NGSS Goals:• Be able to apply the three Dimensions of

A Framework for K-12 Science Education in your classroom.

• Understand the structure and content of the Next Generation Science Standards.

• Be able to implement NGSS and develop NGSS curriculum.

NGSS Topics

1. Framework – Three Dimensions2. Science & Engineering Practices3. Crosscutting Concepts (CCCs)4. Multiple Modalities with Practices5. Disciplinary Core Ideas 6. Next Generation Science Standards7. Nature of Science (NOS)8. Appendices & Resources9. ELA Literacy Connections/Strategies

Levels of Experience

How familiar are you with the Framework and NGSS?

Current State of Science Standards

Science documents are about 15 years old!– National Research Council’s National Science Education

Standards were published in 1996– American Association for the Advancement of Science’s

Benchmarks for Science Literacy were published in 1993

Call for new, internationally-benchmarked standards– Students in the U.S. have been outperformed on

international assessments such as TIMSS and PISA– Too few students are entering STEM majors and careers– Need for solid expectations and goals to prepare

students for these fields

The case for scientific literacy?

soprettyi never knew mars had a sun

The case for scientific literacy?

“To be scientifically literate is to empower yourself to

know when someone else is full of bullsh#%.”

- Neil deGrasse Tyson

Building on the Past; Preparing for the Future

7/2010 – 3/2013

1/2010 - 7/2011

1990s

1990s-2009

Phase II: States Write the NGSS

Based on Phase I

Phase I: Getting the Science Right

Process for Development of Next Generation Science StandardsStates and other key stakeholders engaged in the development and review of the new college and career ready science standards

– State Led Process– Writing Teams– Critical Stakeholder Team– Achieve managed the development process

NRC Study Committee members to checked the fidelity of standards based on framework and verified that it does indeed accomplish framework goals.

Lead State Partners

Principles of the Framework

There are two key points that are important to understand:

• First: focus and coherence must be a priority, K-12

• Second: the progressions in the NGSS automatically assume that previous material has been learned by the student.

Principles of the Framework

The vision represented in the Framework is new in that students must be engaged at the nexus of the three dimensions:

1. Science and Engineering Practices

2. Crosscutting Concepts

3. Disciplinary Core Ideas

Principles of the Framework

Science and Engineering Practices and Crosscutting Concepts should not be taught in a vacuum; they should always be integrated with multiple core concepts throughout the year.

Use common language across disciplines to help students recognize concepts in different content areas.

Principles of the Framework

The NGSS Focus on Deeper Understanding and Application of Content.

The Framework identified a smaller set of Disciplinary Core Ideas that students should know by the time they graduate from high school and the NGSS are written to focus on the same.

Principles of the Framework

Science Concepts Build Coherently Across K–12

The focus on a few Disciplinary Core Ideas is a key aspect to a coherent science education. The Framework identified a basic set of core ideas that are meant to be understood by the time a student completes high school.

Principles of the Framework

Principles of the Framework

Let’s Take a Closer Look at the Framework:

Download the PDF for free at: http://www.nap.edu/openbook.php?

record_id=13165

A Framework for K-12 Science Education

Table of Contents p. vii

A Framework for K-12 Science EducationOverview of the

Frameworkp. 3

What is the Framework for K-12 Science Education?

By framework we mean a broad description of the content and sequence of learning expected of all students by the completion of high school—but not at the level of detail of grade-by-grade

standards or, at the high school level, course descriptions and standards.

Instead, as this document lays out, the framework is intended as a guide to standards developers as well as for curriculum designers,

assessment developers, state and district science administrators, professionals

responsible for science teacher education, and science educators working in informal settings.

p. 8

A Framework for K-12 Science Education

Vision p. 8-9K–12 Science

Education Should Reflect the Real World

Interconnections in Science.

“The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in scientific and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields.”

Two Goals p. 10

A Framework for K-12 Science Education

K-12 Alignmentp. 19-20

Curriculum

Instruction

Professional Development

Assessment

A Framework for K-12 Science Education The framework and any standards

that will be based on it make explicit thegoals around which a science education system should be organized. The committee recognizes, however, that the framework and subsequent standards will not lead to improvements in K-12 science education unless the other components of the system—curriculum, instruction, professional development, and assessment— change so that they are aligned with the framework’s vision. Thus the framework and standards are necessary but not sufficient to support the desired improvements. In Chapter 10, we address some of the challenges inherent in achieving such alignment.

Research Basep. 23-28

Children are born investigators Understanding builds over time Science and Engineering

require both knowledge and practice

Connecting to students’ interests and experiences is essential

Focusing on core ideas and practices

Promoting equity

A Framework for K-12 Science Education

A Framework for K-12 Science EducationDevelopment of Core Ideas p. 31

A Framework for K-12 Science Education

Dimension 1Scientific and

Engineering Practices p. 41-82

Sections: Why Practices? Understanding How

Scientists Work How the Practices are

Integrated into Inquiry and Design

How Engineering and Science Differ

The Eight Practices

A Framework for K-12 Science Education

Dimension 2Crosscutting Concepts

pp. 83-102

Crosscutting Concepts:1. Patterns2. Cause & Effect3. Scale, Proportion, & Quantity4. Systems & System Models5. Energy & Matter6. Structure & Function7. Stability & Change

A Framework for K-12 Science Education

Dimension 3Core Ideas & Components

pp. 103-2141. Physical Sciences – p. 103

2. Life Sciences – p. 139

3. Earth & Space Sciences - p. 169

4. Engineering, Technology, & Applications of Science – p. 201

A Framework for K-12 Science Education

Realizing the Visionpp. 217- 295

Integrating the Dimensions – p. 217

Sample Performance Expectations – p.220

Implementation (Curriculum, Instruction, P.D. and Assessment) – p. 241

Equity & Diversity – p. 277

There’s an app for that!Free at

iOS App Store and Android Marketplace Google Play

Dimension 1: Scientific & Engineering Practices – p. 41

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models3. Planning and carrying out investigations 4. 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

Scientific & Engineering Practices

Activity:Read Practice & discuss with your “team”On chart : 1. Fill in the boxes as you discuss.

2. Use extra space to list questions, concerns, or needs.

3. List new shifts in instruction.

4. What are some classroom strategies?

Understanding How Scientists Work

Sooooooooo, what does this mean for the ol’………

Dimension 2:Crosscutting Concepts - p. 83

1. Patterns2. Cause & Effect3. Scale, Proportion, & Quantity4. Systems & System Models5. Energy & Matter6. Structure & Function7. Stability & Change

Dimension 2:Crosscutting Concepts

Let’s explore the CCCs…Read cross cutting concept &

discuss with your “team”On chart : 1. Fill in the boxes as you discuss.2. Use extra space to list questions, concerns, or needs.3. List new shifts in instruction.4. What are some classroom strategies?

The 4 Disciplinary Core Ideas (DCIs)

1. Physical Sciences (PS)

2. Life Sciences (LS)

3. Earth and Space Science (ESS)

4. Engineering, Technology, and Applications of Science (ETAS)

Dimension 3: Core Ideas

37

Physical Sciences (PS)

Life Sciences (LS)

Earth & Space Sciences (ESS)

Engineering, Technology, and Applications of Science (ETS)

Disciplinary

Core Ideas

Crosscutting

Concepts

Scie

nce

and

Engi

neer

ing

Prac

tices

What are the NGSS?

NGSS Are: Performance Expectations

focused on the nexus of the three dimensions of science learning

Performance Expectations that require students demonstrate proficiency

Designed to lead to a coherent understanding of the Practices, CCC, and DCIs

NGSS Are NOT: Separate sets of isolated

inquiry and content standards

Curriculum or instructional tasks, experiences or materials.

Meant to limit the use of Practices or Crosscutting Concepts in instruction

Designed to be separate or isolated experiences

Public Release Process

Goal: To distribute and receive feedback from interested stakeholders; to create a transparent process

The standards were open for 2nd final public review in January 2013. Writers reviewed all feedback - 10,000 comments from Illinois

The standards can be accessed at www.nextgenscience.org

The final draft released April 2013

Illinois Timeline (Tentative…as of October 2013)

Phase I: 2013-14– Planning for Implementation; professional

development and curriculum planningPhase II: 2014-15

–MS/HS implementation; Elementary professional development

Phase III: 2015-16–Full implementation; large-scale

assessment

nextgenscience.org

Next Generation Science Standards

49

Nature of Science Matrix

“Students think that science is unproblematic”

Web Delivery of the NGSS

All Standards are sortable by TopicDisciplineDisciplinary Core IdeaScience and Engineering PracticeCrosscutting ConceptGrade Level/Band

Standards can be printed in pdfAdditional components available in pdf

A Closer Look at a Performance Expectation

A Closer Look at a Performance Expectation

A Closer Look at a Performance Expectation

A Closer Look at a Performance Expectation

Appendices & Resources

Background info and resources in the appendices at nextgenscience.org

ELA Common Core Literacy Standards for Science &

Technical Subjects

Common Core Connections

ELA Common Core

Math Common Core

Danielson & Teacher Evaluation

Next Generation Science Standards

CCR Skills

Common Core Connections

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the

reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated

reasoning.

Standards for Mathematical Practice

Common Core ConnectionsCollege & Career Readiness Skills

Some of the top 13 Job Skills noted by Fortune 500s• Interpersonal/teamwork skills• Oral communication & listening skills• Problem solving skills• Critical thinking• Reading and writing • Computation & application skills

61

Implementation Considerations

Applying today’s learningThink of a topic you will be teaching in the next few weeks….1. What are some changes/additions to instruction to

have students engage deeply in the Practices?2. What connections can be made to other topics?

(Crosscutting Concepts)3. Using the Dissection Templates from OneHub, work

with your team to begin developing objectives, activities and assessments for your PE’s.

Performance Expectation Dissection: Moving from Standards to

Curriculum and Instruction

PE Dissection TemplateTransitioning from Standards to Curriculum

There are Different Routes You Can Take…

To get to the same endpoint…

Bundling PEs to Form Units

Examples

Examples

Resources

• www.nextgenscience.org• www.ngss.info• http://ngss.nsta.org/• http://

learningcenter.nsta.org/products/symposia_seminars/NGSS/webseminar.aspx

• http://www.isbe.net/ngss/default.htm• http://

www.achieve.org/next-generation-science-standards• http://www.nap.edu/catalog.php?record_id=13165• http://www.csss-science.org/bcsse/

Credits

• Thank you to the following individuals and organizations that helped provide resources for this presentation:

– Dr. Carol Baker – www.ngss.info – Amy Sandgren - Rock Island County ROE – Norman T. Dahm Jr. – NBCT AYA Science– Illinois State Board of Education– www.nextgenscience.org