investigating the next generation science standards (ngss)

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Investigating the Next Generation Science Standards

(NGSS)

Kevin Anderson, Ph.D.

Why NGSS? Current Standards are out of date

◦ Advances in science & technology◦ Advances in understanding of learning◦ Links to CCSS

College & Career Readiness◦ More authentic science learning◦ STEM integration◦ Global competitiveness and job market

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Building on the Past; Preparing for the Future

7/2011 – April 2013

1/2010 - 7/2011

1990s

1990s-2009

Phase IIPhase I

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State-led Effort The federal government is not involved in this effort. It is state-led, and states will decide whether or not

to adopt the standards. The work undertaken by the NRC and Achieve is

being supported by the Carnegie Corporation of New York.

No federal funds have been used to develop the standards.

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Meaningful Logo

NGSS Standards Walk-Through

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Performance Expectations

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Foundation Boxes

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

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Science & Engineering Practices

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Science & Engineering Practices

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Disciplinary Core Ideas

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Disciplinary Core IdeasLife Science Physical ScienceLS1: From Molecules to Organisms: Structures & ProcessesLS2: Ecosystems: Interactions, Energy, & DynamicsLS3: Heredity: Inheritance & Variation of TraitsLS4: Biological Evolution: Unity & Diversity of Life

PS1: Matter & Its InteractionsPS2: Motion & Stability: Forces & InteractionsPS3: EnergyPS4: Waves & Their Applications in Technologies for Information Transfer

Earth & Space Science Engineering & TechnologyESS1: Earth’s Place in the UniverseESS2: Earth’s SystemsESS3: Earth & Human Activity

ETS1: Engineering DesignETS2: Links Among Engineering, Technology & Society

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Crosscutting Concepts

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

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Crosscutting Concepts

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Connections Boxes

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Activity #1 – Group Review of a Lesson

TASK: Find the sample lesson on sound waves and the 1-PS4 and 4-PS4 standards Complete the lesson review for each dimension after we

discuss it◦ Disciplinary Core Ideas◦ Science & Engineering Practices◦ Crosscutting Concepts

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Disciplinary Core IdeasLife Science Physical ScienceLS1: From Molecules to Organisms: Structures & ProcessesLS2: Ecosystems: Interactions, Energy, & DynamicsLS3: Heredity: Inheritance & Variation of TraitsLS4: Biological Evolution: Unity & Diversity of Life

PS1: Matter & Its InteractionsPS2: Motion & Stability: Forces & InteractionsPS3: EnergyPS4: Waves & Their Applications in Technologies for Information Transfer

Earth & Space Science Engineering & TechnologyESS1: Earth’s Place in the UniverseESS2: Earth’s SystemsESS3: Earth & Human Activity

ETS1: Engineering DesignETS2: Links Among Engineering, Technology & Society

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Activity #1 – Group Review of a Lesson

TASK: Complete the lesson review for Disciplinary Core Ideas

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

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Science & Engineering Practices

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Activity #1 – Group Review of a Lesson

TASK: Complete the lesson review for Science & Engineering

Practices

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Group review of lesson• Science vs. engineering practices? What is the

goal of the activity?

• Is it to answer a question? If so, they are likely doing science.

• Is the purpose to define and solve a problem? If so, they are likely doing engineering.

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

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Crosscutting Concepts

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Activity #1 – Group Review of a Lesson

TASK: Complete the lesson review for Crosscutting Concepts

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Activity #1 – Group Review of a Lesson

TASK: Complete and discuss the final

lesson review questions for…◦Evidence of Learning◦Performance Expectations

Goals for the Day Be able to understand and use the structure of the

NGSS Compare and contrast the WMAS and NGSS Connect engineering ideas to your curriculum and

instruction Build math and ELA connections to the NGSS Use an NGSS standard to design instruction Explore progressions of DCI, Practices and CCC Consider assessment models

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8:00-9:00 Structure of the NGSS 9:00-9:45 Conceptual Shifts and What is a Standard 9:45-9:50 Quick Break 9:50-10:45 Engineering and the NGSS 10:45-11:45 Math and ELA and the NGSS 11:45-12:25 Lunch 12:25-1:05 Finish Math and ELA connections 1:05-1:45 Understanding by Design in the NGSS 1:45-2:05 Walk and observe – PBL and the NGSS 2:05-3:05 What I’ll be teaching 3:05-3:30 Summing up and next steps

AGENDA

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Activity #1 – What is Different about NGSS?

TASK: Look at the provided WI Model Academic Standards & NGSS

Standards Pages

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Activity #2 – What is Different about NGSS?

TASK: How are the NGSS similar

& different from old standards?

Compare & contrast instruction under these standards as well.

Discuss the changes that you see coming and be prepared to share out.

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Appendix A – Conceptual Shifts

Shift 1 - NGSS Reflects “Real Science”

Shift 5 - Nature of Science & Engineering are Integrated K-12

What is different about NGSS?

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Appendix A – Conceptual Shifts

Shift 3 – NGSS Builds Coherently K-12

Shift 4 – NGSS Focuses on Deeper Understanding & Application

What is different about NGSS?

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Appendix A – Conceptual Shifts

Shift 2 - NGSS is not a curriculum

Shift 6 - NGSS & Common Core are aligned

What Is Different About NGSS?

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Activity # 3 – How will NGSS change teaching and learning?

TASK: Take a few minutes to reflect

on the conceptual shifts presented.

Think-Pair-Share – Answer the questions on each page…discuss with a neighbor…be prepared to share.

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Activity #4 – What is a Standard?

TASK: Frayer model –

“standards” Briefly discuss and

describe examples, non-examples, the purpose and definition of the term, “standards”

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Engineering in the NGSS

Engineering is… Cyclical problem-solving Based on a context (a story) Built upon science, math and

technology know-how Dependent on effective

communication and coordination Not a competition or just building

something

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Engineering in the NGSS

Problem/Context: Moved to a new state

and brought my berry plant, but the berries aren’t growing.

Need to design a pollinator

2-LS2 and 2-LS4 Engineering is

Elementary!

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Engineering in the NGSS

Challenge: Design a hand-held pollinator

for this berry flower Draw (model) your design What materials would you

use? What else would you like to

know? How would you test your

design? Brief gallery walk

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CCSS ELA & Mathematics and the NGSS

The practices among these subjects overlap. What are the

important practice connections you see in these subjects?

What other connections would you add?

What does this suggest for your teaching?

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CCSS Mathematics and the NGSS

Foundations of Integration

1) Belief in the importance of doing it. 2) Time in the day – overlap math and science and

writing/reading time – PBL! 3) Plan out the goals for each, find the overlaps.4) Build from curriculum examples - start small!5) Collaborate – don’t try to do it all yourself.

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CCSS Mathematics and the NGSS

Key Connections - #1 Science Provides the Context

• CCSS 3 MD-2 “e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem” – what? Use a real beaker!

• CCSS 3MD-3 connecting to NGSS 3-ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

• See sample weather lesson.

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CCSS Mathematics and the NGSS

Key Connections #2 – Math is a tool

Math provides the tools to answer the science question, to solve the engineering problem.

Look over the rock flooring example lesson. What math and science connections can you find or

create? • NGSS MS-ESS1, MS-ESS2, MS-ETS1• CCSS 3.MS, 6.G

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CCSS Mathematics and the NGSS

Key Connections #3 – You find one

Look at the science standards at your grade level. What science concepts require math? What math concepts that you teach would be more clear

(and build better conceptual understanding) with a science connection?

Brief share.

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CCSS Mathematics and the NGSS

Key Connections #4 – Relationships

Math• Linear or nonlinear relationships

Science• Direct vs. inverse relationships

• Ex. growth rate of plants under different conditions (in class, school garden, prairie)

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CCSS Mathematics and the NGSS

Key Connections #4 – Modeling

What is mathematical modeling? What is scientific modeling? In both you’re making sense of a question or

problem. It’s active, not passive. It’s predicting, not reporting.

Examples:◦ WMC article◦ Bromine gas expansion

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CCSS Mathematics and the NGSS

Shayna had a small bottle of Bromine gas. The bottle was closed with a cork. She tied a string to the cork, and then placed the bottle inside a larger bottle. She sealed the large bottle shut (Figure 1). Next, Shayna opened the small bottle by pulling the string connected to the cork. Figure 2 shows what happened after the cork of the small bottle was opened.

1. Draw a model that shows what is happening in this experiment. 2. Explain in writing what is happening in your model.

Figure 1

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CCSS ELA and the NGSS

Key Connections #1 – Notebooking

What is a science notebook? Structure

◦ First 3 pages blank for your table of contents◦ Number every page (upper right or left corner) of the

notebook except your table of contents◦ Use pencil or colored pencil on both sides of page◦ Date each page at the start of an investigation

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CCSS ELA and the NGSS

Key Connections #1 – Notebooking

What is put in a science notebook?Observations and Questions

structured or not

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CCSS ELA and the NGSS

Key Connections #1 – Notebooking

What is put in a science notebook?Data tables and analysesConclusions

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CCSS ELA and the NGSS

Key Connections #1 – Notebooking

What is put in a science notebook?Diagrams (ABCD): AccurateBigColorfulDetailed

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CCSS ELA and the NGSS

Key Connections #1 – Notebooking

What is put in a science notebook?Diagrams: Flaps and Foldables

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CCSS ELA and the NGSS

Key Connections #1 – Notebooking

What is put in a science notebook?Diagrams: Flaps and Foldables

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CCSS ELA and the NGSS

Key Connections #1 – Notebooking

What is put in a science notebook?Diagrams: Fill in?

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CCSS ELA and the NGSS

Key Connections #1 – Notebooking

What is put in a science notebook?Graphic organizers

KWLConcept mapsVenn diagramsFlow charts

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CCSS ELA and the NGSS

Key Connections #1 – Notebooking

Why science notebooks? 1) They are thinking tools. 2) They guide teacher instruction. 3) They enhance literacy skills.4) They can differentiate learning.5) They support teacher and student collaboration.

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CCSS ELA and the NGSS

Key Connections #2 – Disciplinary Literacy

“Communication (thinking, speaking, listening, reading & writing) in science allows us to consider our prior knowledge and explore new perspectives while we ask scientific questions, make sense of data, explain and defend our reasoning as we interact with the natural and designed world” – DPI statement

http://dpi.wi.gov/stn_dl-suitcase

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CCSS ELA and the NGSS

Generic Reading Strategies

Monitor comprehensionPre-readSet goals

Think about what one already knows

Ask questions

Make predictions

Test predictions against the text

Re-read

Summarize

Disciplinary-Specific Reading Strategies

Build prior knowledgeBuild specialized vocabularyLearn to deconstruct complex sentencesUse knowledge of text structures and genres to predict main and subordinate ideasMap graphic (and mathematical) representations against explanations in the textPose discipline relevant questionsCompare claims and propositions across textsUse norms for reasoning within the discipline (i.e., what counts as evidence) to evaluate claims

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CCSS ELA and the NGSS

Key Connections #2 – Disciplinary Literacy

Close reading:1. Teacher introduces the text and sets the purpose, and students read. 2. Students annotate the text, i.e., “read with a pencil” or “interrogate the text.”3. Students talk through their understanding of the text with a partner. 4. Teacher reads passages of text out loud as students follow along. 5. Teacher guides discussion (whole group, small group, or partners) of the passage with text-dependent questions.

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CCSS ELA and the NGSS

Key Connections #2 – Disciplinary Literacy

Close reading – annotations:

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CCSS ELA, Math and the NGSS

Key Connections #3 – TALK!

How often do your students talk about science, about math, about their writing with each other?

How often do they “argue with evidence” about an answer or an issue?

How often do they verbally or in writing share their thinking and reasoning?

Do they write research papers about ideas meaningful to them?

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CCSS ELA, Math and the NGSS

Key Connections #3 – TALK!

Science Talk – http://inquiryproject.terc.edu/ Handout: Goals for Productive Discussions and Nine Talk

Moves Quick video clip – data discussion

◦ How does the teacher structure and support the students science talk?

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Please move to grade level tables◦ 2 tables for each grade if possible (see cards)

Group Reorganization

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UbD Lesson Planning and the NGSS

What does lesson planning look like in the NGSS?

Find the Understanding by Design template. Decide on one standards page and one or two

performance expectations on that page. I suggest using the Topic view. Collaboratively fill out the template for a lesson you

may do to reach these goals. See example on back (rough)

Share with the other grade level group

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What will I Teach with NGSS?

TASK: Review standards pages for the grade level that you will likely be teaching, note the storyline. Table A: What is there more of and what is there less

of as compared with your previous teaching? Table B: Compare and contrast what is here to your

previous teaching.

Share with the other grade level group.

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What will I Teach with the NGSS?

TASK: Discuss the specific shifts in pedagogy & content that

will be necessary under NGSS. Identify additional structural considerations that

must be addressed for Implementing NGSS (such as facilities and time).

Share initial ideas for what you will change to address these standards.

Reference the practices and ccc at your grade band – appendices F and G

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What are the challenges? • Find a grade level partner (or 3 as needed)• Pick a challenge• “Coach” a partner through one of these challenges

– 2 min. Then change roles. • Remember:

• Don’t tell them what to do• Paraphrase• Clarify• Ask good questions

Next Steps – Challenges

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How can we ensure that the full intent of the NGSS is implemented in our classroom, school, and district?

Next Steps

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How do we get there?

TASK – back to school level groups: Reflect upon the implementation of NGSS in your

district.

Identify basic steps, key players, additional resources, and obstacles to your implementation.

Describe professional development needs in your district for successful NGSS implementation.

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Thank You!Please complete the evaluation.

Feel free to email me with questions:kevin.anderson@cesa2.org

www.cesa2.org/programs/wingsswww.cesa2.org/programs/stem/NGSS

@CESA2STEM