1. LIVE INTERACTIVE LEARNING @ YOUR DESKTOP 1 Start recording—title slide—1 of 3 Introducing the Next Generation Science Standards Originally presented by: Stephen Pruitt

2. Links to the Next Generation Science Standards (NGSS): www.nextgenscience.org Delaware NGSS resources http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/sci ence.shtml http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/sci ence.shtml

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

4. Conceptual Shifts in the NGSS 1.K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World. 2.The Next Generation Science Standards are student performance expectations – NOT curriculum. 3.The science concepts build coherently from K-12. 4.The NGSS Focus on Deeper Understanding of Content as well as Application of Content. 5.Science and Engineering are Integrated in the NGSS from K–12. 6.The NGSS are designed to prepare students for college, career, and citizenship. 7.The NGSS and Common Core State Standards (English Language Arts and Mathematics) are Aligned.

5. Three Dimensions Intertwined  The NGSS are written as Performance Expectations  NGSS will require contextual application of the three dimensions by students  Focus is on how and why as well as what

6. Scientific and Engineering Practices 1. Asking questions (for science) and defining problems (for engineering) 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 (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

7. Why Science and Engineering Practices? Engaging in the practices of science helps students understand how scientific knowledge develops. The actual doing of science or engineering can pique students’ curiosity, capture their interest, and motivate their continued study. A focus on practices (in the plural) avoids the mistaken impression that there is one distinctive approach common to all science—a single “scientific method”— or that uncertainty is a universal attribute of science.

8. Cross-Cutting Concepts 1.Patterns 2.Cause and effect: Mechanism and explanation 3.Scale, proportion, and quantity 4.Systems and system models 5.Energy and matter: Flows, cycles, and conservation 6.Structure and function 7.Stability and change

9. Guiding Principles of the Cross-Cutting Concepts Crosscutting concepts can help students better understand core ideas in science and engineering. Crosscutting concepts can help students better understand science and engineering practices. Crosscutting concepts should grow in complexity and sophistication across the grades. Crosscutting concepts are for all students. Conclusion: it is essential that all students engage in using crosscutting concepts, which could result in leveling the playing field and promoting deeper understanding for all students.

10. A model for how to envision the three Dimensions of the NGSS Crosscutting Concepts Disciplinary Core Idea practices Crosscutting Concepts

11. Science and Engineering Practices, not just teaching strategies  Science and Engineering Practices are how scientific knowledge is acquired  While Practices should be used in instruction, all students need to demonstrate achievement in their use and application

14. New Content  Appendices have been added to support the NGSS and in response to feedback  Appendix A – Conceptual Shifts  Appendix B – Responses to 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 in the NGSS  Appendix J – Science, Technology, Society, and the Environment  Appendix K – Model Course Mapping in Middle and High School  Appendix L – Connections to Common Core State Standards in Mathematics  Appendix M – Connections to Common Core State Standards in ELA

15. What Should the NGSS Do? What Will the NGSS Not Do?

16. Describe Achievement, Not Instruction  Standards articulate a clear vision of the learning goals for students.  Standards articulate the student performance at the conclusion of instruction.  Standards are NOT a description of curriculum.  Standards do NOT dictate instruction.

17. Develop Understanding of Core Ideas, Not Lessons  Successful classroom implementation of the NGSS will require students to understand and apply the Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts through the development of ideas across time.  Successful implementation of the NGSS will require viewing instruction and assessment as the “bundling” of performance expectations into coherent lessons and assessments.  Unsuccessful classroom implementation of the NGSS will continue the use of the three dimensions as separate entities and lessons.

18. For Elementary Science in Delaware The elementary science units will remain the same for the 2014-2015 school year. Teachers will be asked to incorporate the Science and Engineering Practices into their instruction as appropriate and as time permits. The Delaware Science Coalition will be recruiting lead teachers from all districts and all schools to examine existing curriculum materials and make recommendations regarding modification or replacement of materials to enable students to achieve the Next Generation Science Standards.

19. Contact Information in Red Clay Eddie McGrath Science Supervisor Red Clay Consolidated School District (302) 552-3768 edward.mcgrath@redclay.k12.de.us

20. Contact Information Stephen Pruitt, Ph.D. Senior Vice President Achieve, Inc. spruitt@achieve.org www.nextgenscience.org

21. On the Web nextgenscience.org nextgenscience.org nsta.org/ngssnsta.org/ngss A Framework for K-12 Science Education