Rhode Island Middle Level Educators January 26, 2013

1. Next Generation Science Standards Public Release II Rhode Island Middle Level Educators January 26, 2013

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

3. Read It For Yourself

4. What’s Different about the Next Generation Science Standards?

5. Conceptual Shifts in the 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 ( English Language Arts and Mathematics) are Aligned.

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

7. SCIENCE MATH M1. Make sense of S1. Ask questions & S2. Develop and use models define problems problems & persevere in solving them S3. Plan & carry out S5. Use mathematics & computational thinking investigations M6. Attend to precision M4. Model with mathematics S4. Analyze & interpret M7. Look for & make use of structure E2. Build strong content knowledge E4. Comprehend as well as critique E5. Value evidence M2. Reason abstractly & quantitatively M3. Construct viable argument & critique reasoning of others S7. Engage in argument from evidence S6. Construct explanations & design solutions S8. Obtain, evaluate & communicate information E6. Use technology & digital media strategically & capably M5. Use appropriate tools strategically data M8. Look for & express regularity in repeated reasoning E1.Demonstrate independence E3. Respond to the varying demands of audience, talk, purpose, & discipline E7. Come to understand other perspectives & cultures LITERACY Source: Working Draft v2, 12-06-11 by Tina Cheuk, ell.stanford.edu

8. 5a distinguishing between solutions, mixtures, and “pure” substances, i.e. compounds and elements. 5b classifying common elements and compounds usingsymbols and simple chemical formulas. 5c interpreting the symbols and formulas of simple chemical equations. 5d using symbols and chemical formulas to show simple chemical rearrangements that produce new substances (chemical change). 5e explaining that when substances undergo physical changes, the appearance may change but the chemical makeup and chemical properties do not. 5f explaining that when substances undergo chemical changes to form new substances, the properties of the new combinations may be very different from those of the old. Standards Comparison:Structure and Properties of Matter Current State Middle School Science Standard

9. 5adistinguishing between solutions, mixtures, and “pure” substances, i.e. compounds and elements. 5b classifying common elements and compounds usingsymbols and simple chemical formulas. 5c interpreting the symbols and formulas of simple chemical equations. 5d using symbols and chemical formulas to show simple chemical rearrangements that produce new substances (chemical change). 5e explaining that when substances undergo physical changes, the appearance may change but the chemical makeup and chemical properties do not. 5f explaining that when substances undergo chemical changes to form new substances, the properties of the new combinations may be very different from those of the old. Standards Comparison:Structure and Properties of Matter Current State Middle School Science Standard

10. 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.*

11. 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.*

12. RI Adoption Plan • October, 2011 – RI State Leadership Team Formed • October , 2011 – Present • Communication to field (listservs, webpages, districts) • Participation in Multi-State BCSSE Project • Participation in draft reviews • March, 2013 – NGSS Released • RI Board of Education begins authority • Anticipated Adoption – Summer, 2013 (necap 2017) • Implementation began in October, 2011

13. Appendices for the NGSS

14. New Content • Appendices have been added to support the NGSS and in response to feedback • Appendix A – Conceptual Shifts • Appendix B – Responses to May Public Feedback • Appendix C – College and Career Readiness • Appendix D – All Standards, All Students • 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, Technology, and the Applications of Science in the NGSS • Appendix J – Model Course Mapping in Middle and High School • Appendix K – Connections to Common Core State Standards in Mathematics

15. Topic Arrangement Coding

16. Interpreting the Standards Performance Expectations - Assessable Components - NOT Curriculum Foundation Boxes - Practices - Core Ideas - Crosscutting Concepts Engineering & Application Nature of Science Connection Boxes - Common Core (ELA & Math) - Other grade-level core ideas - Prior grade-level core ideas

17. Interpreting the Standards Grade Level & Title Performance Expectation - based on core idea order Clarification Statement Assessment Boundary Cross-Cutting *Engineering Connection Engineering Practices Disciplinary Core Ideas Nature of Science

18. DCI Progressions

19. Other Supplementary Documents for NGSS Public Release II • Google: NGSS Web Seminars (NSTA Learning Center) • Supplementary Documents and Materials Available at nextgenscience.org • Why Standards Matter? • How to Read the NGSS • How to Complete the NGSS Survey • Glossary of Terms • Additional Aspects of the NGSS Public Release II • More flexibility of viewing of the standards has been provided with two official arrangements of the performance expectations: by topics and by DCI. • Additional flexibility was added to the website views of standards, allowing users to turn off pop up” description boxes. • The public feedback survey has been completed revised

20. Scientific and Engineering Practices • 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

21. Crosscutting Concepts • 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

22. Disciplinary Core Ideas

23. How To Access The NGSS Survey?

25. Opportunity

26. Contact Information Peter McLaren & Jenn Golenia Science and Technology Specialists RI Department of Education Peter.mclaren@ride.ri.gov Jennifer.Golenia@ride.ri.gov www.nextgenscience.org