca/sc/ngssintrod.asp http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp NSTA Common Core Resources www.nsta.org/about/standardsupdate

54. Thank you to: The Integrated Middle School Science Project at Alameda County Office of Education for collaboration on activities and slides. Special thanks to Ai Vu, Sara Dozier and Dawn O’Connor