Introduction to NGSS and what they mean to you Laura Henriques, CSULB, CSTA President This presentation is based on the work jointly developed for California’s.

Introduction to NGSS and what they mean to you

Laura Henriques, CSULB, CSTA President

This presentation is based on the work jointly developed for California’s NGSS State Rollout Symposium I

This presentation and handouts are available at [email protected]

K-12 Allia

nce

Goals of This SessionBuild understanding of the NRC

Framework for K-12 Science Education and the development of the Next Generation Science Standards

Examine the key components of the NGSS

Learn to read the architecture of the NGSS

Before We Begin…QuickwriteList 3 things you know for sure

about the NGSS

List 3 questions you have about the NGSS

Share and chart with table group

Science for All Americans NSES and Benchmarks

Research (e.g., Taking Science to School and Ready, Set, Science!)

Framework for K-12 Science Education

Next Generation Science Standards

A Natural Progression

1990’s –----------------------------------------------------2014 and beyond

A Framework for K-12 Science Education

Practices, Crosscutting Concepts, and Core Ideas

A New Vision for Teaching and Learning

Science for ALL Students3 Dimensional Coherent Learning

across Grades

The Framework’s Vision of Science Education

Progressively deeper understanding of science.

Actively engage in practices to deepen understanding of crosscutting concepts and disciplinary core ideas.

Integrated systems of standards, curriculum, instruction, and assessment based on 3 dimensions.

Conceptual Shifts in NGSS1. 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. The science concepts build coherently from K-12.

4. The NGSS focus on deeper understanding of content as well as application of content.

5. Science and engineering are Integrated in the 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 (Mathematics and English Language Arts) are aligned. 7

Conceptual Shifts in NGSS

What’s in a Logo?

Science and Engineering

Core ideas in the discipline

Concepts across disciplines

Dimension 1 Scientific and Engineering Practices

1. Asking questions (science) and defining problems (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 (science) and designing solutions (engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Dimension 1Science and Engineering Practices

Scientific and Engineering Practices

1. Asking questions and defining problems

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Developing explanations and designing solutions

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

The practices work together – they are not separated!

Practices Change Science Education

From the science classroom as environments where students learn about science ideas

to places where students explore, examine, and use science ideas to explain how and why phenomena occur.

Dimension 2

Crosscutting Concepts1. 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

Making Sense of Cross Cutting Concepts

With a partner select a concept to discuss

• What is the concept?

• How might you use it in instruction?

• How are cross cutting concepts different from what we had before?

Disciplinary Significance

Has broad importance across multiple science or engineering disciplines, a key organizing concept of a single discipline

Explanatory Power

Can be used to explain a host of phenomena

Generative

Provides a key tool for understanding or investigating more complex ideas and solving problems

Relevant to Peoples’ Lives

Relates to the interests and life experiences of students, connected to societal or personal concerns

Usable from K to 12

Is teachable and learnable over multiple grades at increasing levels of depth and sophistication

Dimension 3- Disciplinary Core Ideas

PS1 - Matter and Its Interactions

PS2 - Motion and Stability

PS3 - Energy

PS4 - Waves and Their Applications

Physical Sciences - PS

DCIs: Physical Sciences

PS1 Matter and its interactionsPS1.A: Structure and Properties of MatterPS1.B: Chemical ReactionsPS1.C: Nuclear Processes

PS2 Motion and stability: Forces and interactionsPS2.A: Forces and MotionPS2.B: Types of InteractionsPS2.C: Stability and Instability in Physical Systems

PS3 EnergyPS3.A: Definitions of EnergyPS3.B: Conservation of Energy and Energy TransferPS3.C: Relationship Between Energy and ForcesPS3.D: Energy in Chemical Processes and Everyday Life

PS4 Waves & their applications in technologies for information transferPS4.A: Wave PropertiesPS4.B: Electromagnetic RadiationPS4.C: Information Technologies and Instrumentation

Life Sciences - LS

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

DCIs: Life Sciences

LS1 From molecules to organisms: Structures and processesLS1.A: Structure and FunctionLS1.B: Growth and Development of OrganismsLS1.C: Organization for Matter and Energy Flow in OrganismsLS1.D: Information Processing

LS2 Ecosystems: Interactions, energy, and dynamicsLS2.A: Interdependent Relationships in EcosystemsLS2.B: Cycles of Matter and Energy Transfer in EcosystemsLS2.C: Ecosystem Dynamics, Functioning, and ResilienceLS2.D: Social Interactions and Group Behavior

LS3 Heredity: Inheritance and variation of traitsLS3.A: Inheritance of TraitsLS3.B: Variation of Traits

LS4 Biological evolution: Unity and diversityLS4.A: Evidence of Common Ancestry and DiversityLS4.B: Natural SelectionLS4.C: AdaptationLS4.D: Biodiversity and Humans

ESS1 - Earth’s Place in the Universe

ESS2 - Earth Systems

ESS3 - Earth and Human Activity

Earth and Space Sciences - ESS

DCIs: Earth and Space Sciences

• 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

Engineering Design

Links Among Engineering, Technology, Science and Society

Engineering, Technology andApplications of Sciences

DCIs: Engineering

ETS1 Engineering designETS1.A: Defining and Delimiting an Engineering

ProblemETS1.B: Developing Possible SolutionsETS1.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

Three Dimensions Intertwined The NGSS are written as

Performance Expectations

NGSS requires contextual application of the three dimensions by students.

Focus is on “how” and “why” as well as “what”

Performance Expectations

Performance

Expectations =

Standard

26

a) Stem: each standard is written in the form of one sentence, that identifies the disciplinary core idea, the scientific practice and the crosscutting concept the student is expected to demonstrate at the end of instruction.

b) The clarification statements provide a short description of a nuance of the standard

c) The assessment boundary provides the depth of understanding all students are expected to demonstrate.

Example: MS-PS1-1MS-PS1-1. Develop models to describe the atomic

composition of simple molecules and extended structures.

[Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms.] [Assessment Boundary: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete depiction of all individual atoms in a complex molecule or extended structure.]

Foundation Boxes SEP DCI CCC

Foundation boxes provide information that expands and explains the standard statements in relation to the three dimensions.

Connection Boxes

Connection boxes provide:

a) connections to topics in other grade levels.

b) articulation across grade levels.

c) connections to Common Core State Standards

Reading the NGSS: A New Morse Code

Grade and Core IdeaK-PS3 Energy3-LS2 Ecosystems;MS-ESS1 Earth’s Place in Universe; HS-ETS1 Engineering Design

Performance Expectation---Dashes---HS-PS1-1; HS-PS1-5

DCIs…Dots…PS3.D; PS4.A

Parenthesisat the end of each DCI, SEP, CCC to indicate PE

Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem

3 Dimensional Learning

Analyze and interpret data to provide evidence

resource availability on organisms and populations of organisms in an ecosystem

the effects of resource availability on organisms and populations of organisms in an ecosystem

3 Dimensional LearningDissected

Building Performance Expectations In groups of 3-4 people, take one card from each of the 3 envelops

Blue card: Science and Engineering Practice Orange Card: Disciplinary Core Idea Green Card: Cross Cutting Concept

Try it 1-2 times more.

Select the arrangement you like best

Think about a task(s) that students may need to accomplish in order to demonstrate all 3 dimensions

SEP DCI CCC

Building Performance Expectations Let’s think about instructional changes you need to make if you swap

out the SEP or CCC for a particular set of cards

SEP DCI CCC

the total number of each type of atom is conserved, and thus mass does not change

• Planning and carrying out investigations

• Analyzing and interpreting data

• Developing and using models

• Using mathematics and computational thinking

• patterns • cause & effect • energy & matter

CCC

DCISEP

Students combine a variety of different substances and make observations about the characteristics of chemical processes. Students create visual models to explain the observed phenomena and develop predictions that support their model. Students measure accurately the mass of the reactants and the products before and after the reaction.

Learning Grows Over Time

Learning difficult ideas

Takes time

Develops as students work on tasks that forces

them to synthesize ideas

Occurs when new and existing knowledge is

linked to previous ideas

Depends on instruction

Performance Expectations Build Across Years

2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose*

5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen

MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.

9-12

6-8

3-5

Modified from Brian Reiser

HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.

K-2

Engaging students in constructing scientific explanations K – 12

Grades K - 2 Grades 3 - 5 Middle School High School

Use information from observations (firsthand and from media) to construct an evidence-based account for natural phenomena

Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem.

Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

Greater sophistication

Build Scientific Disposition (habits of mind)

Building 3 D learning (DCI, SEP, CCC) across time supports learners to think like scientists

Knowing when and how to seek and build knowledge What do I need to know…? I wonder, if… then…? Can I explain how...?Do I have enough evidence?

Learn to understand the purpose of evidence

New Opportunities for All Learners

Common Core Standards (ELA and Mathematics)

Next Generation Science Standards

21st Century Skills

Connections with The Common Core

Quickly read the list of practices/portraits.

Code each practice/portrait with an:

“S” for science & engineering

“M” for mathematics

“E” for English-Language Arts

Discuss your coding with a partner.

What did you notice?

Supporting Materials

Appendix A Conceptual ShiftsAppendix B Responses to Public FeedbackAppendix C College and Career ReadinessAppendix D All Standards, All StudentsAppendix E Disciplinary Core Idea Progressions in the NGSSAppendix F Science and Engineering Practices in the NGSSAppendix G Crosscutting Concepts in the NGSSAppendix H Nature of ScienceAppendix I Engineering Design in the NGSSAppendix J Science, Technology, Society, and the EnvironmentAppendix K Model Course Mapping in Middle and High SchoolAppendix L Connections to Common Core State Standards in

MathematicsAppendix M Connections to Common Core State Standards in

ELA

Stay Informed For questions and comments on Ca NGSS, email:

[email protected]

For background information on CA NGSS and resources visit:

http://www.cde.ca.gov/pd/ca/sc/ngssintrod.asp

http://www.cascience.org/csta/ngss.asp

For background information on NGSS on the national level, visit:

http://www.nextgenscience.org

http://www.ngss.nsta.org

How Will You Think and Teach Differently?

Past 7th Grade Life Science CA Standard

Students know plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems and whole organism.

Current Middle Grades CA NGSS Adopted Standard

Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.