Next Generation Science Standards E J Hayes

1. Next Generation Science Standards E J Hayes

2. Lead Partners

3. NGSS Lead States

4. 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 A New Vision of Science Learning that Leads to a New Vision of Teaching

5. Building from research & key reports…

6. The framework is built on the notion of learning as a developmental progression. It is designed to help children continually build on and revise their knowledge and abilities, starting from their curiosity about what they see around them and their initial conceptions about how the world works. Framework 1-3

8. K-12 Science education should reflect the interconnected nature of science practiced and experienced in the real world. • The NGSS are student performance expectations – NOT curriculum. They guide curriculum and instruction decisions at the local level. • The science concepts build coherently from grade to grade. • The NGSS focus on deeper understanding of content as well as application of content in real-world phenomena. • Science and Engineering are integrated in the NGSS from K–12. • The NGSS are aligned with the Common Core State Standards to ensure students have foundational skills to read for understanding, communicate their learning, and utilize mathematical thinking to support scientific investigations and inquiry.

9. 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 A New Vision of Science Learning that Leads to a New Vision of Teaching

10. Structure of the Framework: The Framework establishes three dimensions of science learning:

11. Science and Engineering Practices 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, information and computer technology, and computational thinking 6. Constructing explanations (science) and designing solutions (engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

12. Seven Crosscutting Concepts Patterns Cause and effect Scale, proportion, and quantity Systems and system models Energy and matter Structure and function Stability and change

13. Disciplinary Core Ideas

14. Core and Component Ideas Note: 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 ideas

15. Not separate treatment of “content” and “inquiry” • 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. Crosscutting Concepts Core Ideas Practices Standards = 3 Dimensions

16. Inside the NGSS Box Based on the January 2013 Draft of NGSS

17. Inside the NGSS Box Title and CodeThe titles of standard pages are not necessarily unique and may be reused at several different grade levels . The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses. What is AssessedA collection of several performance expectations describing what students should be able to do to master this standard Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations Connection Box Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard Based on the January 2013 Draft of NGSS

18. Inside the NGSS Box Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations Disciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all. Connections to Engineering, Technology and Applications of ScienceThese connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework. Connections to Nature of ScienceConnections are listed in either the practices or the crosscutting connections section of the foundation box. Based on the January 2013 Draft of NGSS

19. Inside the NGSS Box Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations Disciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all. Based on the January 2013 Draft of NGSS

20. Inside the NGSS Box Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations Connections to Engineering, Technology and Applications of ScienceThese connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework. Connections to Nature of ScienceConnections are listed in either the practices or the crosscutting connections section of the foundation box. Based on the January 2013 Draft of NGSS

21. Inside the NGSS Box Performance ExpectationsA statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned. Clarification StatementA statement that supplies examples or additional clarification to the performance expectation. What is AssessedA collection of several performance expectations describing what students should be able to do to master this standard Assessment BoundaryA statement that provides guidance about the scope of the performance expectation at a particular grade level. Engineering Connection (*)An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation. Based on the January 2013 Draft of NGSS

22. Inside the NGSS Box Codes for Performance ExpectationsCodes designate the relevant performance expectation for an item in the foundation box and connection box. In the connections to common core, italics indicate a potential connection rather than a required prerequisite connection. Based on the January 2013 Draft of NGSS

23. Inside the NGSS Box Title and CodeThe titles of standard pages are not necessarily unique and may be reused at several different grade levels . The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses. Performance ExpectationsA statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned. Clarification StatementA statement that supplies examples or additional clarification to the performance expectation. What is AssessedA collection of several performance expectations describing what students should be able to do to master this standard Assessment BoundaryA statement that provides guidance about the scope of the performance expectation at a particular grade level. Engineering Connection (*)An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation. Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations Disciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all. Connections to Engineering, Technology and Applications of ScienceThese connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework. Connection Box Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard Connections to Nature of ScienceConnections are listed in either the practices or the crosscutting connections section of the foundation box. Codes for Performance ExpectationsCodes designate the relevant performance expectation for an item in the foundation box and connection box. In the connections to common core, italics indicate a potential connection rather than a required prerequisite connection. Based on the January 2013 Draft of NGSS

24. Questions thus far?

25. INSTRUCTIONAL SHIFTS FOR MIDDLE SCHOOL

26. Presented to KBOE • Recommended model • Districts have final decision • See Appendix K of NGSS for more information. • NGSS Conceptual Progressions Model for Middle School This model reflects an integrated approach that includes life, earth and physical science concepts in every grade

27. NGSS Connections to

28. Practices in Math, Science, and ELA* * The Common Core English Language Arts uses the term “student capacities” rather than the term “practices” used in Common Core Mathematics and the Next Generation Science Standards.

29. Let’s the Practices

30. Math Science M4. Models with mathematics S2: Develop & use models S5: Use mathematics & computational thinking S1: Ask questions and define problems S3: Plan & carry out investigations S4: Analyze & interpret data S6: Construct explanations & design solutions M1: Make sense of problems and persevere in solving them M2: Reason abstractly & quantitatively M6: Attend to precision M7: Look for & make use of structure M8: Look for & make use of regularity in repeated reasoning E2: Build a strong base of knowledge through content rich texts E5: Read, write, and speak grounded in evidence M3 & E4: Construct viable arguments and critique reasoning of others S7: Engage in argument from evidence E6: Use technology & digital media strategically & capably M5: Use appropriate tools strategically S8: Obtain, evaluate, & communicate information E3: Obtain, synthesize, and report findings clearly and effectively in response to task and purpose E1: Demonstrate independence in reading complex texts, and writing and speaking about them E7: Come to understand other perspectives and cultures through reading, listening, and collaborations Commonalities Among the Practices in Science, Mathematics and English Language Arts Based on work by Tina Chuek ell.stanford.edu ELA

32. NGSS Appendix M Connections to KCAS for Literacy in Science and Technical Subjects Literacy skills are critical to building knowledge in science. To ensure the CCSS literacy standards work in tandem with the specific content demands outlined in the NGSS, the NGSS development team worked with the CCSS writing team to identify key literacy connections to the specific content demands outlined in the NGSS. As the CCSS affirms, reading in science requires an appreciation of the norms and conventions of the discipline of science, including understanding the nature of evidence used, an attention to precision and detail, and the capacity to make and assess intricate arguments, synthesize complex information, and follow detailed procedures and accounts of events and concepts. Students also need to be able to gain knowledge from elaborate diagrams and data that convey information and illustrate scientific concepts. Likewise, writing and presenting information orally are key means for students to assert and defend claims in science, demonstrate what they know about a concept, and convey what they have experienced, imagined, thought, and learned. NGSS Release May 2013

34. NGSS Resources: http://concord.org/publications/newsletter/2013-spring/ngss-path

36. Comments and Questions http://www.nextgenscience.org http://www.nsta.org/about/standardsupdate/ http://teachscience4all.wordpress.com/ christine.duke@education.ky.gov