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The Impact of the NGSS on
Teaching and Learning
Michael Heinz, Science Coordinator
Office of STEM
New Jersey Department of Education
March 23, 2015 Edition
First Things First
September 2016: Grades 6-12
Spring 2017: NJASK 8 and NJBCT
September 2017: Grades K-5
Spring 2018: NJASK4
Intentions: Digital Platform
Practices Simultaneously with Core Ideas
Complexity and cut scores similar to PARCC
New Jersey built assessments NOT PARCC
3
Historical Perspective (1996)
9. Know that atoms consist of a nucleus surrounded by electrons, and that
the arrangement of the electrons determines the chemical behavior of
each element.
10.Know that the nucleus consists of protons and neutrons, and that each
atom of a given element has the same number of protons but that the
number of neutrons may vary.
11.Explain how atoms can form bonds to other atoms by transferring or
sharing electrons.
12.Demonstrate different types of chemical reactions and the various
factors affecting reaction rates.
13.Explain how the Periodic Table of Elements evolved and how it relates
atomic structure to the physical and chemical properties of elements.
4
Historical Perspective (2004)
5.6.12 A. Structure and Properties of Matter
1. Know that atoms are made of a positive nucleus surrounded by negative
electrons and that the nucleus, a tiny fraction of the volume of an atom, is
composed of protons and neutrons, each almost 2,000 times more massive
than an electron.
2. Know that the number of protons in the nucleus defines the element.
3. Know that an atom’s electron arrangement, particularly the outermost
electrons, determines how the atom can interact with other atoms.
4. Explain that atoms form bonds (ionic and covalent) with other atoms by
transferring or sharing electrons.
5
Historical Perspective (2009)
Electrons, protons, and neutrons are parts of the atom and
have measurable properties, including mass and, in the case
of protons and electrons, charge. The nuclei of atoms are
composed of protons and neutrons. A kind of force that is only
evident at nuclear distances holds the particles of the nucleus
together against the electrical repulsion between the protons.
Use atomic models to predict the
behaviors of atoms in interactions.
( 5.2.12.A.1)
Differences in the physical properties of solids, liquids, and
gases are explained by the ways in which the atoms, ions, or
molecules of the substances are arranged, and by the
strength of the forces of attraction between the atoms, ions, or
molecules.
Account for the differences in the
physical properties of solids,
liquids, and gases. (5.2.12.A.2)
In the Periodic Table, elements are arranged according to the
number of protons (the atomic number). This organization
illustrates commonality and patterns of physical and chemical
properties among the elements.
Predict the placement of unknown
elements on the Periodic Table
based on their physical and
chemical properties. (5.2.12.A.3)
6
Historical Perspective (NGSS, 2013)
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-PS1-1)
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-PS1-2)
Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. (HS-PS1-3)
Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. (HS-PS1-4)
What are they?
How do the NGSS represent a shift in science education? What do teachers in this video learn from engaging with the NGSS? How do the three dimensions work together?
http://www.nj.gov/education/aps/cccs/science/
http://nextgenscience.org/about-standards-development-process
Shifts Inherent in the NGSS
There are three shifts in the approaches to teaching and learning
articulated in the Framework and NGSS.
These concern the kind of ideas we target for K-12 education
(disciplinary core ideas), how they are built (practices), and how they
need to fit together (crosscutting concepts & CCSS).
Visualizing the Shifts
In what grade should a student be able to do this?
How do teachers typically figure out WHAT the students need to
know?
Visualizing the Shifts
How ideas are built Explanatory Ideas Coherence
Visualizing the Shifts
Coherent with the Common Core
Disciplinary Core Ideas
Focus on Disciplinary [Explanatory] Core Ideas
• Can be used to explain or predict,
• Provide organizational structure for later learning,
• Help students build their capacity to develop more flexible and coherent understanding of science (useful across life science, physical science, and Earth and space sciences), and
• Improve the coherence of curricula.
See Appendix E
Disciplinary Core Ideas Explain and Predict
Jell-O model of a cell How can one explain the ways cells contribute to
the function of living organisms?
Is the Jell-O Model Sufficient?
“How can one explain the ways cells contribute to
the function of living organisms?”
How do organisms obtain and use the matter
and energy they need to live and grow?
K-5 Unit Outline
Third Grade
1. Forces and Interactions
2. Interdependent Relationships in
Ecosystems
3. Inheritance and Variation of Traits
4. Weather and Climate
Fourth Grade
1. Energy
2. Waves
3. Structure, Function, and Information
Processing
4. Earth's Systems: Processes that Shape
the Earth
Fifth Grade
1. Structure and Properties of Matter
2. Matter and Energy in Organisms and
Ecosystems
3. Earth's Systems
4. Space Systems: Stars and the Solar
System
Kindergarten
1. Forces and Interactions: Pushes and Pulls
2. Interdependent Relationships in
Ecosystems: Animals, Plants, and Their
Environment
3. Weather and Climate
First Grade
1. Waves: Light and Sound
2. Structure, Function and Information
Processing
3. Space Systems: Patterns and Cycles
Second Grade
1. Structure and Properties of Matter
2. Interdependent Relationships in
Ecosystems
3. Earth’s Systems: Processes that Shape
the Earth
Disciplinary Core Ideas
Physical Science
• Matter & Its Interactions (PS1)
• Motion and Stability: Forces &
Interactions (PS2)
• Energy (PS3)
• Waves & Their Application in
Technologies for Information
Transfer (PS4)
Earth & Space Science
• Earth’s Place in the Universe
(ESS1)
• Earth’s Systems (ESS2)
• Earth & Human Activity (ESS3)
Life Science
• From Molecules to Organisms: Structures
& Processes (LS1)
• Ecosystems: Interactions, Energy, and
Dynamics (LS2)
• Heredity: Inheritance & Variation of Traits
(LS3)
• Biological Evolution: Unity & Diversity
(LS4)
Engineering Design
• Defining and Delimiting Engineering
Problems (ETS1.A)
• Developing Possible Solutions (ETS1.B)
• Optimizing the Design Solution (ETS1.3)
Scientific and Engineering Practices
• Asking questions and defining problems
• Developing and using models
• Planning and carrying out investigations
• Analyzing and interpreting data
• Using mathematics, information and computer technology,
and computational thinking
• Constructing explanations and designing solutions
• Engaging in argument from evidence
• Obtaining, evaluating, and communicating information
Crosscutting Concepts
• Patterns
• Cause and effect
• Scale, proportion, and quantity
• Systems and system models
• Energy and matter
• Structure and function
• Stability and change
Kitchen Tools &
Techniques
(Practices)
An Analogy between 3-Dimensional Learning
and Cooking
Basic Ingredients
(Core Ideas)
Herbs, Spices, & Seasonings
(Crosscutting Concepts)
Preparing a Meal
(Three dimensional Learning)
What we should see beginning in 2016
• Lessons should be structured so that the work is
organized around questions arising from phenomena,
rather than topics sequentially pursued according to the
traditional breakdown of lessons.
• The goal of investigations is to guide construction of
explanatory models rather than simply testing hypothesis.
• Answers to science investigations are more than whether
and how two variables are related, but need to help
construct an explanatory account.
• Students should see what they are working on as answering explanatory questions rather than learning the next assigned topic.
• A large part of the teachers’ role is to support the knowledge building aspects of practices, not just the procedural skills in doing an experiment.
• Extensive class focus needs to be devoted to argumentation and reaching consensus about ideas, rather than having textbooks and teachers present ideas to students.
What we should see beginning in 2016
Multiple Instructional Strategies that Fit with
the Science and Engineering Practices
Shifts in Culture
Teachers need to build classroom culture that can support
these practices,
• where students are motivated to figure out rather than
learning what they are told,
• where students expect some responsibility for this work of
figuring out rather than waiting for answers, and
• where students expect to work with and learn with their
peers.
Trip Hazards
• Inherent risks of aligning existing curriculum to the NGSS.
Light and Sound Light and Sound
• Risks associated with cross-walking the 2009 science standards with the NGSS as a strategy for updating science curriculum.
5.2.4.C.1 5-PS3-1
Consortia
Somerset/Hunterdon Gloucester/Salem Burlington/Camden Ocean/Monmouth
Sample Unit Design
Sample Unit Design
Sample Unit Design
Sample Unit Design
http://ngss.nsta.org/
Michael Heinz, Science Coordinator
Office of STEM Education
NJDOE Resources to Support Implementation
http://www.nj.gov/education/aps/cccs/science/
Jeannette Larkins, Professional Development Scheduler
Contact Information