The Basics About NGSS

2. The Basics About NGSS http://www.nextgenscience.org

3. A Framework for K-12 Science Education View free PDF form The National Academies Press at www.nap.edu Secure your own copy from www.nsta.org/store http://rccsecondaryscience.wikispaces.com/Frameworks+for+NGSS

4. Scientific and Engineering Practices These statements define what students are expected to do • Asking questions (for science) and defining problems (for engineering) • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics and computational thinking • Constructing explanations (for science) and designing solutions (for engineering) • Engaging in argument from evidence • Obtaining, evaluating, and communicating information

5. Crosscutting Concepts These statements transcend all science content and grade levels. They are tools that enable students to make sense of content • Patterns • Cause and effect: Mechanism and explanation • Scale, proportion, and quantity • Systems and system models • Energy and matter: Flows, cycles, and conservation • Structure and function • Stability and change

6. Disciplinary Core Ideas • Life Science • Earth and Space Science • Physical Science • Engineering, Technology, and the Application of Science

7. Disciplinary Core Ideas

8. Integration of the Three Dimensions The practices are the processes of building and using the core ideas to make sense of the natural and designed world, and the cross cutting concepts hold the discipline together. Crosscutting Concepts Core Ideas Practices

9. Inside the NGSS Box Title and CodeTwo sets of performance expectations at different grade levels may use the same name if they focus on the same topic. The code, however, is a unique identifier for each standard based on the grade level, content area, and topic of the standard. 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. Lowercase LettersLowercase letters at the end of practices, core ideas, and crosscutting Concepts designate which Performance expectation incorporates them. 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 Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem Disciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. Connection Box Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all.

10. Closer Look at a Performance Expectation Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson. Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]

11. Keep in Mind Depth of review is more important than “covering” many or all of the standards!! As teachers, our job is not to “cover” standards. Our job is to “uncover” (or reveal) those standards!

12. Taking a close look at one set of performance expectations A. Clarity and specificity B. Integration of the three dimensions in the performance expectations C. Coherence of performance expectations D. Achievability and preparedness E. Instructional implications of the performance expectations