Career and College Readiness in Terms of Next Generation Science Standards (NGSS)

1. Career and College Readiness in Terms of Next Generation Science Standards (NGSS)

2. NGSS Overview • Career and College Readiness • Implications for Transition • Teacher Professional Development • Curriculum, Instruction, and Assessment • Lesson Development • Pre-Service Teacher Preparation and Certification

3. Michigan –An NGSS Lead State Partner Next Generation Science Standards for Today’s Students and Tomorrow’s Workforce

4. Building on the Past; Preparing for the Future 1990s-2009 Phase I Phase II 1990s 7/2011 – March 2013 1/2010 - 7/2011

5. Conceptual Focus of NGSS • K-12 Science education should reflect the interconnected nature of science as it is practiced and experienced in the real world. • The Next Generation Science Standards are student performance expectations – NOT curriculum. • The science concepts build coherently from K-12. • The NGSS focus on deeper understanding of content as well as application of content. • Science and Engineering are integrated in the NGSS from K–12. • The NGSS and Common Core State Standards (ELA/Literacy and Mathematics) are aligned.

6. Three Dimensions Intertwined • The NGSS are written as Performance Expectations • NGSS require contextual application of the three dimensions.

7. NGSS Science and Engineering Practices • Asking questions (science) and defining problems (engineering) • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematical and computational thinking • Constructing explanations (science) and designing solutions (engineering) • Engaging in argument from evidence • Obtaining, evaluating, and communicating information

8. Crosscutting Concepts • Patterns • Cause and effect • Scale, proportion, and quantity • Systems and system models • Energy and matter • Structure and function • Stability and change Framework 4-1

9. Characteristics Disciplinary significance Explanatory power Generative Relevant to peoples’ lives Usable from K to 12 Disciplinary Core Ideas

10. NGSS Disciplinary Core Ideas (DCI) Physical Sciences (PS) • Matter and Its Interactions • Motion and Stability: Forces and Interactions • Energy • Waves and Their Applications in Technologies for Information Transfer Earth and Space Sciences (ESS) • Earth's Place in the Universe • Earth's Systems • Earth and Human Activity Life Sciences (LS) • From Molecules to Organisms: Structure and Processes • Ecosystems: Interactions, Energy, and Dynamics • Heredity: Inheritance and Variation of Traits • Biological Evolution: Unity and Diversity Engineering, Technology, and Applications of Science (ETS) • Engineering Design

11. www.nextgenscience.orgWeb Access to All NGSS Documents

12. Michigan

13. NGSS Matrix Organized by Topicshttp://nstahosted.org/pdfs/ngss/NGSSMatricesByTopicsAndCoreIdeasForFinalRelease.pdf

14. NGSS Appendices Extensive Supporting Documents • Appendices have been added to support the NGSS and in response to feedback • Appendix A – Conceptual Shifts • Appendix B – Responses to Public Drafts • Appendix C – College and Career Readiness • Appendix D – All Standards, All Students / Case Studies • Appendix E – Disciplinary Core Idea Progressions in the NGSS • Appendix F – Science and Engineering Practices in the NGSS • Appendix G – Crosscutting Concepts in the NGSS • Appendix H – Nature of Science • Appendix I – Engineering Design in the NGSS • Appendix J – Science, Technology, Society, and the Environment • Appendix K – Model Course Mapping in Middle and High School • Appendix L – Connections to CCSS-Mathematics • Appendix M – Connections to CCSS-ELA/Literacy

15. Defining College and Career Readiness for the Next Generation Science Standards

16. Identifying CCR in Science • NGSS College and Career Readiness Lead State Review • Research Review included in NGSS Appendix C • Complements Michigan’s Career and College Readiness work • Complements CCSS and MMC Requirements • Michigan’s CCR Portal • MMC Mathematics Course/Credit Requirements • MMC ELA Course/Credit Requirements

17. College and Career Ready Students • Use technology and toolsstrategically in learning and communicating  • Use argument and reasoningto do research, construct arguments, and critique the reasoning of others • Communicate and collaborateeffectively with a variety of audiences • Solve problems, construct explanations and design solutions Chart – Characteristics of Career and College Ready Students

21. Focus on Science PracticesNGSS AP/College Board • Asking questions (science) and defining problems (engineering) • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematical and computational thinking • Constructing explanations (science) and designing solutions (engineering) • Engaging in argument from evidence • Obtaining, evaluating, and communicating information • Asking scientific questions that can be tested empirically and structuring these questions in the form of testable predictions • Collecting data to address scientific questions and to support predictions • Searching for regularities and patterns in observations and measurements (i.e., data analysis) • Using evidence and science knowledge to construct scientific explanations, models, and representations • Using mathematical reasoning and quantitative applications to interpret and analyze data to solve problems

22. What is NOT Addressed in NGSS • The NGSS identify the most essential material for students to know and do. The standards were written in a way that leaves a great deal of discretion to educators and curriculum developers. The NGSS are not intended to be an exhaustive list of all that could be included in a student’s science education nor should they prevent students from going beyond the standards where appropriate. • [But NOT at the expense of meeting the standards.] NGSS Introduction, p. 5 (print) p. 8 (pdf)

23. What is NOT Addressed in NGSS • The NGSS do not define advanced work in the sciences. • Based on review from college and career faculty and staff, the NGSS form a foundation for advanced work, but students wishing to move into STEM fields should be encouraged to follow their interests with additional coursework. NGSS Introduction, p. 5 (print) p. 8 (pdf)

24. Implications for Transition • Teacher/Administrator Professional Development • Thinking about Lesson Development to Meet NGSS • Thinking about Course Mapping and MMC Credit Assignment • Building an Assessment Systems that Values Classroom Assessment to Support Instruction • Aligning Teacher Preparation and Certification with NGSS

25. Transition PlanningLots of work completed, underway, and left to do Teacher Professional Development Curricula Instruction Completed; Awaiting Adoption Assessments Completed Just Beginning

26. Transitioning to New Standards • Get to know the CCSS and NGSS • Find Common Ground – What will NOT change • Focus Energy – look for leverage, endurance, essential for next grade • Develop Common Assessments -- Doug Reeves, The Leadership and Learning Center * 12

27. Implications for Instruction and Assessment • Get to know the NGSS and the Framework • Implement the practices; identify content that will change / will not change • Focus Energy – look for leverage, endurance, essential for next grade • Identify instructional implications of the performance expectations • Build strong K-12 progressions • Integrate using crosscutting concepts and practices • Develop Common Assessments • Develop State Assessment Systems that reflect instruction and report at the practice and topic levels. * 12

28. Supporting Transition Work with Partners to Plan Transition • MI NGSS Development and Review Team • MSTA, MMSCN, MI STEM, ISDs/RESAs (MAISA) Get to Know NGSS – PD ongoing since 2012 • Resources from the May 2013 NGSS Introduction posted on the MSU CREATE for STEM website • MSTA Spring Conference – March 6-8, Lansing Center • NGSS@NSTA – Archived Webinars, Resources

29. Possible Focus of Future Assessments Greater emphasis on practice than current MI assessments Each practice may be assessed nearly 5x more often than each Disciplinary Core Idea (the same is true for Crosscutting Concepts). * 12 DCIs / 38 HS DCI Components + 3 ETS Performance Expectations

30. ACT Science Test Measures skills required in the natural sciences. • Interpretation • Analysis • Evaluation • Reasoning • Problem-Solving Assumes • 3 years HS science (including Biology, Physical Science and/or Earth Science)

31. Knowledge vs. Practice “Science is not just a body of knowledge that reflects current understanding of the world; it is also a set of practices used to establish, extend, and refine that knowledge. Both elements—knowledge and practice—are essential.” (NRC Framework, 2012, p 3)

32. Three Dimensions Intertwined • Understanding content is linked to engaging in practices • Learning practices is linked to content • Content and practices co-develop and work together Core Ideas Crosscutting Concepts Scientific Practices

33. Planning and carrying out investigations Current Practice NGSS Practice http://undsci.berkeley.edu/article/howscienceworks_01

34. Deeper Understanding

35. Michigan NGSS Development Timeline • Lead State Meeting (Achieve, Sept. 2011) • MI Internal Review Team reviews first draft (Nov./Dec. 2011) • Lead States meet with Writers (Early January 2012) • Critical Stakeholders, All States, Leads (Jan. – Feb.) • Public Draft; MI State Review Meetings; State Report (May) • Lead States Implementation Planning (Nov. 2011 - Ongoing) • All State Review; MI Internal Review (Summer, Fall) • 2nd Public Draft (Jan. 2013) • Final Draft; MI Internal Review (Feb. 2013) • Final State Report (Feb. 2013) • NGSS Released for Adoption (April 2013) • Lead State Adoption Planning (Jan. 2013 – Late 2014)

36. Transitioning to NGSS • Current state science assessment at Fall 5, Fall 8, Spring 11 • Beginning in 2015, science assessment at Spring 4, Spring 7, Spring 11 • Anticipate 3-4 year transition to full implementation of NGSS assessment

37. NGSS Information, MDE Contacts • Official NGSS Site www.nextgenscience.org • Michigan’s Career and College Ready Portal http://www.michiganccr.org/ • Susan Codere, NGSS Project Coordinator CodereS@michigan.gov • Megan Schrauben, Integrated Education Consultant SchraubenM1@michigan.gov

38. For More Information Next Generation Science Standards website http://www.nextgenscience.org/ MSU CREATE for STEM website http://create4stem.msu.edu/ngss NGSS@NSTA http://ngss.nsta.org/ Michigan’s Mission Possible: Get ALL Adolescents Literate and Learning http://www.missionliteracy.com/

39. Students will develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating, recording, and developing solutions to problems. Generate scientific questions based on observations, investigations, and research. Design and conduct scientific investigations. Use tools and equipment appropriate to scientific investigations. Use metric measurement devices in an investigation. Construct charts and graphs from data and observations. Identify patterns in data. Students will develop an understanding that scientific inquiry and investigations require analysis and communication of findings, using appropriate technology. Analyze information from data tables and graphs to answer scientific questions. Evaluate data, claims, and personal knowledge through collaborative science discourse. Communicate and defend findings of observations and investigations using evidence. Draw conclusions from sets of data from multiple trials of a scientific investigation. Use multiple sources of information to evaluate strengths and weaknesses of claims, arguments, or data. Students will develop an understanding that claims and evidence for their scientific merit should be analyzed. Current MI Science Standard Example MI Inquiry/Reflection Standards MI MS Content Expectations Classify substances by their chemical properties. Identify the smallest component that makes up an element. Describe how elements in the Periodic Table are organized by similar properties into families. Illustrate the structure of molecules using models or drawings. Describe and illustrate changes in state, in terms of arrangement and relative motion of the atoms or molecules. Explain how mass is conserved as it changes from state to state in a closed system. Identify evidence of chemical change through color, gas formation, solid formation, and temperature change. Compare and contrast the chemical properties of a new substance with the original after a chemical change. Describe the physical and chemical properties of the products and reactants in a chemical change.

40. Classify substances by their chemical properties. Identify the smallest component that makes up an element. Describe how elements in the Periodic Table are organized by similar properties into families. Illustrate the structure of molecules using models or drawings. Describe and illustrate changes in state, in terms of arrangement and relative motion of the atoms or molecules. Explain how mass is conserved as it changes from state to state in a closed system. Identify evidence of chemical change through color, gas formation, solid formation, and temperature change. Compare and contrast the chemical properties of a new substance with the original after a chemical change. Describe the physical and chemical properties of the products and reactants in a chemical change Standards Comparison:[Structure and Properties of Matter] Current MI Middle School Science Expectations

41. Classify substances by their chemical properties. Identify the smallest component that makes up an element. Describe how elements in the Periodic Table are organized by similar properties into families. Illustrate the structure of molecules using models or drawings. Describe and illustrate changes in state, in terms of arrangement and relative motion of the atoms or molecules. Explain how mass is conserved as it changes from state to state in a closed system. Identify evidence of chemical change through color, gas formation, solid formation, and temperature change. Compare and contrast the chemical properties of a new substance with the original after a chemical change. Describe the physical and chemical properties of the products and reactants in a chemical change. Standards Comparison:[Structure and Properties of Matter] Current MI Middle School Science Standard

42. Standards Comparison:Structure and Properties of Matter NGSS Middle School Sample a. Develop molecular-level models of a variety of substances, comparing those with simple molecules to those with extended structures.  b. Design a solution that solves a practical problem by using characteristic chemical and physical properties of pure substances.*  c. Develop a molecular level model that depicts and predicts why either temperature change and/or change of state can occur when adding or removing thermal energy from a pure substance.  d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. e. Analyze and interpret the properties of products and reactants to determine if a chemical reaction has occurred.  f. Gather and communicate information that people's needs and desires for new materials drive chemistry forward, and that synthetic materials come from natural resources and impact society.*  g. Design, construct, and test a device that either releases or absorbs thermal energy by chemical processes.*

43. Standards Comparison:Structure and Properties of Matter NGSS Middle School Sample a. Develop molecular-level models of a variety of substances, comparing those with simple molecules to those with extended structures.  b. Design a solution that solves a practical problem by using characteristic chemical and physical properties of pure substances.*  c. Develop a molecular level model that depicts and predicts why either temperature change and/or change of state can occur when adding or removing thermal energy from a pure substance.  d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. e. Analyze and interpret the properties of products and reactants to determine if a chemical reaction has occurred.  f. Gather and communicate information that people's needs and desires for new materials drive chemistry forward, and that synthetic materials come from natural resources and impact society.*  g. Design, construct, and test a device that either releases or absorbs thermal energy by chemical processes.*