1. LIVE INTERACTIVE LEARNING @ YOUR DESKTOP 1 Start recording—title slide January 7, 2013 6:30 p.m. – 8:00 p.m. Eastern time How to Lead a Study Group on the Next Generation Science Standards (NGSS) Second Public Draft Presented by: Harold Pratt and Ted Willard

2. 2 About the NSTA Learning Center 10,200+ resources –3,500+ free! –Add to “My Library” Community forums Online advisors to assist you Tools to plan and document your learning http://learningcenter.nsta.org NSTA Learning Center

3. How to Engage Science Educators in the Public Review of NGSS Ted Willard, twillard@nsta.org Harold Pratt, hapratt@comcast.net

5. Purpose of Session Help you… Understand the structure of NGSS Connect with colleagues to study and deeply understand them Provide feedback to Achieve Begin thinking about what it will take for you and other educators to use these standards

6. The Basics About NGSS

7. NSTA role with the NGSS A partner with Achieve along with 26 states, NRC, and AAAS in the development Provide guidance and reviews directly to the National Research Council and Achieve Recommend teachers for the writing teams Inform science education community Encourage science educators to have a voice by engaging in the review process Help educators study and learn more about the document

8. Developing the Standards 8

9. Instruction Curricula Assessments Teacher Development Developing the Standards 2011-2013 July 2011

10. Developing the Standards July 2011

11. About the National Academies Chartered by Congress Separate Academies dealing with Science, Engineering, and Medicine Honorary membership organization with over 6000 members Do not conduct independent research Serves as advisors producing independent recommendations and policy reports The National Research Council carries out most studies done by the Academies

12. A Framework for K-12 Science Education View free PDF form The National Academies Press at www.nap.edu Secure your own copy from www.nsta.org/store

13. Resources for the Framework Benchmarks for Scientific Literacy and Atlas of Science Literacy National Science Education Standards 2009 NAEP Science Framework (National Assessment of Educational Progress) College Board Standards for College in Science NSTA’s Science Anchors project

14. National Research Council Reports How People Learn Taking Science to School Ready, Set, Science

15. A Framework for K-12 Science Education Three-Dimensions: Scientific and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas

16. 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

17. Crosscutting 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

18. Disciplinary Core Ideas Life Science Earth and Space Science Physical Science Engineering, Technology, and the Application of Science

19. 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

20. Life ScienceEarth & Space SciencePhysical Science Engineering & Technology LS1: From Molecules to Organisms: Structures and Processes LS1.A:Structure and Function LS1.B:Growth and Development of Organisms LS1.C:Organization for Matter and Energy Flow in Organisms LS1.D:Information Processing LS2: Ecosystems: Interactions, Energy, and Dynamics LS2.A:Interdependent Relationships in Ecosystems LS2.B:Cycles of Matter and Energy Transfer in Ecosystems LS2.C:Ecosystem Dynamics, Functioning, and Resilience LS2.D:Social Interactions and Group Behavior LS3: Heredity: Inheritance and Variation of Traits LS3.A:Inheritance of Traits LS3.B:Variation of Traits LS4: Biological Evolution: Unity and Diversity LS4.A:Evidence of Common Ancestry and Diversity LS4.B:Natural Selection LS4.C:Adaptation LS4.D:Biodiversity and Humans ESS1: Earth’s Place in the Universe ESS1.A:The Universe and Its Stars ESS1.B:Earth and the Solar System ESS1.C:The History of Planet Earth ESS2: Earth’s Systems ESS2.A:Earth Materials and Systems ESS2.B:Plate Tectonics and Large-Scale System Interactions ESS2.C:The Roles of Water in Earth’s Surface Processes ESS2.D:Weather and Climate ESS2.E:Biogeology ESS3: Earth and Human Activity ESS3.A:Natural Resources ESS3.B:Natural Hazards ESS3.C:Human Impacts on Earth Systems ESS3.D:Global Climate Change PS1: Matter and Its Interactions PS1.A:Structure and Properties of Matter PS1.B:Chemical Reactions PS1.C:Nuclear Processes PS2: Motion and Stability: Forces and Interactions PS2.A:Forces and Motion PS2.B:Types of Interactions PS2.C:Stability and Instability in Physical Systems PS3: Energy PS3.A:Definitions of Energy PS3.B:Conservation of Energy and Energy Transfer PS3.C:Relationship Between Energy and Forces PS3.D:Energy in Chemical Processes and Everyday Life PS4: Waves and Their Applications in Technologies for Information Transfer PS4.A:Wave Properties PS4.B:Electromagnetic Radiation PS4.C:Information Technologies and Instrumentation ETS1: Engineering Design ETS1.A:Defining and Delimiting an Engineering Problem ETS1.B:Developing Possible Solutions ETS1.C:Optimizing the Design Solution ETS2: Links Among Engineering, Technology, Science, and Society ETS2.A:Interdependence of Science, Engineering, and Technology ETS2.B:Influence of Engineering, Technology, and Science on Society and the Natural World Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas

21. Integration of the Three Dimensions Core Ideas Practices Crosscutting Concepts The practices are the processes of building and using the core ideas to make sense of the natural and designed world, and the cross cutting concepts hold the discipline together.

22. Instruction Curricula Assessments Teacher Development Developing the Standards 2011-2013 July 2011

23. Developing the Standards 2011-2013

24. About Achieve Created in 1996 by the nation's governors and corporate leaders, Achieve is an independent, bipartisan, non-profit education reform organization that helps states raise academic standards and graduation requirements, improve assessments and strengthen accountability. Achieve is involved in implementation of the Common Core State Standards (CCSS) effort and the Partnership for Assessment of Readiness for College and Careers (PARCC) Consortium.

25. NGSS Lead State Partners

26. Lead states and writers identified Summer 2011 Writing Team Begins Work Summer 2011 State Draft Fall 2011 Writing Team Reacts to Review Winter 2011 State and Critical Stakeholder Draft Winter 2012 Writing Team Reacts to Review Spring-Summer 2012 Public Draft January 2013 Public Draft May 2012 State and Critical Stakeholder Draft Fall 2012 Writing Team Reacts to Review Fall 2012 Writing Team Reacts to Review Winter 2013 Final State Draft Winter 2013 Achieve Edits Final Document Winter 2013 NGSS Released for Adoption Spring 2013 Development Process Writing Team Reacts to Review Winter 2012

27. Lead states and writers identified Summer 2011 Writing Team Begins Work Summer 2011 State Draft Fall 2011 Writing Team Reacts to Review Winter 2011 State and Critical Stakeholder Draft Winter 2012 Writing Team Reacts to Review Spring-Summer 2012 Public Draft January 2013 Public Draft May 2012 State and Critical Stakeholder Draft Fall 2012 Writing Team Reacts to Review Fall 2012 Writing Team Reacts to Review Winter 2013 Final State Draft Winter 2013 Achieve Edits Final Document Winter 2013 NGSS Released for Adoption Spring 2013 Development Process Writing Team Reacts to Review Winter 2012 TOMORROW! We are getting ready for this!

28. Inside the NGSS Box What is Assessed A collection of several performance expectations describing what students should be able to do to master this standard Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations Connection Box Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard Performance Expectations A statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned. Title and Code Two sets of performance expectations at different grade levels may use the same name if they focus on the same topic. The code, however, is a unique identifier for each standard based on the grade level, content area, and topic of the standard. Scientific & Engineering Practices Activities that scientists and engineers engage in to either understand the world or solve a problem Disciplinary Core Ideas Concepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. Crosscutting Concepts Ideas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all. Lowercase Letters Lowercase letters at the end of practices, core ideas, and crosscutting Concepts designate which Performance expectation incorporates them. Assessment Boundary A statement that provides guidance about the scope of the performance expectation at a particular grade level. Clarification Statement A statement that supplies examples or additional clarification to the performance expectation.

29. Closer Look at a Performance Expectation Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson. Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H 2 ) and Oxygen (O 2 ) combining to form hydrogen peroxide (H 2 O 2 ) or water(H 2 O). [Assessment Boundary: Restricted to macroscopic interactions.]

30. Closer Look at a Performance Expectation Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H 2 ) and Oxygen (O 2 ) combining to form hydrogen peroxide (H 2 O 2 ) or water(H 2 O). [Assessment Boundary: Restricted to macroscopic interactions.] Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

31. Closer Look at a Performance Expectation Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H 2 ) and Oxygen (O 2 ) combining to form hydrogen peroxide (H 2 O 2 ) or water(H 2 O). [Assessment Boundary: Restricted to macroscopic interactions.] Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

32. Closer Look at a Performance Expectation Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H 2 ) and Oxygen (O 2 ) combining to form hydrogen peroxide (H 2 O 2 ) or water(H 2 O). [Assessment Boundary: Restricted to macroscopic interactions.] Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

33. You can turn off notifications of others arriving:  Edit -> Preferences -> General -> Visual notifications You can minimize OR detach and expand chat panel  Left arrow = minimize; right menu = detach Continue the discussion in the Community Forums  http://learningcenter.nsta.org/discuss Before We Get to Your Questions… Agenda—2 of 13 33

34. Q & A

35. The Review

36. Keep in Mind Depth of review is more important than covering many or all the standards!!

37. NSTA Guide for Leading a Study Group on Next Generation Science Standards Located online at www.nsta.org/ngsswww.nsta.org/ngss Sample Agendas (half-day & full-day) Facilitator Guide Suggested Questions Checklist

38. NSTA Guide for Leading a Study Group on Next Generation Science Standards 1.Determine scope in terms of topic(s) and grade level(s) 2.Establish starting time, duration, and location – Internet access? 3.Select and invite participants 4.Assign teams to specific standards 5.Prepare participants – Be familiar with Framework and other standards – Send background reading/resources, agenda, questions 6.Facilitate meeting 7.Collect group feedback and fill out Achieve survey or encourage members to provide individual feedback Checklist for Planning an NGSS Study Group

39. Check List for Planning an NGSS Study Group 1.Determine scope in terms of topic(s) and grade level(s) 2.Establish starting time, duration, and location – Internet access? 3.Select and invite participants 4.Assign teams to specific standards 5.Prepare participants – Be familiar with Framework and other standards – Send background reading/resources, agenda, questions 6.Facilitate meeting 7.Collect group feedback and fill out Achieve survey or encourage members to provide individual feedback

40. Check List for Planning an NGSS Study Group 1.Determine scope in terms of topic(s) and grade level(s) 2.Establish starting time, duration, and location – Internet access? 3.Select and invite participants 4.Assign teams to specific standards 5.Prepare participants – Be familiar with Framework and other standards – Send background reading/resources, agenda, questions 6.Facilitate meeting 7.Collect group feedback and fill out Achieve survey or encourage members to provide individual feedback

41. Check List for Planning an NGSS Study Group 1.Determine scope in terms of topic(s) and grade level(s) 2.Establish starting time, duration, and location – Internet access? 3.Select and invite participants 4.Assign teams to specific standards 5.Prepare participants – Be familiar with Framework and other standards – Send background reading/resources, agenda, questions 6.Facilitate meeting 7.Collect group feedback and fill out Achieve survey or encourage members to provide individual feedback

42. Organization of the Core Ideas in the Framework Life ScienceEarth & Space SciencePhysical Science LS1: From Molecules to Organisms: Structures and Processes LS1.A:Structure and Function LS1.B:Growth and Development of Organisms LS1.C:Organization for Matter and Energy Flow in Organisms LS1.D:Information Processing LS2: Ecosystems: Interactions, Energy, and Dynamics LS2.A:Interdependent Relationships in Ecosystems LS2.B:Cycles of Matter and Energy Transfer in Ecosystems LS2.C:Ecosystem Dynamics, Functioning, and Resilience LS2.D:Social Interactions and Group Behavior LS3: Heredity: Inheritance and Variation of Traits LS3.A:Inheritance of Traits LS3.B:Variation of Traits LS4: Biological Evolution: Unity and Diversity LS4.A:Evidence of Common Ancestry and Diversity LS4.B:Natural Selection LS4.C:Adaptation LS4.D:Biodiversity and Humans ESS1: Earth’s Place in the Universe ESS1.A:The Universe and Its Stars ESS1.B:Earth and the Solar System ESS1.C:The History of Planet Earth ESS2: Earth’s Systems ESS2.A:Earth Materials and Systems ESS2.B:Plate Tectonics and Large- Scale System Interactions ESS2.C:The Roles of Water in Earth’s Surface Processes ESS2.D:Weather and Climate ESS2.E:Biogeology ESS3: Earth and Human Activity ESS3.A:Natural Resources ESS3.B:Natural Hazards ESS3.C:Human Impacts on Earth Systems ESS3.D:Global Climate Change PS1: Matter and Its Interactions PS1.A:Structure and Properties of Matter PS1.B:Chemical Reactions PS1.C:Nuclear Processes PS2: Motion and Stability: Forces and Interactions PS2.A:Forces and Motion PS2.B:Types of Interactions PS2.C:Stability and Instability in Physical Systems PS3: Energy PS3.A:Definitions of Energy PS3.B:Conservation of Energy and Energy Transfer PS3.C:Relationship Between Energy and Forces PS3.D:Energy in Chemical Processes and Everyday Life PS4: Waves and Their Applications in Technologies for Information Transfer PS4.A:Wave Properties PS4.B:Electromagnetic Radiation PS4.C:Information Technologies and Instrumentation Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas

43. Review of Standards in Different Grades & Topics Life Science Earth & Space Science Physical Science K-2 3-5 6-8 9-12

44. Review of Standards in Different Grades & Topics Life Science Earth & Space Science Physical Science K-2 3-5 6-8 9-12

45. Review of Standards in Different Grades & Topics Life Science Earth & Space Science Physical Science K-2 3-5 6-8 9-12

46. Size and Scope of the Study Group Life Science Earth & Space Science Physical Science K-2 2-3 Team Members 3-5 6-8 2-3 Team Members 9-12 2-3 Team Members In this configuration, you need a minimum of 18 people to examine all of the standards

47. Check List for Planning an NGSS Study Group 1.Determine scope in terms of topic(s) and grade level(s) 2.Establish starting time, duration, and location – Internet access? 3.Select and invite participants 4.Assign teams to specific standards 5.Prepare participants – Be familiar with Framework and other standards – Send background reading/resources, agenda, questions 6.Facilitate meeting 7.Collect group feedback and fill out Achieve survey or encourage members to provide individual feedback

48. Background Resources NSTA Reader’s Guide to the Framework NSTA Journal Articles about the Framework and the Standards Next Generation Science Standards Links to all resources located at www.nsta.org/ngss

49. Check List for Planning an NGSS Study Group 1.Determine scope in terms of topic(s) and grade level(s) 2.Establish starting time, duration, and location – Internet access? 3.Select and invite participants 4.Prepare participants – Be familiar with Framework and other standards – Send background reading/resources, agenda, questions 5.Form teams and assign teams to specific standards 6.Facilitate meeting 7.Collect group feedback and fill out Achieve survey or encourage members to provide individual feedback

50. Full Day Agenda Introduction and Review of Day and Task (45 minutes) Section I: Taking a Close Look at Performance Expectations (90 minutes) Section II: Progression Across All Grade Levels (90 minutes – divided before and after lunch) Lunch Section III: Engineering Design (45 minutes) Section IV: Nature of Science (45 minutes) Wrap Up (30 minutes)

51. Handouts Standards NGSS Matrix Handout Inside the Box Handout Study Group Questions from NSTA Guide

52. Organization of the Performance Expectations NGSS is Organized in TWO different ways By Disciplinary Core Idea as shown in the Framework By Topic as used by the Writers The Performance Expectations are coded by the Disciplinary Core Ideas

53. Life ScienceEarth & Space SciencePhysical Science Elementary School K K. Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment K. Weather and ClimateK. Structure and Properties of Matter 1 1. Structure, Function, and Information Processing1. Space Systems: Patterns and Cycles1. Waves: Light and Sound 2 2. Interdependent Relationships in Ecosystems 2. Earth’s Surface Systems: Processes that Shape the Earth 2. Structure and Properties of Matter 2. Forces and Interactions: Pushes and Pulls 3 3. Interdependent Relationships in Ecosystems: Environmental Impacts on Organisms 3. Inheritance and Variation of Traits: Life Cycles and Traits 3. Weather and Climate3. Forces and Interactions 4 4. Structure, Function, and Information Processing 4. Earth’s Surface Systems: Processes that Shape the Earth 4. Energy 4.W Waves 5 5. Matter and Energy in Organisms and Ecosystems 5. Earth’s Surface Systems 5. Space Systems: Stars and the Solar System 5. Structure and Properties of Matter Middle School MS. Structure, Function, and Information Processing MS. Growth, Development, and Reproduction of Organisms MS. Matter and Energy in Organisms and Ecosystems MS. Interdependent Relationships in Ecosystems MS. Natural Selection and Adaptations MS. Space Systems MS. The History of Earth MS. Earth’s Interior Systems MS. Earth’s Surface Systems MS. Weather and Climate Systems MS. Human Impacts MS. Structure and Properties of Matter MS. Chemical Reactions MS. Forces and Interactions MS. Energy MS. Waves and Electromagnetic Radiation High School HS. Structure, Function, and Information Processing HS. Inheritance and Variation of Traits HS. Matter and Energy in Organisms and Ecosystems HS. Interdependent Relationships in Ecosystems HS. Natural Selection and Evolution HS. Space Systems HS. History of Earth HS. Earth’s Systems HS. Weather and Climate HS. Human Sustainability HS. Structure and Properties of Matter HS. Chemical Reactions HS. Forces and Interactions HS. Energy HS. Waves and Electromagnetic Radiation NGSS Organized by Topic Note: The core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas

54. NGSS Organized by Topic

55. NGSS Organized by Core Ideas Life ScienceEarth & Space SciencePhysical Science K-LS1 From Molecules to Organisms: Structures and Processes 1-LS1 From Molecules to Organisms: Structures and Processes 3-LS1 From Molecules to Organisms: Structures and Processes 4-LS1 From Molecules to Organisms: Structures and Processes MS-LS1 From Molecules to Organisms: Structures and Processes HS-LS1 From Molecules to Organisms: Structures and Processes 1-ESS1 Earth’s Place in the Universe 4-ESS1 Earth’s Place in the Universe 5-ESS1 Earth’s Place in the Universe MS-ESS1 Earth’s Place in the Universe HS-ESS1 Earth’s Place in the Universe K-PS1 Matter and Its Interactions 2-PS1 Matter and Its Interactions 5-PS1 Matter and Its Interactions MS-PS1 Matter and Its Interactions HS-PS1 Matter and Its Interactions 2-LS2 Ecosystems: Interactions, Energy, and Dynamics 3-LS2 Ecosystems: Interactions, Energy, and Dynamics 5-LS2 Ecosystems: Interactions, Energy, and Dynamics MS-LS2 Ecosystems: Interactions, Energy, and Dynamics HS-LS2 Ecosystems: Interactions, Energy, and Dynamics K-ESS2 Earth’s Systems 2-ESS2 Earth’s Systems 3-ESS2 Earth’s Systems 4-ESS2 Earth’s Systems 5-ESS2 Earth’s Systems MS-ESS2 Earth’s Systems HS-ESS2 Earth’s Systems 2-PS2 Motion and Stability: Forces and Interactions 3-PS2 Motion and Stability: Forces and Interactions 5-PS2 Motion and Stability: Forces and Interactions MS-PS2 Motion and Stability: Forces and Interactions HS-PS2 Motion and Stability: Forces and Interactions 1-LS3 Heredity: Inheritance and Variation of Traits 3-LS3 Heredity: Inheritance and Variation of Traits MS-LS3 Heredity: Inheritance and Variation of Traits HS-LS3 Heredity: Inheritance and Variation of Traits K-ESS3 Earth and Human Activity 3-ESS3 Earth and Human Activity 4-ESS3 Earth and Human Activity 5-ESS3 Earth and Human Activity MS-ESS3 Earth and Human Activity HS-ESS3 Earth and Human Activity K-PS3 Energy 2-PS3 Energy 4-PS3 Energy 5-PS3 Energy MS-PS3 Energy HS-PS3 Energy 2-LS4 Biological Evolution: Unity and Diversity 3-LS4 Biological Evolution: Unity and Diversity MS-LS4 Biological Evolution: Unity and Diversity HS-LS4 Biological Evolution: Unity and Diversity 1-PS4 Waves and Their Applications in Technologies for Information Transfer 4-PS4 Waves and Their Applications in Technologies for Information Transfer 5-PS4 Waves and Their Applications in Technologies for Information Transfer MS-PS4 Waves and Their Applications in Technologies for Information Transfer HS-PS4 Waves and Their Applications in Technologies for Information Transfer Note: The core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas

56. NGSS Organized by Core Ideas Life ScienceEarth & Space SciencePhysical Science Elementary School K K-LS1 From Molecules to Organisms: Structures and Processes K-ESS2 Earth’s Systems K-ESS3 Earth and Human Activity K-PS1 Matter and Its Interactions K-PS3 Energy 1 1-LS1 From Molecules to Organisms: Structures and Processes 1-LS3 Heredity: Inheritance and Variation of Traits 1-ESS1 Earth’s Place in the Universe 1-PS4 Waves and Their Applications in Technologies for Information Transfer 2 2-LS2 Ecosystems: Interactions, Energy, and Dynamics 2-LS4 Biological Evolution: Unity and Diversity 2-ESS2 Earth’s Systems 2-PS1 Matter and Its Interactions 2-PS2 Motion and Stability: Forces and Interactions 2-PS3 Energy 3 3-LS1 From Molecules to Organisms: Structures and Processes 3-LS2 Ecosystems: Interactions, Energy, and Dynamics 3-LS3 Heredity: Inheritance and Variation of Traits 3-LS4 Biological Evolution: Unity and Diversity 3-ESS2 Earth’s Systems 3-ESS3 Earth and Human Activity 3-PS2 Motion and Stability: Forces and Interactions 4 4-LS1 From Molecules to Organisms: Structures and Processes 4-ESS1 Earth’s Place in the Universe 4-ESS2 Earth’s Systems 4-ESS3 Earth and Human Activity 4-PS3 Energy 4-PS4 Waves and Their Applications in Technologies for Information Transfer 5 5-LS2 Ecosystems: Interactions, Energy, and Dynamics 5-ESS1 Earth’s Place in the Universe 5-ESS2 Earth’s Systems 5-ESS3 Earth and Human Activity 5-PS1 Matter and Its Interactions 5-PS2 Motion and Stability: Forces and Interactions 5-PS3 Energy 5-PS4 Waves and Their Applications in Technologies for Information Transfer Middle School MS-LS1 From Molecules to Organisms: Structures and Processes MS-LS2 Ecosystems: Interactions, Energy, and Dynamics MS-LS3 Heredity: Inheritance and Variation of Traits MS-LS4 Biological Evolution: Unity and Diversity MS-ESS1 Earth’s Place in the Universe MS-ESS2 Earth’s Systems MS-ESS3 Earth and Human Activity MS-PS1 Matter and Its Interactions MS-PS2 Motion and Stability: Forces and Interactions MS-PS3 Energy HS-PS4 Waves and Their Applications in Technologies for Information Transfer High School HS-LS1 From Molecules to Organisms: Structures and Processes HS-LS2 Ecosystems: Interactions, Energy, and Dynamics HS-LS3 Heredity: Inheritance and Variation of Traits HS-LS4 Biological Evolution: Unity and Diversity HS-ESS1 Earth’s Place in the Universe HS-ESS2 Earth’s Systems HS-ESS3 Earth and Human Activity HS-PS1 Matter and Its Interactions HS-PS2 Motion and Stability: Forces and Interactions HS-PS3 Energy HS-PS4 Waves and Their Applications in Technologies for Information Transfer Note: The core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas

57. NSSS Organized by Disciplinary Core Idea

58. Other details Refreshments! Computer with Internet

59. Looking at the Study Group Questions from the NSTA Guide

60. Section I: Taking a close look at one set of performance expectations A.Clarity and specificity B.Integration of the three dimensions in the performance expectations C.Coherence of performance expectations D.Achievability and preparedness E.Instructional implications of the performance expectations

61. Section II: Checking for a progression across all grades Performance Expectations Practices Disciplinary Core Ideas Crosscutting Concepts

62. Section III: Engineering Design Note: The engineering design disciplinary core ideas have been integrated into the core ideas of physical sciences, life sciences and Earth and space sciences. The performance expectations in which the engineering core ideas have been integrated are indicated with *.

63. Section III: Engineering Design *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice, Disciplinary Core Idea, or Crosscutting Concept.

64. Section III: Engineering Design *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice, Disciplinary Core Idea, or Crosscutting Concept.

65. Section III: Engineering Design

67. Section IV: Nature of Science In the review of the May 2012 Public Draft of NGSS, NSTA recommended that: Th e NGSS should include a section on Connections to the Nature and History of Science in a manner similar to the Connections to Engineering, Technology, and Applications of Science. The writers have made nature of science more prominent in the performance expectations by inserting nature of science in both the practices and crosscutting concepts.

68. Section IV: Nature of Science

70. Reminder Depth of review is more important than covering many or all the standards!!

71. Check List for Planning an NGSS Study Group 1.Determine scope in terms of topic(s) and grade level(s) 2.Establish starting time, duration, and location – Internet access? 3.Select and invite participants 4.Assign teams to specific standards 5.Prepare participants – Be familiar with Framework and other standards – Send background reading/resources, agenda, questions 6.Facilitate meeting 7.Collect group feedback and fill out Achieve survey or encourage members to provide individual feedback

72. You can turn off notifications of others arriving:  Edit -> Preferences -> General -> Visual notifications You can minimize OR detach and expand chat panel  Left arrow = minimize; right menu = detach Continue the discussion in the Community Forums  http://learningcenter.nsta.org/discuss Before We Get to Your Questions… Agenda—2 of 13 72

73. Q & A

74. Resources about NGSS

75. Resources related to the NGSS and Framework NGSS Website www.nextgenscience.org National Research Council http://www7.nationalacademies.org/bose/ Standards_Framework_Homepage.html

76. NSTA’s Home Page www.nsta.org

77. 77 NSTA Website (nsta.org/ngss)

78. NSTA Print Resources NSTA Reader’s Guide to the Framework NSTA Journal Articles about the Framework and the Standards

79. Community Forums

80. NSTA National Conference The conference will include a number of sessions about the K–12 Framework and the highly anticipated Next Generation Science Standards. 80 The place to be to learn about

81. Introduction to the Next Generation Science Standards (NGSS) Second Public Draft This Wednesday, January 9 th LATER TIME: 7:30 to 9:00 pm ET Dr. Pruitt will lead participants through the document, describing its scope, architecture, and online viewing features. He will also discuss how you can provide feedback to the writers on the draft.

82. Throughout the years, ExploraVision has reached thousands of students across the United States and Canada. This program has positively impacted young people by broadening their definition of science and motivating students to use their imagination to the best of their abilities. Young people have vivid imaginations, and ExploraVision harnesses that power and challenges students to bring that vision to life. Toshiba’s investment in ExploraVision means that thousands of students are introduced to science in a different way. New for 2013, ExploraVision is now more closely aligned with the NRC Framework for K-12 Science Education! STUDENTS COMPETING FOR PRIZES GREAT TEACHER PRIZES TOO! REGISTER TODAY AND LEARN MORE BY VISITING: EXPLORAVISION.ORG OR EMAIL ERIC CROSSLEY AT: ECROSSLEY@NSTA.ORG COMPETITION DEADLINE: JANURARY 31, 2013 ***OVER $2 4 0,000 IN PRIZES***

83. Last Fall’s Web Seminar Series on Practices TopicSpeaker 1 Asking Questions and Defining Problems Brian Reiser 2 Developing and Using Models Christina Schwarz and Cindy Passmore 3 Planning and Carrying Out Investigations Rick Duschl 4 Analyzing and Interpreting Data Ann Rivet 5 Using Mathematics and Computational Thinking Robert Mayes and Bryan Shader 6 Constructing Explanations and Designing Solutions Katherine McNeill and Leema Berland 7 Engaging in Argument from Evidence Joe Krajcik 8 Obtaining, Evaluating and Communicating Information Philip Bell, Leah Bricker, and Katie Van Horne All are archived on the NSTA website

84. Upcoming Web Seminars About NGSS Engineering Practices in the NGSS Mariel Milano, Orange County Public Schools & NGSS Writer 6:30-8:00, on Tuesday, January 15 th Using the NGSS Practices in the Elementary Grades Heidi Schweingruber, National Research Council and Deborah Smith, Pennsylvania State University 6:30-8:00, on Tuesday, January 29 th Connections between the Practices in NGSS, Common Core Math, and Common Core ELA Sarah Michaels, Clark University and author of Ready, Set, Science 6:30-8:00, on Tuesday, February 12 th

85. Web Seminars on Crosscutting Concepts Feb. 19: Patterns March 5: Cause and effect: Mechanism and explanation March 19: Scale, proportion, and quantity April 2: Systems and system models April 16: Energy and matter: Flows, cycles, and conservation April 30: Structure and function May 14: Stability and change All sessions will take place from 6:30-8:00 on Tuesdays

86. The End

87. Harold Pratt Past President of NSTA Thanks to today’s presenters… Introducing today’s presenters Ted Willard Director of NSTA’s efforts around NGSS 87

88. Thank you to the sponsor of today’s web seminar: This web seminar contains information about programs, products, and services offered by third parties, as well as links to third-party websites. The presence of a listing or such information does not constitute an endorsement by NSTA of a particular company or organization, or its programs, products, or services. 88 Thank you to the sponsor of tonight’s web seminar—1 of 6

89. 89 Thank you to NSTA administration—2 of 6 National Science Teachers Association Gerry Wheeler, Interim Executive Director Zipporah Miller, Associate Executive Director, Conferences and Programs Al Byers, Ph.D., Assistant Executive Director, e-Learning and Government Partnerships Flavio Mendez, Senior Director, NSTA Learning Center NSTA Web Seminars Brynn Slate, Manager Jeff Layman, Technical Coordinator

90. 90 Upcoming web seminars—3 of 6—stop recording Upcoming Programs Analyzing Solar Energy Graphs: MY NASA DATA January 8, 2013 How to Avoid Disqualification in ExploraVision January 9, 2013 Introduction to the Next Generation Science Standards (NGSS) Second Public Draft January 9, 2013 Register at http://learningcenter.nsta.org/webseminars