1. Chris DeWald Science Instructional Coordinator Montana Office of Public Instruction

4. A Framework for K-12 Science Education Science is composed of 3 Dimensions – Disciplinary Core Ideas – Science and Engineering Practices – Crosscutting Concepts

5. Science and Engineering Practices Disciplinary Core Ideas Student Performance Crosscutting Concepts

6. NGSS Shifts 1.K-12 science education should reflect the interconnected nature of science as it is practiced and experienced in the real world 2.The NGSS are student performance expectations – NOT curriculum 3.Science concepts in the NGSS build coherently from K -12 4.The NGSS focus on deeper understanding as well as application of content 5.Science and engineering are integrated in 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 are Aligned

7. Science & Engineering Practices Asking questions and defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating and communicating information

8. Streamlining the Practices Gather Evidence Construct Explanations Communicate Reasoning Obtaining Information Asking Questions & Defining Problems Plan & Carrying Out Investigations Developing & Using Models Analyzing Data / Using Math Evaluating Information Designing Solutions Developing & Using Models Constructing Explanations Communicating Information Developing & Using Models Arguing from Evidence

9. Crosscutting Concepts Patterns Cause and effect: mechanism and explanation Scale, proportion and quantity Systems and system model Energy and matter: flows, cycles, conservation Structure and function Stability and Change

10. Disciplinary Core Ideas “…an important role of science education is not to teach “all the facts” but rather to prepare students with sufficient core knowledge so that they can later acquire additional information on their own” Life Sciences Physical Sciences Earth and Space Sciences Taken from A Framework for K-12 Science Education

11. DCI Criteria Have broad importance across multiple sciences or engineering disciplines or be a key organizing principle of a single discipline. Provide a key tool for understanding or investigating more complex ideas and solving problems. Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge. Be teachable and learnable over multiple grades at increasing levels of depth and sophistication. That is, the idea can be made accessible to younger students but is broad enough to sustain continued investigation over years.

12. Life Sciences From molecules to organisms: Structures and processes Ecosystems: Interactions, energy and dynamics Heredity: Inheritance and variation of traits Biological evolution: Unity and diversity

13. Physical Sciences Matter and its interactions Motion and stability: Forces and interactions Energy Waves and their applications to technologies for information transfer

14. Earth and Space Sciences Earth’s place in the universe Earth’s systems Earth and human activity

15. Web Resources – Click on the Image http://www.opi.mt.gov/groups/scied/