Next Generation Science Standards:

Looking Back, Moving Forward

Groundhog day…Over

Looking Back

Sounded like a good idea at the time

Drilling Down

Fishing For Feedback

Remembering Why…

Trying to stay out of…

January Feedback

Concerns that there was still too much material Suggestions for a few additional topics to include Increase language clarity Concerns about including and addressing

engineering and technology Concern about the amount of support that will be

needed for implementation of the standards. Confusion about the coding/naming of the

performance expectations.

Response to Feedback

A review of the central focus of each disciplinary core idea (DCI) from the Framework resulted in the removal of about 33% of the performance expectations and associated DCIs, while retaining the progression of DCIs across the grade bands.

Engineering Design Standards “Storylines” with guiding questions were added to the beginning of each grade

band and section to describe the context and rationale for the performance expectations.

The “All Standards, All Students” appendix was expanded to include several vignettes about implementation of the NGSS with diverse student groups.

Performance expectations names were changed from lowercase letters to numbers to avoid confusion with the DCI names (e.g. MS-LS1-a became MS-LS1-1.

What’s Different about the Next Generation Science Standards?

Conceptual Shifts in the NGSS

1. K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World.

2. The Next Generation Science Standards are student performance expectations – NOT curriculum.

3. The science concepts build coherently from K-12.

4. The NGSS Focus on Deeper Understanding of Content as well as Application of Content.

5. Science and Engineering are Integrated in the NGSS from K–12.

6. NGSS content is focused on preparing students for the next generation workforce.

7. The NGSS and Common Core State Standards ( English Language Arts and Mathematics) are Aligned.

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

Weaving Practices with Content – NotJust the NGSS

K-12 Science Education Framework New Advanced Placement Coursework and

Assessment PISA 2015 Vision and Change in Undergraduate Biology A New Biology for the 21st Century Scientific Foundations for Future Physicians

6 strands – incorporates affective domain

4 strands

Motivation and Engagement

How do we know this approach works?

Goals of Laboratory Experiences based on ALR Findings

Mastery of subject matter. Developing scientific reasoning. Understanding the complexity and ambiguity of

empirical work. Developing practical skills. Interest in science and science learning.

Currently, research indicates significant numbers of students do not have quality opportunities to engage in science and engineering practices

Findings from ALR

Typical Lab Practice Content Mastery

No better or worse than other modes of instruction.

Scientific Reasoning Aids development of some aspects

Interest in Science Some evidence of increased

interest.

Integrated Dimensions Content Mastery

Increased mastery of subject matter compared to other modes of instruction.

Scientific Reasoning Aids development of more

sophisticated aspects

Interest in Science Strong evidence of increased

interest.

Science and Engineering Practices, Not just teaching strategies

Science and Engineering Practices are how scientific knowledge is acquired

While Practices should be used in instruction, all students need to demonstrate achievement in their use and application

Progressing to Understanding

K-2 3-5 6-8 9-12

PS1.A Structure of

matter

Objects can be built up from smaller parts.

Matter exists as different

substances that have observable

different properties. Different

properties are suited to different

purposes.

Because matter exists as particles that are too small

to see, matter is always conserved even if it seems to disappear, Measurements of a

variety of observable properties can be used to

identify particular substances.

The fact that matter is composed of atoms and

molecules can be used to explain the properties of substances, diversity of

materials, states of matter, phase changes, and

conservation of matter.

The sub-atomic structural model and interactions between electric charges at the atomic scale can be used to explain the structure

and interactions of matter, including chemical reactions.

Repeating patterns of the periodic table reflect patterns of

outer electrons. A stable molecule has less energy than

the same set of atoms separated; one must provide at least this energy in order to take

the molecule apart.

Building Understanding in Middle School – Concept Bundling

Within this DCI, 4 of the 8 Practices are

highlighted. For instruction, additional practices

would be used to build toward these understandings.

The fact that matter is composed of atoms and molecules can be used to explain the properties of substances, diversity of materials, states of matter,

phase changes, and conservation of matter.

Matter and Its Interactions

Reacting substances rearrange to form different molecules, but the number of

atoms is conserved. Some reactions release energy and others absorb energy.

MS-PS1-1. Develop molecular-level models to describe the atomic composition of, and differences between, simple molecules and extended structures. MS-PS1-2. Analyze and interpret data on the properties of substances before and after they interact to determine if a chemical reaction has occurred.

MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.

MS-PS1-4. Develop a model that predicts and describes the changes in atomic motion caused by adding or removing thermal energy from a pure substance and that result in either a temperature change or change of state.

MS-PS1-5. Develop and use a model to describe a mechanism of atoms rearranging during a chemical reaction to show that atoms, and therefore mass, are conserved.

MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.*

Bundling, its what for understanding

Teaching, or attempting to teach, individual performance expectations lead to a disjointed and stunted view of science.

Developing instructional materials and instruction should be viewed as leading to understanding the larger core idea

Coherent instructional materials and instruction should focus on a Disciplinary Core Idea (or set of them) rather than discrete pieces that are never tied together.

Instructional Bundling – HS Physical Sciences

Instructional Units should be developed with these performances as the end point or target.

Instruction should also connect these performances with the Disciplinary Core Idea

PS1: Matter

Instructional Unit: Conservation and Interactions of Matter

HS-PS1-3. Develop and use models to illustrate that the different forms of energy, both at the microscopic and macroscopic scale, can be accounted for as either motions of particles or energy stored in fields.

PS3: Energy

HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.

PS2: Forces

HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

HS-PS1-4. Develop and use a model to illustrate that the release or absorption of energy from a chemical system depends upon the changes in total bond energy.

HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.

MS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

Instructional Bundling – HS Physical Sciences

Within this instructional unit, 4 of the eight practices are highlighted in the standards.

Classroom instruction should use additional practices to allow students to fully engage in the learning

The classroom instruction should have students ask questions, use investigations and analyze data to develop the explanations.

PS1: Matter

Instructional Unit: Conservation and Interactions of Matter

HS-PS1-3. Develop and use models to illustrate that the different forms of energy, both at the microscopic and macroscopic scale, can be accounted for as either motions of particles or energy stored in fields.

PS3: Energy

HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.

PS2: Forces

HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

HS-PS1-4. Develop and use a model to illustrate that the release or absorption of energy from a chemical system depends upon the changes in total bond energy.

HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.

HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

Looking Ahead

Future Support for NGSS

Form NGSS Network to support state adoption and implementation

Clarify and communicate meaning of College and Career Readiness, STEM readiness with respect to NGSS

Provide tools and guidance to states and the field to build capacity to deliver NGSS in the classroom

Accountability and Assessment Communications and Coalition Building

NGSS Network

Designed to build upon BCSSE and Lead State initiative

CSSS full partner in the network Annual meeting for all participating states

(February) Smaller working groups during the year focused on

specific issues such as policy and accountability Adoption/Implementation Planning Support

College, Career, STEM Readiness

Additional Model Course Maps including AP and CTE Pathways

Environmental Scan of existing course pathways in science

Entry level course analytics in 2-, 4-, technical college and university

STEM Career analysis  Policy recommendations in science

Building Capacity

Science EQuIP Rubric Publisher’s Criteria Develop criteria for quality science education PD

that could be used in a rubric Model Curriculum Frameworks STEM Works

Assessment and Accountability

Identifying appropriate indicators for accountability in science Sample public reporting and related guidance Briefing of assessment vendors Research access versus interest of students Research state course taking data Support to states to set goals for science

impact/achievement Underserved populations and incentives Cross Network exploratory meeting to discuss interest,

timelines, etc. related to assessment

Communications and Coalition Building

Fact Sheets Case Making Support Legislative/stakeholder briefing material Business and third party coalition building General communications support

Seriously…

Thank You

But, now the fun starts

“The how thinker gets problems solved effectively because he wastes no time with futile ifs.”

-Norman Vincent Peale