Welcome!

1. Welcome! Science Content and Assessment Panel January 9-11, 2014 Oregon Department of Education

2. Welcome/Introductions Please Share: • Name • Grade and Where You Teach/Work • Worst Fear/Greatest Hope for NGSS

3. Department of Education

4. Role of Advisory Panels Provide specific feedback to ODE related to: • Academic Standards • Achievement Standards • Scoring Guides and Anchor Papers • Test Items • Teaching and Learning and Assessment Resource Materials Your input is vital to Oregon Education!

5. Composition of Advisory Panels • Representative of Oregon • Geographically • Grade levels • Experience • School and district size and demographics • Represent the views of Oregon Educators • Community College • University • Business and Industry

6. Oregon Educational Act • The State Board of education shall regularly and periodically review and revise…rigorous academic content standards in mathematics, science, history, geography, economics, civics, English, and physical education. • The review shall involve teachers…and other citizens and shall provide for ample opportunity for public comment. • School districts…shall offer students instruction…that that meets the academic content standards adopted by the State Board of Education… (ORS 329.045)

7. Academic Content Standards “Academic content standards” means expectations of student knowledge and skills adopted by the State Board of Education under ORS 329.045

8. Oregon NGSS Review Timeline • First Panel Meeting January 2014 • NGSS Adoption Recommendation • Crosswalk Oregon 2009 Science Standards to NGSS • Transition/Implementation Timeline Recommendation • SBE NGSS Review January 2014 • Review Panel’s Work • Second Panel Meeting February 2014 • MS Grade Level Recommendation • Respond to SBE Questions/Requests • Support and Resource Needs Recommendation • Work Sample Scoring Rubric Work • SBE NGSS Review/Adoption Vote March 2014

9. Working Agreements • All Opinions and Expertise are Required, Honored, and Valued • Share your expertise • Respect the current speaker – no side conversations • Think Big Picture – All Students, All Schools • Focused Work and Active Participation • Cell phones on vibrate • Take calls outside the meeting rooms • Email on breaks

10. NGSS Background Achieve NGSS Website • Development Process and Timeline • Standards in Multiple Formats for Download and Online Searching • Support Documents • www.nextgenscience.org/next-generation-science-standards ODE NGSS Website • Feedback Survey www.surveymonkey.com/s/ngss_or • Announcements of Upcoming Work on Adoption, Transition, and Implementation • Resources • www.ode.state.or.us/search/page/?id=3508

11. K-12 Science Education Goal for All Students • appreciation of the beauty and wonder of science; • possess sufficient knowledge of science and engineering to engage in public discussions on related issues; • careful consumers of scientific and technological information related to their everyday lives; • able to continue to learn about science outside school; • have the skills to enter careers of their choice A Framework for K-12 Science Education p. ES 2 • Released in July 2011; free PDF online • www7.nationalacademies.org/bose/Standards_Framework_Homepage.html

12. NGSS Vision • Learning as a developmental progression • Engaging students in scientific investigations and argumentation to achieve deeper understanding of core science ideas • Integrating the knowledge of scientific explanations and the practices needed to engage in scientific inquiry and engineering design KNOWLEDGE AND PRACTICE MUST BE INTERTWINED IN LEARNING EXPERIENCES

13. Interconnected Dimensions • Scientific and Engineering Practices • Crosscutting Concepts • Core Ideas in Science

14. Scientific and Engineering Practices • Asking questions and defining problems • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics and computational thinking • Developing explanations and designing solutions • Engaging in argument • Obtaining, evaluating, and communicating information

15. Crosscutting Concepts • Patterns • Cause and effect • Scale, proportion, and quantity • Systems and system models • Energy and matter • Structure and function • Stability and change

16. Oregon Science Standards Framework Science Content Knowledge Science Process Skills* Abilities to do Scientific Inquiry Nature, History, and Interaction of Science and Technology Abilities to do Engineering Design Nature, History, and Interaction of Technology and Science Physical Life Earth and Space * The Science Process Skills align with the Oregon Essential Skills

17. NGSS Architecture • The NGSS are written as Performance Expectations • NGSS require contextual application of the three dimensions by students. • Focus is on how and why as well as what

18. NGSS Architecture Performance Expectations

19. NGSS Architecture Performance Expectations Foundation Boxes Based on NRC Framework and expanded into Matrices Based on NRC Framework and expanded into Matrices NRC Framework language from Grade Band Endpoints

20. NGSS Architecture Performance Expectations Foundation Boxes Connection Boxes

21. NGSS Support Documents • Conceptual Shifts • All Standards, All Students/Case Studies • Disciplinary Core Idea Progressions • Science and Engineering Practices • Crosscutting Concepts • Nature of Science • Engineering Design in the NGSS • Model Course Mapping in Middle and High School • Connections to CCSS-Mathematics • Connections to CCSS-Literacy in Science and Technical Subjects

22. Oregon NGSS Work • Review the Final NGSS • Engage Stakeholders • Identify Issues and Challenges • Create Timeline and Plan • Develop Recommendations • Continue Collaborative Work • Adoption, Transition, Implementation • NGSX Exemplar PD System Pilot

23. National NGSS Projects • SciMath Tasks – January 2014 • Evidence Statements – January 2014 • Additional Model Course Maps – Winter 2014 • Science EQuIP – Winter 2014 • State of Science Education Research – Winter 2014 • Publishers Criteria – Spring 2014 • STEM Works – Late Spring/Early Summer 2014 • Alignment Institutes – Early Summer 2014

24. NGSS Conceptual Shifts • Interconnected Nature of Science as it is Practiced and Experienced in the Real World • Student Performance Expectations – NOT Curriculum. • Science Concepts Build Coherently from K–12 • Focus on Deeper Understanding of Content as well as Application of Content • Science and Engineering are Integrated in the NGSS • Prepare students for College, Career, and Citizenship • The NGSS and CCSS are Aligned

25. Traditional vs. NGSS Instruction Historically, science instruction could be very disjointed

26. Instruction Builds Toward PEs Performance Expectation

27. NGSS Concept Bundling Matter and Its Interactions The fact that matter is composed of atoms and molecules can be used to explain the properties of substances, diversity of materials, states of matter, phase changes, and conservation of matter. Reacting substances rearrange to form different molecules, but the number of atoms is conserved. Some reactions release energy and others absorb energy. MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures. MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.* Within this DCI, 4 of the 8 Practices are highlighted. For instruction, additional practices would be used to build toward these understandings.

28. Bundling By Practice Grade 3 - Planning and Carrying Out Investigations and Analyzing and Interpreting Data • 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. • 3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that that a pattern can be used to predict future motion.

29. Bundling By Crosscutting Concept Middle School – Systems and System Models • MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. • MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. • MS-ESS1-2. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.

30. Bundling Math and Science NGSS LS2: Ecosystems Construct and compare linear, quadratic, and exponential models and solve problems. • Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. • Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. • Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). Modeling; Reasoning Abstractly and Quantitatively Systems and System Models Cause and Effect For exponential models, express as a logarithm the solution to abct=d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology. NGSS LS4: Biological Evolution • Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. • Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.*

31. Waves and their Applications *Example Activities that connect NGSS & CCSS. *Provided by Dr. Cary Sneider at the 2013 Summer Assessment Institute

32. NGSS, CCSS, Equity, STEM NGSS Alignment with CCSS is Critical • nstahosted.org/pdfs/ngss/PracticesVennDiagram.pdf Focus on Equity • NGSS Appendix D and Case Studies STEM Education • STEM is Interconnected • Incorporates Standards • Prepares Students for College, Careers, and Citizenship

33. Connections

34. Additional Resources • NGSS Professional Development Strategies http://k12center.org/rsc/pdf/reiser.pdf • English Language Practices in the CCSS and the NGSS www.ccsso.org/Documents/2012/ELPD%20Framework%20Booklet-Final%20for%20web.pdf • Engineering Design Lessons http://opas.ous.edu/EDOSC/Materials.php • OSTA Conference www.oregonscience.org • NSTA Portland Regional Conference www.nsta.org/conferences/schedule.aspx?id=2013por • NSTA NGSS Resources http://ngss.nsta.org/

35. Standards Crosswalk Process Materials/Resources Needed: • Oregon 2009 Science Standards (ORSS) • NGSS • NGSS/ORSS Crosswalk Documents • InFocus and Laptop with Crosswalk Files Process: • Work in assigned small group • Choose a recorder, reporter, time-keeper, and facilitator • Complete the electronic crosswalk document for all NGSS PEs and all ORSS in assigned grades/disciplines