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An Introduction to The Next Generation Science Standards

An Introduction to The Next Generation Science Standards. NSTA National Conference San Antonio, Texas April 11-14, 2013. Developing the Standards. Developing the Standards. Assessments. Curricula. Instruction. Teacher Development. July 2011. 2011-2013. Developing the Standards.

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An Introduction to The Next Generation Science Standards

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  1. An Introduction to The Next Generation Science Standards NSTA National Conference San Antonio, Texas April 11-14, 2013

  2. Developing the Standards

  3. Developing the Standards Assessments Curricula Instruction Teacher Development July 2011 2011-2013

  4. Developing the Standards July 2011

  5. 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

  6. Resources for the Framework • Benchmarks for Scientific Literacy and Atlas of Science Literacy • National Science Education Standards • 2009 NAEP Science Framework(National Assessment of Educational Progress) • College Board Standards for College in Science • NSTA’s Science Anchors project

  7. National Research Council Reports • How People Learn • Taking Science to School • Ready, Set, Science

  8. A Framework for K-12 Science Education Three-Dimensions: • Scientific and Engineering Practices • Crosscutting Concepts • Disciplinary Core Ideas

  9. Handout about the Three Dimensions

  10. 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

  11. 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 Crosscutting Concepts

  12. Disciplinary Core Ideas

  13. 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

  14. Developing the Standards Assessments Curricula Instruction Teacher Development July 2011 2011-2013

  15. Developing the Standards 2011-2013

  16. NGSS Lead State Partners

  17. NGSS Writers

  18. Conceptual Shifts in 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 in the NGSS 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 are designed to prepare students for college, career, and citizenship. • The NGSS and Common Core State Standards (Mathematics and English Language Arts) are Aligned.

  19. Appendices A Conceptual Shifts B Responses to May Public Feedback C College and Career Readiness DAll Standards, All Students EDisciplinary Core Idea Progressions in the NGSS FScience and Engineering Practices in the NGSS GCrosscutting Concepts in the NGSS HNature of Science in the NGSS IEngineering Design in the NGSS J Science, Technology, Society, and the Environment KModel Course Mapping in Middle and High School L Connections to Common Core State Standards in Mathematics M Connections to Common Core State Standards in English Language Arts

  20. Inside the Box

  21. Inside the NGSS Box • Based on the January 2013 Draft of NGSS

  22. 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

  23. 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

  24. 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

  25. 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

  26. 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

  27. 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

  28. 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

  29. Closer Look at NGSS

  30. Closer Look at a NGSS (Grade 2)

  31. Closer Look at a NGSS (Grade 2) Note: 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.

  32. Closer Look at a NGSS (Grade 2) Note: 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.

  33. Closer Look at a NGSS (Grade 2) Note: 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.

  34. Closer Look at a NGSS (Grade 2) Note: 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.

  35. An Analogy

  36. An Analogy between NGSS and a Cake Baking Tools & Techniques(Practices) Baking a Cake (Performance Expectation) Frosting (Crosscutting Concepts) Cake (Core Ideas)

  37. An Analogy between NGSS and Cooking Kitchen Tools & Techniques(Practices) Preparing a Meal (Performance Expectation) Basic Ingredients (Core Ideas) Herbs, Spices, & Seasonings (Crosscutting Concepts)

  38. An Analogy between NGSS and Cooking

  39. Practices in Science, Mathematics, and English Language Arts (ELA)

  40. 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.

  41. 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

  42. NSTA Resources

  43. On the Web nextgenscience.org nsta.org/ngss

  44. Connect & Collaborate with Colleagues Discussion forum on NGSS in the Learning center NSTA Member-only Listserv on NGSS

  45. Web Seminars Check the NSTA website at www.nsta.org/ngss for upcoming programs. Previous programs focused on scientific and engineering practices, crosscutting concepts, engineering, and more. All programs are archived at http://learningcenter.nsta.org/products/symposia_seminars/NGSS/webseminar.aspx the

  46. From the NSTA Bookstore Available Now Available summer 2013 Preorder Now Available Now Available Now

  47. Future Conferences Charlotte, NCNovember 7–9 Portland, OROctober 24–26 Denver, CODecember 12–14 National Conference Boston – April 3-6, 2014

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