1. Steps to Develop NGSS Lessons and Units Integrating the three dimensions

2. Agenda  Updates to NGSS  Review January 2014 training  Unpacking Performance Expectations  Unpacking vs. Deconstructing  Lesson development  Next Steps / reflection

3. NGSS Updates May 20, 2014

4. NGSS Updates  Draft implementation plan  Framework development (by January 2016)  Implementation of NGSS (2016-2017)  Assessment recommendation (2016-2017)  Curriculum Materials adoption (2017-2018)  Middle School disciplinary model – April 2014  July 21: Day-Long Face-to-Face Institute (NSTA / CSTA)  NGSS Rollout Symposium #1 (Oakland – TBD)  CSTA / NSTA (Long Beach, December 4-6)

5. States That Have Officially Adopted NGSS Rhode Island Kentucky Kansas Maryland Vermont California Delaware Washington District of Columbia Nevada Oregon Illinois (last updated April 9, 2014)

6. Review of NGSS presentation January, 2014

7. 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

8. Performance Expectations Foundation Boxes Connection Boxes Architecture of NGSS

9. 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)

10. Deconstructing Performance Expectations

11. Unpacking Performance Expectations Unpacking vs. Deconstructing

12. Unpacking Standards  Standards do not describe all that can / should be taught  Reveals smaller learning targets  Aids the design of instruction and assessment  Achieves “collective clarity” regarding learning targets  Steps of knowledge or concepts & skills that build toward the standard  Identify strategies for all students to achieve standard  Determine rigor of learning targets Collaborating for Success with the Common Core Bailey, Jakicic, Spiller

13. Determining What Is Essential 1. Endurance—Will this standard provide students with knowledge and skills that will be of value beyond a single test date? 2. Leverage—Will this provide knowledge and skills that will be of value in multiple disciplines? 3. Readiness—Will this provide students with the essential knowledge and skills necessary for success in the next unit, level of instruction, course, grade or level of instruction? DuFour, DuFour, Eaker, & Many Learning by Doing 2nd Ed, 2010, Page 65 Ainsworth, Rigorous Curriculum Design, 2010 Page 40 Reeves, The Leader’s Guide to Standards 2002, pp. 49–52

14. Deconstructing vs. Unpacking Deconstructing: Break down 3-dimensions Understand clarification statement / assessment boundary Examine vertical alignment Connect to CCSS Unpacking: Identify Essential Skills / Concepts Determine teaching strategies Examine resources for instruction and assessment

15. Steps to Develop NGSS Lessons and Units Integrating the three dimensions

16. Appendix E: Learning Progressions  Coherent instruction in K-12 science  Focus on core ideas  Integration of content and practices Turn to page 3, follow the ESS3.A progression

17. ESS3.A: Natural Resources K-23-56-89-12 Energy and fuels humans use are derived from natural sources an their uses affects the environment. Some resources are renewable over time, others are not. Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. Resource availability has guided the development of human society and use of natural resources has associated costs, risks, and benefits. Humans depend on Earth’s land, ocean, atmosphere, and biosphere for different resources, many of which are limited or not renewable. Resources are distributed unevenly around the planet as a result of past geologic processes

18. From NGSS to Classroom Instruction Read Chapter 4 from Translating the NGSS for Classroom Instruction by Rodger Bybee Read the following section – what are the implications for your science programs? How does this differ from your current science program?  Identify a Coherent Set of Performance Expectations…(page 55-58)

19. From Standards to Instruction  Performance Expectations (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

20. 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.

21. How Does One Bundle? Disciplinary Core Idea Crosscutting Concepts Science & Engineering Practices

22. Bundling  Determine a theme  Build around a coherent set of PEs  Identify instructional strategies & learning outcomes  Determine science investigations / engineering problems that integrate PEs  Design a sequence of learning activities

23. Determine the theme / topic Ex: Energy What do you teach in this unit? What PEs focus on this unit? – 4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents – 4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.* – 4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

24. What are the essential questions? From the Framework What is energy? What is meant by conservation of energy? How is energy transferred between objects? How do Earth’s surface processes and human activities affect each other? How do humans depend on Earth’s resources?

25. What do students need to know / do? Framework –find the Grade band Endpoints for the following DCI: PS3.A PS3.B PS3.D ESS3.A

26. Energy Explore the Energy site – What resources would you need? – How could you use 5E’s (engage, explore, explain, elaborate, evaluate) – How would you assess your students? https://sites.google.com/site/cccoeenergy/welcome

27. Additional considerations: How will you assess your students? What misconceptions need to be addressed? What are key lessons / activities for this topic? What instructional strategies address the Three Dimensions in this unit? What time frame is needed?

28. Take a unit you are planning What are the PEs that support this topic? What CCSS support this topic? What do you want students to do / know (Backwards planning)? How will you assess student learning – Formative – Summative How will you engage all students – Inquiry – Big idea

29. Next steps  Explore NGSS and unpack PEs  Choose a topic / theme and develop NGSS unit  Teach, modify, re-teach, reflect  Integrate science with CCSS ELA and Math

30. Resources  Contra Costa County Office of Education www.cocoschools.org/steam  Presentation Resources http://tinyurl.com/cccoe-pusd-elementary  Next Generation Science Standards www.nextgenscience.org/  CDE updates to the NGSS 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