1. 1 Cathy Ezrailson, Ph.D. Associate Professor of Science Education, University of South Dakota

2. Conceptual Shifts  The standards reflect DOING “Real Science”  These new standards are NOT a curriculum  Build coherently from K to 12  Focus on DEEP understanding & connections  Nature of Science & Engineering are Integrated K-12  SD Standards and Common Core are aligned 2

3. A.All Standards, All StudentsAll Standards, All Students B.Disciplinary Core Idea in the SDSSDisciplinary Core Idea C.Science and Engineering Practices in the SDSSScience and Engineering Practices G.Crosscutting Concepts in the SDSSCrosscutting Concepts H.Nature of ScienceNature of Science I.Engineering Design Science, Technology, Society, and the EnvironmentEngineering DesignScience, Technology, Society, and the Environment 3

4. 4 Life SciencePhysical Science LS1: From Molecules to Organisms: Structures & Processes LS2: Ecosystems: Interactions, Energy, & Dynamics LS3: Heredity: Inheritance & Variation of Traits LS4: Biological Evolution: Unity & Diversity of Life PS1: Matter & Its Interactions PS2: Motion & Stability: Forces & Interactions PS3: Energy PS4: Waves & Their Applications in Technologies for Information Transfer Earth & Space ScienceEngineering & Technology ESS1: Earth’s Place in the Universe ESS2: Earth’s Systems ESS3: Earth & Human Activity ETS1: Engineering Design ETS2: Links Among Engineering, Technology & Society

5.  Patterns  Cause and effect: Mechanism and explanation  Scale, proportion, and quantity  Systems and system models  Energy and matter: Flows, cycles, and conservation  Structure and function  Stability and change 5

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7.  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 7

8. 8  Appendix E – DCI Progressions

9.  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 9

10.  Appendix F – Practices Progressions 10

11. TASK:  In groups review standards pages for the content that you will likely be teaching.  Discuss how the specific shifts in content & pedagogy that will be necessary under NGSS.  Identify additional structural considerations that must be addressed for implementing NGSS. 11

12. TASK:  Complete the reflections page for Activity #5 12

13. GENERAL  What additional resources will be needed?  How will we accomplish mastery of understanding?  How will science be assessed at the state level?  Will science be given more weight in state assessments?  What professional development will be needed and where will teachers get it? 13

14. MIDDLE & HIGH SCHOOL LEVEL  Can the curriculum be pruned to get at the core ideas?  What scope & sequence will be followed?  How will NGSS affect elective course offerings and content?  Will licensure be an issue? 14

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