Moving the Next Generation Science Standards to the Classroom

1. Moving the Next Generation Science Standards to the Classroom KSTA Pre-conference October 31, 2013 Facilitated by P-12 Math & Science Outreach Unit of PIMSER University of Kentucky

2. Introductions • Diane Johnson • Diane.johnson@uky.edu • Susan Mayo • Susan.mayo1961@ATT.net

3. Who’s in the room? • Elementary • Middle • High • Curriculum Coach • Administrator • Other?

4. Rate Your Familiarity with NGSS • Choose one of the following that best describes your familiarity with the NGSS: • Know a little about them • Read some of the Framework and/or Standards • Member of study group working on implementation • Have been using them to design curriculum, units and/or lessons

5. Session Goals • Understand the implications for CIA from the conceptual shifts detailed in the Framework • Utilize a process for moving from a standard to a unit/lesson sequence • Analyze materials for alignment with NGSS

6. Session Goals • How do we get this right? • Not – “git r done”!

7. Vision of the Framework for K-12 Science Education • Students actively engage in scientific and engineering practices in order to deepen their understanding of crosscutting concepts and disciplinary core ideas. pg. 217 How do we know?

8. Teaching at the Nexus Crosscutting Concepts Core Ideas Practices

9. Moving the Next Generation Science Standards to the Classroom Conceptual Shifts

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

11. Conceptual Shift in the NGSS • Scan the 5 boldfaced shifts in teaching practice detailed in the report by Brian Reiser. • Select the one that you find most intriguing. • Read the information about it in the report. Pgs. 3-12

12. Conceptual Shift in the NGSS • Form a small group by the poster for that shift and discuss similarities and differences compared to current practices. • Identify components of the shift that will be the easiest to make and those that might be more difficult. • Note any components that might be unclear. • Be prepared to share a summary with the whole group.

13. Conceptual Shift in the NGSS Pg. 7

14. “The biggest obstacle to school change is our memories.” -- Dr. Allen Glenn

15. Standards Comparison:Structure and Properties of Matter Previous State Middle School Science Standards 5a distinguishing between solutions, mixtures, and “pure” substances, i.e. compounds and elements. 5b classifying common elements and compounds using symbols 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.

16. Standards Comparison:Structure and Properties of Matter Current State Middle School Science Standard 5adistinguishing between solutions, mixtures, and “pure” substances, i.e. compounds and elements. 5b classifying common elements and compounds using symbols 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.

17. Standards Comparison:Structure and Properties of Matter NGSS Middle School Sample Develop models to describe the atomic composition of simple molecules and extended structures. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. 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.

18. Standards Comparison:Structure and Properties of Matter NGSS Middle School Sample Develop models to describe the atomic composition of simple molecules and extended structures. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. 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.

19. “…developing evidence-based models, arguments, and explanations is key to both developing and demonstrating understanding of an accepted scientific viewpoint (Framework, pg. 48).”

20. Speed Bumps on the Road to NGSS http://media.education.ky.gov/video1/On-Demand2013/SeanTED_Talk-9-5-2013.mp4

21. Speed Bumps on the Road to NGSS Nebular Theory of Curriculum Accretion Old dullness can trump new stds Crosswalk Folder Swap We already do that! Death march through the bullets

22. Reflection Pg. 2

23. “First, we start, then we get better.” • Teacher participant at recent workshop

24. Moving the Next Generation Science Standards to the Classroom Process for Moving from NGSS to Instruction

25. www.nextgenscience.org http://ngss.nsta.org/

27. 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 8 Pgs 18 – 33 Appendix F

28. 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 7 Pgs. 34 – 36 Appendix G

29. Disciplinary Core Ideas 4

30. 44 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

31. Inside the NGSS Box • Based on the January 2013 Draft of NGSS Pg. 37

32. 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

33. 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

34. 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

35. 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

36. 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

37. 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

38. 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

39. 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

40. Closer Look at a Performance Expectation 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.

41. Closer Look at a Performance Expectation 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.

42. Closer Look at a Performance Expectation 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.

43. Closer Look at a Performance Expectation 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.

44. …the NGSS has only two specific purposes beyond its broad vision for science education, namely (1) to describe essential learning goals, and (2) to describe how those goals will be assessed at each grade level or band. • The rest – instruction, instructional materials, assessments, curriculum, professional development, and the university preparation of teachers – is up to the science education community. • Pg. 15 The NSTA Reader’s Guide to the NGSS

47. Process for moving from NGSS to instruction Materials needed: • Structure and Properties of Matter from NGSS (2, 5, MS, or HS) • Appendix F – Scientific and Engineering Practices Matrix • Appendix G – Crosscutting Concepts Matrix • A Framework for K-12 Science Education

49. Process for moving from NGSS to instruction Materials needed: • NGSS to Instruction Process (pgs. 13 – 15) • NGSS to Instruction Organizer (pgs. 16 – 17) • 2. Structure and Properties of Matter from NGSS (pg. 37) • Appendix F – Scientific and Engineering Practices Matrix (pgs. 18 – 33) • Appendix G – Crosscutting Concepts Matrix (pgs. 34 – 36) • A Framework for K-12 Science Education

50. Work Groups • Elementary K-2: Table 1 Elementary 3-5: Table 2 • Middle School: Tables 3 - 6 • High School: Tables 7 and 8