Next Generation Science Standards

1. Next Generation Science Standards Quick Overview Analysis: Performance Expectations related to Climate Change Modified from a presentation by Paula Messina (4/12/14)

2. Next Generation Science Standards Thanks to Paula Messina San Jose State UniversityScience Education Program & Geology Department Achieve, Inc; Washington D.C. Writing Team Member, Earth & Space Sciences 2011-2013 Metadata Developer, 2013 - Curriculum Framework Writer, 2013 -

3. Lots of work completed, underway, and left to do CA Framework Assessment Instruction Teacher Development Be Patient… CISC SymposiumFebruary 20, 2014

4. CA NGSS ImplementationTimeline

5. NGSS Timeline:From Awareness to Implementation Beginning to plan for implementation Thinking about moving from standards to instruction Understanding the nature of the NGSS Beginning awareness around NGSS Awareness Transition Implementation ---NSTA Readers Guide to the Next Generation Science Standards, 2013, page xi

6. Conceptual Shifts in the NGSSJohn Spiegel, San Diego County Office of Education • Science education should reflect the interconnected nature of science • Standards are written as performance expectations • Science concepts build coherently from K-12 • Deeper understanding of content as well as application of content. • Science and engineering are integrated • Prepare students for college, career, and citizenship • Alignment to CCSS

7. These new standards shift the focus from memorization of facts to having students develop deeper conceptual understanding of core scientific ideas and be able to apply the practices of science and engineering into real world problems

8. A Shift in Our Thinking What do we want students to know and what do they need to do to knowit. What do we want students to doand what do they need to know to do it. 

9. Integration of the Three Dimensions • Disciplinary Core Ideas • Crosscutting Concepts • Science and Engineering Practices

10. NGSS Architecture (1 of 7) • The NGSS are written as Performance Expectations • NGSS will require contextual application of the three dimensions by students.

11. NGSS Architecture (2 of 7) Science & Engineering Practices Disciplinary Core Ideas Science and Engineering Practices1. Asking Questions (for science) and Defining Problems (for engineering)2. Developing and Using Models3. Planning and Carrying Out Investigations4. Analyzing and Interpreting Data5. Using Mathematics and Computational Thinking6. Constructing Explanations (for science) and Designing Solutions (for engineering)7. Engaging in Argument from Evidence8. Obtaining, Evaluating, and Communicating Information Crosscutting Concepts Disciplinary Core Ideas PHYSICAL SCIENCES PS1: Matter and Its Interactions PS2: Motion and Stability: Forces and Interactions PS3: Energy PS4: Waves and Their Applications in Technologies for Information Transfer LIFE SCIENCES LS1: From Molecules to Organisms: Structures and Processes LS2: Ecosystems: Interactions, Energy, and Dynamics LS3: Heredity: Inheritance and Variation of Traits LS4: Biological Evolution: Unity and Diversity EARTH AND SPACE SCIENCES ESS1: Earth’s Place in the Universe ESS2: Earth’s Systems ESS3: Earth and Human Activity ENGINEERING, TECHNOLOGY, AND APPLICATIONS OF SCIENCE ETS1: Engineering Design ETS2: Links Among Engineering, Technology, Science, and Society Crosscutting Concepts 1. Patterns 2. Cause and Effect: Mechanisms and Explanation 3. Scale, Proportion, and Quantity 4. Systems and System Models 5. Energy and Matter: Flows, Cycles, and Conservation 6. Structure and Function 7. Stability and Change

12. NGSS Architecture (3 of 7) • Example, Focus on Earth Science, grade 6: • Students know water running downhill is the dominant process in shaping the landscape, including California's landscape. • Students knowrivers and streams are dynamic systems that erode, transport sediment, change course, and flood their banks in natural and recurring patterns. • Students know beaches are dynamic systems in which the sand is supplied by rivers and moved along the coast by the action of waves. • Students knowearthquakes, volcanic eruptions, landslides, and floods change human and wildlife habitats.

13. NGSS Architecture (4 of 7) • Example, NGSS ESS (6 - 8 grade band) • Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. (MS-ESS3-1) • Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. (MS-ESS2-1)

14. NGSS Architecture (5 of 7) NGSS are written as three-dimensional Performance Expectations Example, NGSS ESS (6 - 8 grade band) Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.

15. NGSS Architecture (6 of 7)

16. NGSS Architecture (7 of 7)

17. How to Read the Next Generation Science Standards The Next Generation Science Standards (NGSS) are distinct from prior science standards in three essential ways.

18. How to Read the Next Generation Science Standards The Next Generation Science Standards (NGSS) are distinct from prior science standards in three essential ways. 1) Performance. a) Prior standards documents listed what students should “know” --- the NGSS list what students should “do.”

19. How to Read the Next Generation Science Standards The Next Generation Science Standards (NGSS) are distinct from prior science standards in three essential ways. 1) Performance. a) Prior standards documents listed what students should “know” --- the NGSS list what students should “do.”

20. How to Read the Next Generation Science Standards The Next Generation Science Standards (NGSS) are distinct from prior science standards in three essential ways. 1) Performance. b) These are presented as “Performance Expectations”

21. How to Read the Next Generation Science Standards The Next Generation Science Standards (NGSS) are distinct from prior science standards in three essential ways. 1) Performance. c) The performance expectations have a main statement, and can also have a Clarification Statement and/or an Assessment Boundary

23. How to Read the Next Generation Science Standards The Next Generation Science Standards (NGSS) are distinct from prior science standards in three essential ways. 2) Foundations. Each performance expectation incorporates three dimensions from the National Research Council Framework—a science or engineering practice, a core disciplinary idea, and a crosscutting concept.

24. MS-ESS2 Earth’s Systems

25. How to Read the Next Generation Science Standards The Next Generation Science Standards (NGSS) are distinct from prior science standards in three essential ways. 3) Coherence. Each set of performance expectations lists connections to other ideas within the disciplines of science and engineering, and with Common Core State Standards in Mathematics and English Language Arts.

26. How to Read the Next Generation Science Standards 3) Coherence. Each set of performance expectations lists connections to other ideas within the disciplines of science and engineering, and with Common Core State Standards in Mathematics and English Language Arts.

27. How to Read the Next Generation Science Standards

28. How to Read the Next Generation Science Standards This is all for ONE PERFORMANCE EXPECTATION!

29. MS-ESS2 Earth’s Systems This is all for ONE PERFORMANCE EXPECTATION!

31. Placemat Activity

32. Pick a Performance Expectation

33. What Standard Did You Choose?

34. Text of a Performance Expectation

35. 3 Dimensions - Foundation Boxes

36. 3 Dimensions - Foundation Boxes

37. Connection Boxes - To Other DCIs Just record the codes for now

38. DCIs Before and After

39. Connections to the Common Core

40. Analyzing a Performance Expectation Highlights, Comments, and Captions Three Parts to this Protocol Part 1: Record Data-make no judgments, inferences, or conclusions Part 2: Record “what it means”-this is your opportunity to make those inferences and conclusions Part 3: Reflect and Summarize your findings

41. What It Means? I notice that students will have to make observation and comparisons. I will have to teach these skills in multiple settings

42. Analyzing a Performance Expectation Highlights, Comments, and Captions Three Parts to this Protocol Part 1: Record Data-make no judgments, inferences, or conclusions Part 2: Record “what it means”-this is your opportunity to make those inferences and conclusions Part 3: Reflect and Summarize your findings

43. Caption • If this place mat was a picture in a book, what caption would you give it? • Write a one to three sentence caption describing what you have created so that the reader understands the implications of the image.

44. Resources • http://www.nextgenscience.org/implementation Sign up for e-mail updates • From NSTA: User-Friendly Access http://standards.nsta.org/Standards/AccessStandardsByTopic.aspx