1. Click to edit Master title style Overview of the NGSS Framework

2. Overview of NGSS Framework What does “THREE-DIMENSIONAL LEARNING” look like? What eight “PRACTICES” help teachers and students make sense of phenomena and/or to design solutions to problems? What seven “CROSSCUTTING CONCEPTS” provide ways of looking at phenomena across different science disciplines? What criteria characterize “CORE IDEAS” and help focus K-12 science curriculum, instruction, and assessments on the most important aspects of science?

3. Which students does NGSS target?

4. What is Three-Dimensional Learning? Practices Crosscutting Concepts Core Ideas

5. What is Three-Dimensional Learning? Practices Crosscutting Concepts Core Ideas Three-dimensional learning shifts the focus of the science classroom to environments where students use practices, disciplinary core ideas, and crosscutting concepts to make sense of phenomena and/or to design solutions to problems.

6. What Does Three-Dimensional Learning Look Like? Crosscutting Concepts Core Ideas Practices

7. What Are Science and Engineering Practices? Practices are the behaviors that scientists engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems.

8. Eight Scientific & 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

9. Science & Engineering Practices

10. Conclusions: Science and Engineering Practices What Science and Engineering Practices were evident in our activity this morning?

11. Revisiting Our Driving Question Board

12. What Are Crosscutting Concepts? Crosscutting concepts are concepts that have application across all disciplines of science. As such, they provide a way of linking the different disciplines of science.

13. Seven Crosscutting Concepts 1.Patterns 2.Cause and Effect 3.Scale, Proportion, and Quantity 4.Systems and System Models 5.Energy and Matter 6.Structure and Function 7.Stability and Change

14. Crosscutting Concepts

15. Conclusions: Cross-cutting Concepts What Cross-cutting Concepts were evident in our activity this morning?

16. Revisiting Our Driving Question Board

17. What Are Disciplinary Core Ideas? Disciplinary core ideas are the big ideas of science that provide scientists and engineers with the concepts and foundations to make sense of phenomena and/or design solutions to problems.

18. Criteria for Core Ideas Have broad importance across multiple sciences or engineering disciplines or be a key organizing concept 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.

19. What Are the Core Ideas in...? PHYSICAL SCIENCE Matter & Its Interactions Motion & Stability: Forces & Interactions Energy Waves & Their Applications in Technologies for Information Transfer

20. What Are the Core Ideas in...? LIFE SCIENCES From Molecules to Organisms: Structures & Processes Ecosystems: Interactions, Energy, & Dynamics Heredity: Inheritance & Variation of Traits Biological Evolution: Unity & Diversity

21. What Are the Core Ideas in...? EARTH & SPACE SCIENCES Earth’s Place in the Universe Earth’s Systems Earth & Human Activity

22. What Are the Core Ideas in...? ENGINEERING, TECHNOLOGY, & APPLICATIONS OF SCIENCE Engineering Design Links Among Engineering, Technology, Science, & Society

23. Disciplinary Core Ideas

24. Conclusions: Disciplinary Core Ideas What Disciplinary Core Ideas were evident in our activity this morning?

25. Revisiting Our Driving Question Board

26. Click to edit Master title style Describe what NGSS & 3-dimensional learning should be in your grade level. What does/will it look like, sound like, and feel like?

27. Revisiting Our Driving Question Board