ngss overview

! Practices

! Core Disciplinary Ideas

! Cross Cutting Concepts

THREE DIMENSIONS

NEXT GENERATION SCIENCE STANDARDS

1.  Asking questions (for science) - Defining problems (for engineering)

2.  Developing and using models 3.  Planning and carrying out investigations 4.  Analyzing and interpreting data 5.  Using mathematical and computational thinking 6.  Constructing explanations (for science) -

Designing solutions (for engineering) 7.  Engaging in argumentation from evidence 8.  Obtaining, evaluating and communicating

information

PRACTICES

1.  Asking questions (for science) - Defining problems (for engineering)

2.  Developing and using models 3.  Planning and carrying out investigations 4.  Analyzing and interpreting data 5.  Using mathematical and computational

reasoning 6.  Constructing explanations (for science) -

Designing solutions (for engineering) 7.  Engaging in argumentation from evidence 8.  Obtaining, evaluating and communicating

information

HOW CAN I APPLY THE PRACTICES?

! Physical Science ! Life Science ! Earth/Space Science ! Engineering

CORE DISCIPLINARY IDEAS

1.  Start a lesson with a focus question to answer from the core disciplinary ideas

2.  Align learning objectives/instruction to NGSS

EVIDENCE STATEMENTS

3.  Align assessments to NGSS EVIDENCE STATEMENTS (This afternoon!!!!)

HOW CAN I APPLY THE CORE DISCIPLINARY IDEAS?

! Patterns ! Cause & Effect: Mechanism and

Explanation ! Scale, Proportion, Quantity ! Systems & Systems Models ! Energy & Matter (Flows, Cycles,

Conservation) ! Structure & Function ! Stability & Change

CROSS CUTTING CONCEPTS

1.  Use Cross Cutting Concepts as essential questions for a unit

2.  Encourage students to connect content to a Cross Cutting Concept (ie: How does this function as a system?)

3.  Exit Slip – My connection today, evidence of a Cross Cutting Concept

HOW CAN I APPLY CROSS CUTTING CONCEPTS?

PRACTICES CORE DISCPLINARY IDEAS


Argue: Provide evidence to support the grouping of substances as solids and liquids.

Different kinds of matter exist. Solids and liquids have different properties which can be used to sort them.

Pattern: Diverse solids and liquids exist, but certain features are similar for all solids and all liquids.

BLENDING PRACTICES, CROSS CUTTING CONCEPTS, & CORE DISCIPLINARY IDEAS

! MS-! ESS1-! 1. Develop "and "use "a "model "of "the "Earth-! sun-! moon "system "to "describe "the "cyclic "patterns "of "lunar " phases, "eclipses "of "the "sun "and "moon, "and "seasons.

ANALYZING STANDARDS



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

ANALYZING STANDARDS



! MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

ANALYZING STANDARDS



!"#$%#&%'!"#$%%&#'$("$)"*&+&,-%"

.&,)$,/-(#&"&0.&#1-'$(*"2&*#,343(5"67-1"*182&(1*"*7$8%2"4&"-4%&"1$"2$"1$"/-*1&,"173*"*1-(2-,2"

()*$%#+)$',)-'

97&".,-#'#&*:"#$,&"23*#3.%3(-,;"32&-*:"-(2"#,$**#8<(5"#$(#&.1*"

),$/"17&"=,-/&6$,>")$,"?@AB"C#3&(#&"D28#-'$(""

17-1"6&,&"8*&2"1$")$,/"17&".&,)$,/-(#&"&0.&#1-'$(*'

.)$$/0+)$',)-'1/2#"/%'!"#$%#&%34'

.)55)$'.)&/'

6/&7)&5#$0/'8-9/0"#+)$'!"*1-1&/&(1"17-1"#$/43(&*".,-#'#&*:"#$,&""32&-*:"-(2"#,$**#8<(5"#$(#&.1*"3(1$"-"*3(5%&"*1-1&/&(1"2&*#,343(5"7$6"*182&(1*"#-("*7$6"67-1"17&;"7-+&"%&-,(&2E""

:;"2/'#$%'.)%/'96$"*1-(2-,2*"-1"23F&,&(1"5,-2&"%&+&%*"/-;"8*&"17&"*-/&"(-/&"3)"17&;")$#8*"$("17&"*-/&"1$.3#E"97&"#$2&:"7$6&+&,:"3*"-"8(3G8&"32&('H&,")$,"&-#7"*1-(2-,2"4-*&2"$("17&"5,-2&"%&+&%:"#$(1&(1"-,&-:"-(2"1$.3#"$)"17&"*1-(2-,2E""

!0;/$+<0'='8$>;$//&;$>'6&#0+0/3'I,-#'#&*"-,&""17&"-#'+3'&*"17-1"*#3&('*1*"-(2"&(53(&&,*"&(5-5&"3("1$"&317&,"8(2&,*1-(2"17&"6$,%2"$,"*$%+&"-".,$4%&/"

?;30;92;$#&@'.)&/'A%/#3'J$,&"K2&-*"-,&""17$*&"#$(#&.1*"3("*#3&(#&"-(2"&(53(&&,3(5"17-1"7-+&"4,$-2"3/.$,1-(#&"63173("-(2"-#,$**"23*#3.%3(&*"-*"6&%%"-*",&%&+-(#&"3(".&$.%&’*"%3+&*E""

.&)330*B$>'.)$0/9"3'J,$**#8<(5"J$(#&.1*"-,&""17$*&"32&-*:"*8#7"-*""I-L&,(*"-(2"J-8*&"-(2"DF&#1:"673#7"-,&"($1"*.&#3H#"1$"-(;"$(&"23*#3.%3(&"481"#81"-#,$**"17&/"-%%E""

C*5D/&'M8/4&,"-1"17&"&(2"$)"I,-#'#&*:"J$,&"K2&-*:"-(2"J,$**#8<(5"J$(#&.1*"2&*35(-1&"673#7"I&,)$,/-(#&"D0.&#1-'$("3(#$,.$,-1&*"17&/E"

MP1. Make sense of problems and persevere in solving them

MP2. Reason abstractly and quantitatively

MP6. Attend to precision

MP7. Look for and make use of structure

MP8. Look for and express regularity in repeated reasoning

SP1. Ask questions and define problems

SP3. Plan and carry out investigations

SP4. Analyze and interpret data

SP6. Construct explanations and design solutions

EP4. Build and present knowledge through research by integrating, comparing, and synthesizing ideas from text

EP5. Build upon the ideas of others and articulate their own clearly when working collaboratively

EP6. Use English structures to communicate context specific messages

EP7*. Use

technology and digital media strategically and capably

MP5. Use appropriate tools strategically

SP8. Obtain,

evaluate, and communicate

information

EP2. Produce clear and coherent writing

in which the development, organization,

and style are appropriate to task, purpose, and audience

SP2. Develop and use models

MP4. Model with mathematics

SP5. Use mathematics and computational thinking

EP1. Support analysis of a range of grade-level complex texts with evidence

MP3 and EP3. Construct viable and valid arguments from evidence and critique reasoning of others

SP7. Engage in argument from evidence

Relationships and Convergences

EDUCATIONGRADUATE SCHOOL OF

Found in:1. CCSS for Mathematics (practices)2a. CCSS for ELA & Literacy (student capacity)2b. ELPD Framework (ELA “practices”)3. NGSS (science and engineering practices)

Notes: 1. MP1–MP8 represent CCSS

Mathematical Practices (p. 6–8).2. SP1–SP8 represent NGSS Science and

Engineering Practices.3. EP1–EP6 represent CCSS for ELA

“Practices” as defined by the ELPD Framework (p. 11).

4. EP7* represents CCSS for ELA student “capacity” (p. 7).

Suggested citation:Cheuk, T. (2013). Relationships and convergences among the mathematics, science, and ELA

practices. Refined version of diagram created by the Understanding Language Initiative for ELP Standards. Palo Alto, CA: Stanford University.

ngss overview

Education