INTRODUCTION TO NGSS

P-12 MSOU of PIMSER

Rate Your Familiarity with NGSS

• Choose one of the following that best describes your familiarity with the NGSS and explain your choice:

1) I know there are new science standards 2) Know a little about them/I know they have different

colored sections on the paper3) Read some of the framework/standards4) I have a real deep understanding of standards their

meaning and the content taught5) I could lead a PD or group planning on the standards.

P-12 MSOU of PIMSER

A New Vision of Science Learning that Leads to

a New Vision of Teaching

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 science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields.

A Framework for K-12 Science Education p. 1-2

Sean Elkins’ TED TALK

• http://mediaportal.education.ky.gov/next-generation-schools-and-districts/2013/09/speed-bumps-on-the-road-to-ngss/

What’s Different about the Next Generation Science Standards?

Three Dimensions Intertwined

The NGSS are written as Performance Expectations

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

Focus is on how and why as well as what

Instructional Shifts in the NGSS

1. Performance Expectations

2. Evidence of learning

3. Learning Progressions

4. Science and Engineering

5. Coherence of Science Instruction

6. Connections within Science and between Common Core State Standards

P-12 MSOU of PIMSER

• “…students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content.”– A Framework for K-12 Science Education, pg. 218

P-12 MSOU of PIMSER

Standards: Nexus of 3 Dimensions

• Not separate treatment of “content” and “inquiry” (No “Chapter 1”)

• Curriculum and instruction needs to do more than present and assess scientific ideas – they need to involve learners in using scientific practices to develop and apply the scientific ideas.

Core IdeasPractices

Crosscutting Concepts

P-12 MSOU of PIMSER

Guiding Principles• Students in K-12 should engage in all of the eight practices over

each grade band.• Practices grow in complexity and sophistication across the grades.• Each practice may reflect science or engineering.• Practices represent what students are expected to do, and are

not teaching methods or curriculum.• The eight practices are not separate; they intentionally overlap

and interconnect.• Performance expectations focus on some but not all capabilities

associated with a practice.

Science and Engineering Practices

Science and Engineering Practices

P-12 MSOU of PIMSER

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

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (science) and designing solutions (engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Crosscutting Concepts

1.Patterns2.Cause and effect3.Scale, proportion, and quantity 4.Systems and system models 5.Energy and matter6.Structure and function 7.Stability and change

Framework 4-1

Standards Based Education System

Curriculum Standards

TeacherObservation of

Students

Math Language Arts

Science

Instruction

Skills

Classroom Assessments

AssessmentsAccompanyingInstructional

Materials

Standards Assessments

State Level NRT and ELD

Assessment

Structure/Dimensions of the Framework

• Science and Engineering Practices• Disciplinary Core Ideas• Crosscutting Concepts

“The three dimensions of the Framework, which constitute the major conclusions of this report, are presented in separate chapters. However, in order to facilitate students’ learning, the dimensions must be woven together in standards, curricula, instruction, and assessments.”

NRC Framework Pages 29 - 30

3-D Model = Science Performance at the Intersection

3D Student Performances

1. Instruction2. Assessment

3. Instructional Materials4. Professional Development

Science and Engineering

Practices

Crosscutting Concepts

Disciplinary Core Ideas

Gathering

Reasoning

Communicating

(Moulding, 2012)

Table discussion

• Assign the eight Science and Engineering Practices to the appropriate category (categories?) independently.

• Discuss your placement decisions with a shoulder partner.

• Take note of any AH-HA moments, and questions you may have.

Gathering

Reasoning

Communicating

• Obtain Information• Ask Questions/Define Problems• Plan & Carry Out Investigations• Use Models to Gather Data• Use Mathematics & Computational

Thinking

• Evaluate Information• Analyze Data • Use Mathematics and Computational

Thinking • Construct Explanations/Solve Problems• Developing Arguments from Evidence • Use Models to Predict & Develop Evidence

• Communicate Information• Using Argue from Evidence (written/oral)• Use Models to Communicate(Moulding, 2012)

Crosscutting Concepts

Cause and Effect

Patterns

SystemsScale

Change and Stability

Structure and Function

Matter and Energy

The Framework has identified seven key Crosscutting Concepts that serve a variety of purposes in science. This is one way to organize them for instruction.

SystemsScale and Proportion Stability and ChangeMatter and Energy

Causality Cause and EffectStructure and Function

Patterns

Science Performances

• Engaging Students in Science and Engineering Practices

• Using Core Ideas as evidence in Science Performances

• Clearly Defined and Meaningful Use of Crosscutting Concepts

Phenomena

Defining Systems to Investigate

Finding and Using

Patterns as Evidence

Determining Cause and

Effect Relationships

Developing your Learning Experience

• In grade/subject level groups of 2 or 3• Think of what you will be teaching in the next 3-

4 weeks. • On a seperate sheet of paper note your favorite

experience you would use to teach it.• In your group come to an agreement on the

topic you would all like to work on • Locate the PE that is congruent and begin to

deconstruct the PE into LT's

Developing your Learning Experience

• Work in your groups and using the idea template (Gathering, Reasoning Communicating), create an experience for your students.

• Facilitators will choose a group(s) to share, give feedback from the larger group.

• There will be time for all to revise based on the group discussion.

Learning Experience Expectation

Teachers will implement lesson idea before next meeting and bring back reflections.

Introduction to NGSS/KCAS Science INTRODUCTION TO NGSS/KCAS SCIENCE

CAMPBELL COUNTY TRAINING CENTERSeptember 30th, 2014

3:30-5:30pm

This training will be an introduction to NGSS/KCAS Science

Sign up for training in CIITS or contact (no one will be turned away, more than welcome at the last minute)

Hallie Booth : Hallie.booth@education.ky.gov

Science Cadre•

• Become a part of the learning, building, and collaborative Regional Science Cadre in the Northern Kentucky Area Campbell County Training Center

Dates: 9/25 from 4:10-6:30 ALL other dates from 3:45-6; 9/30, 10/16, 11/18, 12/16, 1/27, 2/24, 3/12The Cadre will meet monthly to discuss lessons, assessments, and learning targets created and implemented. This is a great opportunity for science teachers K-8 to have rich discussions, share ideas and work together to understand and implement KCAS Science Standards. All Meetings will take place at the Campbell County Training Center ( AEC). Please sign up through CIITS so that we have a total number but no one will be turned away, if you determine you can join at the last minute! Search for session: CCS SCIENCE CADRE 2014 Any questions or concerns please contact Hallie Booth : Hallie.booth@education.ky.gov or Melissa Turner at Melissa.turner@campbell.kyschools.us