Next Generation Science Standards

Paula Messina

San Jose State UniversityScience Education Program & Geology Department

Achieve, Inc; Washington D.C.Writing Team Member, Earth & Space Sciences 2011-2013

Metadata Developer, 2013 -Curriculum Framework Writer, 2013 -

BAESI, Workshop April 12, 2014

NGSS Architecture (1 of 6)

• The NGSS are written as Performance Expectations

• NGSS will require contextual application of the three dimensions by students.

Disciplinary Core IdeasPHYSICAL SCIENCESPS1: Matter and Its InteractionsPS2: Motion and Stability: Forces and InteractionsPS3: EnergyPS4: Waves and Their Applications in Technologies for Information Transfer

LIFE SCIENCESLS1: From Molecules to Organisms: Structures and ProcessesLS2: Ecosystems: Interactions, Energy, and DynamicsLS3: Heredity: Inheritance and Variation of TraitsLS4: Biological Evolution: Unity and Diversity

EARTH AND SPACE SCIENCESESS1: Earth’s Place in the UniverseESS2: Earth’s SystemsESS3: Earth and Human Activity

ENGINEERING, TECHNOLOGY, AND APPLICATIONS OF SCIENCEETS1: Engineering DesignETS2: Links Among Engineering, Technology, Science, and Society

Science and Engineering Practices1. Asking Questions (for science) and Defining Problems (for engineering)2. Developing and Using Models3. Planning and Carrying Out Investigations4. Analyzing and Interpreting Data5. Using Mathematics and Computational Thinking6. Constructing Explanations (for science) and Designing Solutions (for engineering)7. Engaging in Argument from Evidence8. Obtaining, Evaluating, and Communicating Information

Crosscutting Concepts1. Patterns2. Cause and Effect: Mechanisms and Explanation3. Scale, Proportion, and Quantity4. Systems and System Models5. Energy and Matter: Flows, Cycles, and Conservation6. Structure and Function7. Stability and Change

Science & Engineering Practices

Crosscutting Concepts

Disciplinary Core Ideas

NGSS Architecture (2 of 7)

NGSS Architecture (3 of 7)

Example, Focus on Earth Science, grade 6:

Students know water running downhill is the dominant process in shaping the landscape, including California's landscape. Students know rivers and streams are dynamic systems that erode, transport sediment, change course, and flood their banks in natural and recurring patterns. Students know beaches are dynamic systems in which the sand is supplied by rivers and moved along the coast by the action of waves. Students know earthquakes, volcanic eruptions, landslides, and floods change human and wildlife habitats.

NGSS Architecture (4 of 7)

Example, NGSS ESS (6 - 8 grade band)

• Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. (MS-ESS3-1)

• Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. (MS-ESS2-1)

NGSS Architecture (5 of 7)

NGSS are written as three-dimensionalPerformance Expectations

Example, NGSS ESS (6 - 8 grade band)

Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.

Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.

NGSS Architecture (6 of 7)

NGSS Architecture (7 of 7)

How to Read the Next Generation Science Standards

The Next Generation Science Standards (NGSS) are distinct from prior science standards in three essential ways.

How to Read the Next Generation Science Standards

The Next Generation Science Standards (NGSS) are distinct from prior science standards in three essential ways. 1) Performance.

a) Prior standards documents listed what students should “know” --- the NGSS list what students should “do.”

How to Read the Next Generation Science Standards

The Next Generation Science Standards (NGSS) are distinct from prior science standards in three essential ways. 1) Performance.

a) Prior standards documents listed what students should “know” --- the NGSS list what students should “do.”

How to Read the Next Generation Science Standards

The Next Generation Science Standards (NGSS) are distinct from prior science standards in three essential ways. 1) Performance.

b) These are presented as “Performance Expectations”

How to Read the Next Generation Science Standards

The Next Generation Science Standards (NGSS) are distinct from prior science standards in three essential ways. 1) Performance.

c) The performance expectations have a main statement, and can also have a Clarification Statement and/or an Assessment Boundary

How to Read the Next Generation Science Standards

The Next Generation Science Standards (NGSS) are distinct from prior science standards in three essential ways. 2) Foundations. Each performance expectation incorporates three dimensions from the National Research Council Framework—a science or engineering practice, a core disciplinary idea, and a crosscutting concept.

MS-ESS2 Earth’s Systems

How to Read the Next Generation Science Standards

The Next Generation Science Standards (NGSS) are distinct from prior science standards in three essential ways. 3) Coherence. Each set of performance expectations lists connections to other ideas within the disciplines of science and engineering, and with Common Core State Standards in Mathematics and English Language Arts.

How to Read the Next Generation Science Standards

3) Coherence. Each set of performance expectations lists connections to other ideas within the disciplines of science and engineering, and with Common Core State Standards in Mathematics and English Language Arts.

How to Read the Next Generation Science Standards

How to Read the Next Generation Science Standards

This is all for ONE PERFORMANCE EXPECTATION!

MS-ESS2 Earth’s Systems

This is all for ONE PERFORMANCE EXPECTATION!

Placemat Activity

Pick a Performance Expectation

What Standard Did You Choose?

Text of a Performance Expectation

3 Dimensions - Foundation Boxes

3 Dimensions - Foundation Boxes

Connection Boxes - To Other DCIs

Just record the codes for now

DCIs Before and After

Connections to the Common Core

Analyzing a Performance Expectation

Three Parts to this ProtocolPart 1: Record Data-make no judgments, inferences, or conclusionsPart 2: Record “what it means”-this is your opportunity to make those inferences and conclusionsPart 3: Reflect and Summarize your findings

Highlights, Comments, and Captions

What It Means?I notice that students will have to make

observation and comparisons. I

will have to teach these

skills in multiple settings

Analyzing a Performance Expectation

Three Parts to this ProtocolPart 1: Record Data-make no judgments, inferences, or conclusionsPart 2: Record “what it means”-this is your opportunity to make those inferences and conclusionsPart 3: Reflect and Summarize your findings

Highlights, Comments, and Captions

Caption

• If this place mat was a picture in a book, what caption would you give it?

• Write a one to three sentence caption describing what you have created so that the reader understands the implications of the image.