1. Moving NGSS to KCAS and Beyond Terry Rhodes terry.rhodes@education.ky.gov 859-585-7762 www.terryrhodes1science.com

2. Norms: Respect Cell phone Engagement Restrooms Being Prepared Side Conversations

3. Big Shifts in Science Education What will it take to teach KCAS science standards?

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

5. Less emphasis on scientific process skill More emphasis on science and engineering practices

6. Less emphasis on Science taught in isolation More emphasis on Science as the crossroads of curriculum

7. Less emphasis on one scientific method More emphasis on multiple methods of exploration

8. Less emphasis on knowing specific concepts More emphasis on using scientific knowledge to solve problems

9. Less emphasis on science labs done in isolation More emphasis on problem- or place- based learning

10. Less emphasis on using text from hard-bound books More emphasis on accessing digital media

11. Less emphasis on summative assessment More emphasis on formative assessment

12. Less emphasis on what "student knows“ to indicate level of mastery More emphasis on what "student can do" to indicate level of mastery

13. This means… We must remind ourselves that it isn’t enough to have STUDENTS telling WHAT or THAT (something is, is not, etc.)—we must ensure that STUDENTS’ LEARNING is SHIFTED to EXPLAINING—REASONING-- (using evidence) addressing WHY and HOW. As we engineer these experiences, we must focus PRIMARILY on what the STUDENTS WILL BE DOING versus what the teacher will be doing. We must prepare to engineer learning environments that require students to GATHER, REASON, and COMMUNICATE scientifically—across “3 Dimensions”.

14. This will require us to… Be willing to make mistakes, be wrong A LOT before we are RIGHT, listen to the ideas of others, appreciate understanding that comes from working through confusion, and persevere. ‘Science, my boy, is made up of mistakes, but they are mistakes which it is useful to make, because they lead little by little to the truth.’ – Jules Verne, Journey to the Center of the Earth

15. INTERPRETING THE ARCHITECTURE OF THE NEXT GENERATION SCIENCE STANDARDS

16. Performance Exp. Assessment Box Foundation Boxes Connection Boxes Title and Code Clarification Statement Assessment Boundary Engineering Component Science and Engineering Practices Disciplinary Core Ideas Connections to Engineering, Technology and Applications of Science; Nature of Science; Connections to other DCI’s Articulation of DCI’s CCSS Connections: ELE/Literacy and Mathematics P.E. Codes Crosscutting Concepts DCI Science and Engineering Practices

17. Assessable Component Foundation Boxes How What Why Connection Box

19. How Do They Go Together? Thinking About Bundling  Lay out the strips and begin reading the Performance Expectations, without looking at your standards  Start thinking about how they fit together; where do they overlap? What PE’s will be bridges to other concepts? How do the engineering expectations fit in?  Once partners have come to consensus, tape the strips to chart paper and use markers to write in additional information such as essential/overarching questions, unit names or cross-discipline ideas  Remember…some may go in more than one place!

20. Types of Learning Targets

21. Knowledge The underlying facts and concepts of the discipline that students need to know (describe, explain, recall, identify) 21

22. Reasoning Students use and apply what they know to reason and solve problems (use, formulate, Analyze, infer) 22

23. Skill Students perform an action or task that must be observed to be assessed (measure, observe, use equipment) 23

24. Product The product itself is the focus of the standard and there must be a product to determine if the student can create it (constructs, creates, develops) 24

25. 25 Developing Quality Learning Targets

26. You Be the Judge-Learning Target or Not? I can analyze the change in position over time (motion) of an object I can model radioactive decay by counting pennies that land face-up to represent nuclear fission I can describe how materials change when they are heated or cooled I can calculate speed and slope by measuring cars as they roll down a track I can use authentic ancient Egyptian techniques to mummify a chicken I can use evidence to construct explanations of plant and animal life cycles

27. Putting it all together… 27

28. What content needs to be addressed?? What Practices need to be addressed?? What XCC’s need to be addressed? What else?? Math? Literacy? Misconceptions? Connections Boxes, other resources Appendix F Framework Appendix G Framework Appendix E Framework Performance Expectation, Clarification Statement, Assessment Boundary

31. Gathering Reasoning Communicating Obtain Information Ask Questions/Define Problems Plan & Carry Out Investigations Use Models to Gather Data Use Mathematics & Computational Thinking Evaluate Information Analyze Data Use Mathematics and Computational Thinking Construct Explanations/Solve Problems Developing Arguments from Evidence Use Models to Predict & Develop Evidence Communicate Information Using Argue from Evidence (written/oral) Use Models to Communicate (Moulding, 2012) Pages 8-9

32. Lesson Plan Idea Template

33. Tools for Deconstruction Internet

34. www.terryrhodes1science.com Click on NGSS, then Deconstruction Tools PDF Download Save to your desktop

35. www.terryrhodes1science.com Click on NGSS, then Links/Appendices Click on icon to download PDF then save to your desktop Free PDF download of the KCAS- Science; Use these, NOT NGSS

36. Teacher and researcher Paul Anderson created this series of videos highlighting NGSS. There is a video for each practice, crosscutting concept and DCI; they are anywhere from 6-12 minutes each and are intended for teachers not students. They explain the science behind the concept as well as what it looks like at each grade band. Link can be found under the NGSS tab on my website.

38. Long Term Unit Planning Word format; cells expand when filled

39. Flowchart for Deconstructing Performance Expectations (PEs) 39

40. http://concord.org/ngss/

41. http://www.readworks.org/

42. www.terryrhodes1science.com Google “Terry Rhodes” it’s the first entry!

43. Moving NGSS to KCAS and Beyond Terry Rhodes terry.rhodes@education.ky.gov 859-585-7762 www.terryrhodes1science.com