Building on the Past; Preparing for the Future

Implementation ofNext Generation Science Standards (NGSS) 1

Through a collaborative, state-led process, new K12 science standards have been developed thatare rich in content and practice and arranged in a coherent manner across disciplines and gradesto provide all students an internationally benchmarked science education. The Next GenerationScience Standards are based on the Framework for K12 Science Education developed by theNational Research Council.1

1Goals for the DayBe able to understand and use the structure of the NGSSUse NGSS standards to begin Quarter Plan design and lesson plan development

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Why NGSS?Current Standards are out of dateAdvances in science & technologyAdvances in understanding of learningLinks to CCSSCollege & Career ReadinessMore authentic science learningSTEM integrationGlobal competitiveness and job market

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How to Read NGSS

Performance expectationsFoundation boxesConnection boxesThe Next Generation Science Standards (NGSS) are distinct from prior science standards in that they integrate three dimensions within each standard and have intentional connections across standards. To provide guidance and clarification to all users of the standards, the writers have created a System Architecture that highlights the NGSS as well as each of the three integral dimensions and connections to other grade bands and subjects. The standards are organized in a table with three main sections: 1) Performance expectation(s) 2) The foundation boxes, and 3) The connection boxes

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Performance ExpectationsNGSS Architecture Performance expectations are the assessable statements of what students should know and be able to do after instruction. The NGSS are for all students, and all students are expected to achieve proficiency with respect to all of the performance expectations. The performance expectations should not limit the curriculum. They provide a foundation for the rigorous advanced courses in science and engineering that some students may choose to take.910

Based on NRC Framework and expanded into Matrices NRC Framework language from Grade Band Endpoints Based on NRC Framework and expanded into Matrices Performance ExpectationsFoundation BoxesNGSS Architecture While the performance expectations can stand alone, a more coherent and complete view of what students should be able to do comes when the performance expectations are viewed in tandem with the contents of the foundation boxes that lie just below the performance expectations. These three boxes include science and engineering practices, disciplinary core ideas, and crosscutting concepts.a. Science and Engineering Practice Statements: These statements are derived from and grouped by the eight categories detailed in the Framework to further explain the science and engineering practices important to emphasize in each grade band. Most topical groupings of performance expectations emphasize only a few of the practice categories; however, all practices are emphasized within a grade band. Teachers should be encouraged to utilize several practices in any instruction. The purpose is to demonstrate the specific practice for which students will be held accountablenot to limit instruction. b. Disciplinary Core Ideas (DCIs): These statements are taken verbatim from the Framework, and detail the supporting sub ideas necessary for student mastery of the core idea. c. Crosscutting Concept Statements: These statements were derived from the Framework to further explain the crosscutting concepts important to emphasize in each grade band. The crosscutting concepts are grouped by the categories detailed in the Framework. Most topical groupings of performance expectations emphasize only a few of the crosscutting concept categories, however all are emphasized within a grade band. Again, the list is not exhaustive nor is it intended to limit instruction.

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Performance ExpectationsFoundation BoxesConnection BoxesNGSS Architecture Connection Boxes a. Connections to other DCIs in this grade level: This box will contain the names of science topics in other disciplines that have corresponding disciplinary core ideas at the same grade level. For example, both Physical Science and Life Science standards contain core ideas related to Photosynthesis, and could be taught in relation to one another. As the standards move toward completion, this box will provide links to specific performance expectations.

b. Articulation of DCIs across grade levels: This box will contain the names of other science topics that either 1) provide a foundation for student understanding of the core ideas in this standard (usually standards at prior grade levels) or 2) build on the foundation provided by the core ideas in this standard (usually standards at subsequent grade levels). As the standards move toward completion, this box will provide links to specific performance expectations.

c. Connections to the Common Core State Standards: This box will contain the coding and names of Common Core State Standards in English Language Arts & and Literacy and Mathematics that align to the performance expectations. For example, performance expectations that require student use of exponential notation will align to the corresponding CCSS mathematics standards.

Color CodingThe colors represent the three dimensions:Blue Science and Engineering PracticesOrange Disciplinary Core Ideas (taken from Framework)Green Crosscutting Concepts

Red - Clarification Statements and Assessment Boundaries

Print versions will probably not have color coding and utilize lowercase letters after each foundation box statement.Online standards had an option to turn off the color coding.

11Interconnected Three DimensionsScientific and Engineering PracticesDisciplinary Core IdeasCrosscutting Concepts12

The NGSS are based on the National Research Council's (NRC)Framework for K-12 Science Education. The NRC Framework describes a vision of what it means to be proficient in science; it rests on a view of science as a body of knowledge composed of core ideas and key concepts across disciplines, which are continually being refined through a set of shared practices. The framework presents three dimensions that were combined to form each standard: Practices, Disciplinary Core Ideas, and Crosscutting Concepts.12Scientific & Engineering PracticesA combination of knowledge and skills. Its what scientists do as they investigate and build models and theories about the world. Its what engineers do as they design and build systems.Asking questions (for science) and defining problems (for engineering).Developing and using models.Planning and carrying out investigations.Analyzing and interpreting data.Using mathematics, information and computer technology, and computational thinking.Constructing explanations (for science) and designing solutions (for engineering).Engaging in argument from evidence.Obtaining, evaluating, and communicating information.

Asking Questions (for science)

Why are there seasons?Why did the structure collapse?How is electric power generated?What do plants need to survive?

Defining Problems (for engineering)

Developing and Using Models

Planning and Carrying Out Investigations

Analyzing and Interpreting Data

the resultsUsing Mathematics and Computational Thinking

Developing Explanations (Science) and

Designing Solutions (Engineering)

Engaging in Argument from Evidence

Obtaining, Evaluating, and Communicating Information

Disciplinary Core IdeasThree point regarding DCIs - #1)Learning is a developmental progression (Increased sophistication of student thinking as students progress through the grade level bands.-). #2)A limited number of core ideas allow for deeper exploration of content. #3)Learning about science and engineering involves an integration of scientific explanation (knowledge) and science & engineering practices.27A strong base of core knowledge and competencies that have broad importance within and across disciplines as well as relevance to peoples lives.2930Life ScienceEarth & Space SciencePhysical ScienceEngineering & TechnologyLS1: 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 ProcessingLS2: 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 BehaviorLS3: Heredity: Inheritance and Variation of TraitsLS3.A:Inheritance of TraitsLS3.B:Variation of TraitsLS4: Biological Evolution: Unity and DiversityLS4.A:Evidence of Common Ancestry and DiversityLS4.B:Natural SelectionLS4.C:AdaptationLS4.D:Biodiversity and HumansESS1: Earths Place in the UniverseESS1.A:The Universe and Its StarsESS1.B:Earth and the Solar SystemESS1.C:The History of Planet EarthESS2: Earths SystemsESS2.A:Earth Materials and SystemsESS2.B:Plate Tectonics and Large-Scale System InteractionsESS2.C:The Roles of Water in Earths Surface ProcessesESS2.D:Weather and ClimateESS2.E:BiogeologyESS3: Earth and Human ActivityESS3.A:Natural ResourcesESS3.B:Natural HazardsESS3.C:Human Impacts on Earth SystemsESS3.D:Global Climate ChangePS1: Matter and Its InteractionsPS1.A:Structure and Properties of MatterPS1.B:Chemical ReactionsPS1.C:Nuclear ProcessesPS2: Motion and Stability: Forces and InteractionsPS2.A:Forces and MotionPS2.B:Types of InteractionsPS2.C:Stability and Instability in Physical SystemsPS3: 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 LifePS4: Waves and Their Applications in Technologies for Information TransferPS4.A:Wave PropertiesPS4.B:Electromagnetic RadiationPS4.C:Information Technologies and InstrumentationETS1: Engineering DesignETS1.A:Defining and Delimiting an Engineering ProblemETS1.B:Developing Possible SolutionsETS1.C:Optimizing the Design SolutionETS2: Links Among Engineering, Technology, Science, and SocietyETS2.A:Interdependence of Science, Engineering, and TechnologyETS2.B:Influence of Engineering, Technology, and Science on Society and the Natural WorldNote: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideasCore and Component IdeasCrosscutting ConceptsCrosscutting concepts have value because they provide students with connectionsand intellectual tools that are related across the differing areas of disciplinarycontent and can enrich their application of practices and their understanding of coreideas. Framework p. 2332Fundamental themes or lenses that students use as they explore a particular area of science. They are concepts that bridge the all disciplines of science. PatternsCause and EffectScale, Proportion, and QuantitySystems and System ModelsEnergy and Matter in SystemsStructure and FunctionStability and Change of Systems

Patterns

Patterns

Cause & EffectScale, Proportion, and Quantity

Cause & Effect

Scale, Proportion, and QuantityCrosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. The Framework identifies seven crosscutting concepts that bridge disciplinary boundaries, uniting core ideas throughout the fields of science and engineering. Their purpose is to help students deepen their understanding of the disciplinary core ideas (pp. 2 and 8), and develop a coherent and scientifically based view of the world (p. 83.)1. Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them. 2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts. 3. Scale, proportion, and quantity. In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a systems structure or performance.

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Systems and System ModelsEnergy and Matter

4. Systems and system models. Defining the system under studyspecifying its boundaries and making explicit a model of that systemprovides tools for understanding and testing ideas that are applicable throughout science and engineering. 5. Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems possibilities and limitations.36

Structure & Function

Stability & Change

6. Structure and function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions. 7. Stability and change. For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a system are critical elements of study37NGSS Architecture Performance Expectations are the intersections of the 3 dimensions!

. . . science and engineering education should focus on a limited number of disciplinary core ideas and crosscutting concepts, be designed so that students continually build on and revise their knowledge and abilities over multiple years, and support the integration of such knowledge and abilities with the practices needed to engage in scientific inquiry and engineering design (Framework, p. ES 1).

Thus it [the Framework] describes the major practices, crosscutting concepts, and disciplinary core ideas that all students should be familiar with by the end of high school, and it provides an outline of how these practices, concepts, and ideas should be developed across the grade levels (Framework, p. 1-1) .

By the end of the 12th grade, students should have gained sufficient knowledge of the practices, crosscutting concepts, and core ideas of science and engineering to engage in public discussions on science-related issues, to be critical consumers of scientific information related to their everyday lives, and to continue to learn about science throughout their lives. They should come to appreciate that science and the current scientific understanding of the world are the result of many hundreds of years of creative human endeavor. It is especially important to note that the above goals are for all students, not just those who pursue careers in science, engineering, or technology or those who continue on to higher education (Framework, p. 1-2).

Students actively engage in scientific and engineering practices in order to deepen their understanding of crosscutting concepts and disciplinary core ideas (Framework, p. 9-1).

In order to achieve the vision embodied in the framework and to best support students learning, all three dimensions need to be integrated into the system of standards, curriculum, instruction, and assessment (Framework, p. 9-1).

Furthermore, crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas (Framework, p. 9-1).Thus standards and performance expectations must be designed to gather evidence of students ability to apply the practices and their understanding of the crosscutting concepts in the contexts of specific applications in multiple disciplinary areas (Framework, p. 9-1 & 2).

When standards are developed that are based on the framework, they will need to include performance expectations that cover all of the disciplinary core ideas, integrate practices, and link to crosscutting concepts when appropriate (Framework, p. 9-3).

In sum, teachers at all levels must understand the scientific and engineering practices crosscutting concepts, and disciplinary core ideas ; how students learn them; and the range of instructional strategies that can support their learning. Furthermore, teachers need to learn how to use student-developed models, classroom discourse, and other formative assessment approaches to gauge student thinking and design further instruction based on it (Framework, p. 10-10).38An AnalogyAn Analogy between NGSS and a Grilled HamburgerGrilling Tools & Techniques(Practices)Basic Ingredients(Core Ideas)Toppings(Crosscutting Concepts)Preparing a Grilled Hamburger(Performance Expectation)

An Analogy between NGSS and a CakeBaking Tools & Techniques(Practices)

Cake(Core Ideas)Frosting(Crosscutting Concepts)

Baking a Cake(Performance Expectation)Remember that all analogies can lead to misinterpretation41Life Science (Vegetables)Physical Science (Meats)Earth & Space Science (Grains)Engineering & Technology (Dairy)42

An Analogy between NGSS and CookingSome meals use only one food group. Other meals use several food groups. Some Lessons will address just one discipline. Other lessons will address several disciplines.Per NGSS team writer

Recommendations to State of Illinois by Leadership Team

Feb. March 2014Adoption2014 2015 School Year6 12 PD & Implementation2015 2016 School YearK 5 PD & Implementation

We will start implementation now!

State Assessments will need to change!But when..

Professional DevelopmentLearning ProgressionsFormative Assessment ProcessDescribe (some of) the needs of teachers in the classroom as you begin to implement NGSS

Lots of work underway and aheadInstructionCurriculaAssessmentsProfessional Learning

Resources

The NRC is forming a committee to develop an Assessment Framework to guide assessment of the K-12 Framework for Science Education and the NGSS. The goal is for the Framework to be available to guide assessment discussion and development when the NGSS are released. The Carnegie Corporation has taken a leadership role to ensure that the development of common science standards proceeds and is of the highest quality by funding a two-step process: first, the development of this framework by the National Research Council (NRC) and, second, the development of a next generation of science standards based on the framework by Achieve, Inc. (Framework, p. viii).

This framework is the first part of a two-stage process to produce a next-generation set of science standards for voluntary adoption by states. The second stepthe development of a set of standards based on this frameworkis a state-led effort coordinated by Achieve Inc. involving multiple opportunities for input from the states science educators, including teachers, and the public (Framework, p. 1-2).

As our report was being completed, Achieves work on science standards was already under way, starting with an analysis of international science benchmarking in high-performing countries that is expected to inform the standards development process (Framework, p. 1-8).

Recommendation 3: Standards should be limited in number.The framework focuses on a limited set of scientific and engineering practices, crosscutting concepts, and disciplinary core ideas, which were selected by using the criteria developed by the framework committee (and outlined in Chapter 2) as a filter. We also drew on previous reports, which recommended structuring K-12 standards around core ideas as a means of focusing the K-12 science curriculum [3, 4]. These reports recommendations emerged from analyses of existing national, state, and local standards as well as from a synthesis of current research on learning and teaching in science (Framework, p. 12-3).

Basically, a coherent set of science standards will not be sufficient to prepare citizens for the 21st century unless there is also coherence across all subject areas of the K-12 curriculum (Framework, p. 12-8).45Resourcesnextgenscience.org

nsta.org/ngss

From the NSTA Bookstore

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View free PDF form The National Academies Press at www.nap.edu

View the standards at www.nextgenscience.orgWhats next for us?48Thank you!