Professional Learning Team Conference November-December 2013

1. Professional Learning Team ConferenceNovember-December 2013 NGSS Connections and Implications for Teaching and Learning Cheryl Kleckner Education Specialist Oregon Department of Education

2. Session Goals • Increase awareness and understanding of the Next Generation Science Standards, the timeline for adoption, transition, and implementation, and the connections to CCSS and STEM; and • Engage in discussion about the implications for teaching and learning.

3. 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

4. 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

5. 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

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

7. 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

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

9. 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

10. 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

11. NGSS Architecture Performance Expectations

12. 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

13. NGSS Architecture Performance Expectations Foundation Boxes Connection Boxes

14. 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

15. Oregon Current and Future 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

16. Current and Upcoming NGSS National 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

17. Questions, Issues, Concerns What is the level of awareness of NGSS in your district/school/community? What questions, issues, and/or concerns do you have regarding the NGSS?

18. 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

19. Instruction Builds Toward PEs Performance Expectation

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

21. How Does One Bundle?

22. 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.

23. 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.

24. 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.

25. 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.*

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

27. 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

28. Connections

29. Implications for Teaching and Learning What changes will need to be implemented in your district/school to reflect the shifts required by the CCSS and NGSS? What resources and support will you need to implement these changes?

30. 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/

31. Oregon Department of EducationGrant Opportunities through HB 3232-Connecting to the World of Work Regional STEM Hub Grant: $2.5M in Funding To create and expand between 3-5 Regional STEM Hubs, to emphasizes the natural interconnectedness of science, technology, engineering and mathematics, career and technical education, in addition to art related industry in a statewide collaborative effort. (RFP expected out in late November) jamie.rumage@state.or.us

32. Oregon Department of EducationGrant Opportunities through HB 3232-Connecting to the World of Work STEAM/CTE Programs and Activities Grant: $2.5 M in Funding To expand effective STEAM/CTE learning environments both in-school and out-of-school with a specific focus on serving historically underserved and underrepresented student populations. (RFP expected out in November) jamie.rumage@state.or.us

33. Oregon Department of EducationGrant Opportunities through HB 3232-Connecting to the World of Work STEM/STEAM Schools Grant: $3 M in Funding To promote STEM/STEAM Lab Schools which deliver best practices that emphasizes the natural interconnectedness of science, technology, engineering, (arts), and mathematics curriculum and assessment design, in addition to providing educator professional learning opportunities. (RFP expected out in January) jamie.rumage@state.or.us

34. Questions?Thank you!