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
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