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An Introduction toThe Next GenerationScience StandardsNSTA National ConferenceSan Antonio, TexasApril 11-14, 2013
Relational NGSSLRMIJune 5, 2013
InstructionCurriculaAssessmentsTeacherDevelopment2011-2013July 2011Moving Towards Implementation
July 2011Moving Towards Implementation
2011-2013Moving Towards Implementation
NGSS Lead State Partners
NGSS Writers
InstructionCurriculaAssessmentsTeacherDevelopmentMoving Towards Implementation
Standards are Only the Start
Standards are Only the Start
Based on theJanuary 2013Draft of NGSS
Insidethe Box
Inside theNGSS BoxBased on theJanuary 2013Draft of NGSS
Inside theNGSS BoxWhat is AssessedA collection of severalperformance expectationsdescribing what studentsshould be able to...
Inside theNGSS BoxWhat is AssessedA collection of severalperformance expectationsdescribing what studentsshould be able to...
Inside theNGSS BoxWhat is AssessedA collection of severalperformance expectationsdescribing what studentsshould be able to...
Inside theNGSS BoxFoundation BoxThe practices, core disciplinaryideas, and crosscuttingconcepts from the Frameworkfor K-12...
Inside theNGSS BoxFoundation BoxThe practices, core disciplinaryideas, and crosscuttingconcepts from the Frameworkfor K-12...
Inside theNGSS BoxFoundation BoxThe practices, core disciplinaryideas, and crosscuttingconcepts from the Frameworkfor K-12...
Inside theNGSS BoxCodes for Performance ExpectationsCodes designate the relevant performance expectation for an item in th...
Inside theNGSS BoxWhat is AssessedA collection of severalperformance expectationsdescribing what studentsshould be able to...
K.Forces and Interactions: Pushes and PullsNote: Performance expectationscombine practices, core ideas, andcrosscutting co...
K.Forces and Interactions: Pushes and Pulls
An Analogy
An Analogy between NGSS and a CakeBaking Tools & Techniques(Practices)Cake(Core Ideas)Frosting(Crosscutting Concepts)Bakin...
Kitchen Tools & Techniques(Practices)Basic Ingredients(Core Ideas)Herbs, Spices, & Seasonings(Crosscutting Concepts)Prepar...
Life Science (Vegetables) Physical Science (Meats)Earth & Space Science (Grains) Engineering & Technology (Dairy)27An Anal...
Application Protocol Interface (API)Writers& AchieveStatesEducationalOrganizationsRelationalNGSSPublicWebsiteNSTA
Topics
Scientific and Engineering Practices1. Asking questions (for science)and defining problems (for engineering)2. Developing ...
Matrix of Practices
1. Patterns2. Cause and effect: Mechanism and explanation3. Scale, proportion, and quantity4. Systems and system models5. ...
Matrix of Crosscutting Concepts
Life Science Physical ScienceLS1: From Molecules to Organisms: Structuresand ProcessesLS2: Ecosystems: Interactions, Energ...
Life Science Earth & Space Science Physical Science Engineering & TechnologyLS1: From Molecules to Organisms:Structures an...
Matrix of Core Ideas
• Scientific Investigations Use a Variety of Methods• Scientific Knowledge is Based on Empirical Evidence• Scientific Know...
Matrix of Nature of Science Understandings
• Interdependence of Science, Engineering, andTechnology• Influence of Engineering, Technology, and Science onSociety and ...
• Connections to other DCIs in this grade-level• Articulation to DCIs across grade-levels• Common Core State Standards in ...
Data StructurePerformanceExpectationsScience andEngineeringPracticesDisciplinaryCore IdeasCrosscuttingConceptsConnectionst...
Data StructurePerformanceExpectationsScience andEngineeringPracticesDisciplinaryCore IdeasCrosscuttingConceptsConnectionst...
PerformanceExpectationsScience andEngineeringPracticesDisciplinaryCore IdeasCrosscuttingConceptsConnectionsto the Natureof...
Progressions of Understanding3-56-8
PerformanceExpectationsScience andEngineeringPracticesDisciplinaryCore IdeasCrosscuttingConceptsConnectionsto the Natureof...
But what do we align to?• Performance Expectations?• Disciplinary Core Ideas?• Science and Engineering Practices?• Crosscu...
But what do we align to?• Performance Expectations?• Disciplinary Core Ideas?• Science and Engineering Practices?• Crosscu...
But what do we align to?• Performance Expectations?• Disciplinary Core Ideas?• Science and Engineering Practices?• Crosscu...
But what do we align to?• Performance Expectations• Disciplinary Core Ideas• Science and Engineering Practices
K.Forces and Interactions: Pushes and Pulls
K.Forces and Interactions: Pushes and Pulls
K.Forces and Interactions: Pushes and Pulls
K.Forces and Interactions: Pushes and Pulls
END
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Science Standards: The Next Generation

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Ted Willard's presentation from the LRMI Workshop on June 5 at the Sphinx Club in Washington, DC.

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Science Standards: The Next Generation

  1. 1. An Introduction toThe Next GenerationScience StandardsNSTA National ConferenceSan Antonio, TexasApril 11-14, 2013
  2. 2. Relational NGSSLRMIJune 5, 2013
  3. 3. InstructionCurriculaAssessmentsTeacherDevelopment2011-2013July 2011Moving Towards Implementation
  4. 4. July 2011Moving Towards Implementation
  5. 5. 2011-2013Moving Towards Implementation
  6. 6. NGSS Lead State Partners
  7. 7. NGSS Writers
  8. 8. InstructionCurriculaAssessmentsTeacherDevelopmentMoving Towards Implementation
  9. 9. Standards are Only the Start
  10. 10. Standards are Only the Start
  11. 11. Based on theJanuary 2013Draft of NGSS
  12. 12. Insidethe Box
  13. 13. Inside theNGSS BoxBased on theJanuary 2013Draft of NGSS
  14. 14. Inside theNGSS BoxWhat is AssessedA collection of severalperformance expectationsdescribing what studentsshould be able to do to masterthis standardFoundation BoxThe practices, core disciplinaryideas, and crosscuttingconcepts from the Frameworkfor K-12 Science Educationthat were used to form theperformance expectationsConnection BoxOther standards in the NextGeneration Science Standardsor in the Common Core StateStandards that are relatedto this standardPerformance ExpectationsA statement that combines practices, core ideas,and crosscutting concepts together to describehow students can show what they have learned.Title and CodeThe titles of standard pages are not necessarily unique and may bereused at several different grade levels . The code, however, is aunique identifier for each set based on the grade level, contentarea, and topic it addresses.Scientific & Engineering PracticesActivities that scientists and engineers engage into either understand the world or solve aproblemDisciplinary Core IdeasConcepts in science and engineering that havebroad importance within and across disciplinesas well as relevance in people’s lives.Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect,which are not specific to any one discipline butcut across them all.Codes for Performance ExpectationsCodes designate the relevant performance expectation for an item in thefoundation box and connection box. In the connections to common core, italicsindicate a potential connection rather than a required prerequisite connection.Assessment BoundaryA statement that provides guidance about thescope of the performance expectation at aparticular grade level.Clarification StatementA statement that supplies examples or additionalclarification to the performance expectation.Connections to Engineering, Technologyand Applications of ScienceThese connections are drawn from the disciplinarycore ideas for engineering, technology, andapplications of science in the Framework.Connections to Nature of ScienceConnections are listed in either the practices orthe crosscutting connections section of thefoundation box.Engineering Connection (*)An asterisk indicates an engineering connectionin the practice, core idea or crosscutting conceptthat supports the performance expectation.Based on theJanuary 2013Draft of NGSS
  15. 15. Inside theNGSS BoxWhat is AssessedA collection of severalperformance expectationsdescribing what studentsshould be able to do to masterthis standardFoundation BoxThe practices, core disciplinaryideas, and crosscuttingconcepts from the Frameworkfor K-12 Science Educationthat were used to form theperformance expectationsConnection BoxOther standards in the NextGeneration Science Standardsor in the Common Core StateStandards that are relatedto this standardTitle and CodeThe titles of standard pages are not necessarily unique and may bereused at several different grade levels . The code, however, is aunique identifier for each set based on the grade level, contentarea, and topic it addresses.Based on theJanuary 2013Draft of NGSS
  16. 16. Inside theNGSS BoxWhat is AssessedA collection of severalperformance expectationsdescribing what studentsshould be able to do to masterthis standardPerformance ExpectationsA statement that combines practices, core ideas,and crosscutting concepts together to describehow students can show what they have learned.Assessment BoundaryA statement that provides guidance about thescope of the performance expectation at aparticular grade level.Clarification StatementA statement that supplies examples or additionalclarification to the performance expectation.Engineering Connection (*)An asterisk indicates an engineering connectionin the practice, core idea or crosscutting conceptthat supports the performance expectation.Based on theJanuary 2013Draft of NGSS
  17. 17. Inside theNGSS BoxFoundation BoxThe practices, core disciplinaryideas, and crosscuttingconcepts from the Frameworkfor K-12 Science Educationthat were used to form theperformance expectationsScientific & Engineering PracticesActivities that scientists and engineers engage into either understand the world or solve aproblemDisciplinary Core IdeasConcepts in science and engineering that havebroad importance within and across disciplinesas well as relevance in people’s lives.Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect,which are not specific to any one discipline butcut across them all.Connections to Engineering, Technologyand Applications of ScienceThese connections are drawn from the disciplinarycore ideas for engineering, technology, andapplications of science in the Framework.Connections to Nature of ScienceConnections are listed in either the practices orthe crosscutting connections section of thefoundation box.Based on theJanuary 2013Draft of NGSS
  18. 18. Inside theNGSS BoxFoundation BoxThe practices, core disciplinaryideas, and crosscuttingconcepts from the Frameworkfor K-12 Science Educationthat were used to form theperformance expectationsScientific & Engineering PracticesActivities that scientists and engineers engage into either understand the world or solve aproblemDisciplinary Core IdeasConcepts in science and engineering that havebroad importance within and across disciplinesas well as relevance in people’s lives.Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect,which are not specific to any one discipline butcut across them all.Based on theJanuary 2013Draft of NGSS
  19. 19. Inside theNGSS BoxFoundation BoxThe practices, core disciplinaryideas, and crosscuttingconcepts from the Frameworkfor K-12 Science Educationthat were used to form theperformance expectationsConnections to Engineering, Technologyand Applications of ScienceThese connections are drawn from the disciplinarycore ideas for engineering, technology, andapplications of science in the Framework.Connections to Nature of ScienceConnections are listed in either the practices orthe crosscutting connections section of thefoundation box.Based on theJanuary 2013Draft of NGSS
  20. 20. Inside theNGSS BoxCodes for Performance ExpectationsCodes designate the relevant performance expectation for an item in thefoundation box and connection box. In the connections to common core, italicsindicate a potential connection rather than a required prerequisite connection.Based on theJanuary 2013Draft of NGSS
  21. 21. Inside theNGSS BoxWhat is AssessedA collection of severalperformance expectationsdescribing what studentsshould be able to do to masterthis standardFoundation BoxThe practices, core disciplinaryideas, and crosscuttingconcepts from the Frameworkfor K-12 Science Educationthat were used to form theperformance expectationsConnection BoxOther standards in the NextGeneration Science Standardsor in the Common Core StateStandards that are relatedto this standardPerformance ExpectationsA statement that combines practices, core ideas,and crosscutting concepts together to describehow students can show what they have learned.Title and CodeThe titles of standard pages are not necessarily unique and may bereused at several different grade levels . The code, however, is aunique identifier for each set based on the grade level, contentarea, and topic it addresses.Scientific & Engineering PracticesActivities that scientists and engineers engage into either understand the world or solve aproblemDisciplinary Core IdeasConcepts in science and engineering that havebroad importance within and across disciplinesas well as relevance in people’s lives.Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect,which are not specific to any one discipline butcut across them all.Codes for Performance ExpectationsCodes designate the relevant performance expectation for an item in thefoundation box and connection box. In the connections to common core, italicsindicate a potential connection rather than a required prerequisite connection.Assessment BoundaryA statement that provides guidance about thescope of the performance expectation at aparticular grade level.Clarification StatementA statement that supplies examples or additionalclarification to the performance expectation.Connections to Engineering, Technologyand Applications of ScienceThese connections are drawn from the disciplinarycore ideas for engineering, technology, andapplications of science in the Framework.Connections to Nature of ScienceConnections are listed in either the practices orthe crosscutting connections section of thefoundation box.Engineering Connection (*)An asterisk indicates an engineering connectionin the practice, core idea or crosscutting conceptthat supports the performance expectation.Based on theJanuary 2013Draft of NGSS
  22. 22. K.Forces and Interactions: Pushes and PullsNote: Performance expectationscombine practices, core ideas, andcrosscutting concepts into a singlestatement of what is to be assessed.They are not instructional strategiesor objectives for a lesson.
  23. 23. K.Forces and Interactions: Pushes and Pulls
  24. 24. An Analogy
  25. 25. An Analogy between NGSS and a CakeBaking Tools & Techniques(Practices)Cake(Core Ideas)Frosting(Crosscutting Concepts)Baking a Cake(Performance Expectation)
  26. 26. Kitchen Tools & Techniques(Practices)Basic Ingredients(Core Ideas)Herbs, Spices, & Seasonings(Crosscutting Concepts)Preparing a Meal(Performance Expectation)An Analogy between NGSS and Cooking
  27. 27. Life Science (Vegetables) Physical Science (Meats)Earth & Space Science (Grains) Engineering & Technology (Dairy)27An Analogy between NGSS and Cooking
  28. 28. Application Protocol Interface (API)Writers& AchieveStatesEducationalOrganizationsRelationalNGSSPublicWebsiteNSTA
  29. 29. Topics
  30. 30. Scientific and Engineering Practices1. Asking questions (for science)and defining problems (for engineering)2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational thinking6. Constructing explanations (for science)and designing solutions (for engineering)7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating information
  31. 31. Matrix of Practices
  32. 32. 1. Patterns2. Cause and effect: Mechanism and explanation3. Scale, proportion, and quantity4. Systems and system models5. Energy and matter: Flows, cycles, and conservation6. Structure and function7. Stability and change32Crosscutting Concepts
  33. 33. Matrix of Crosscutting Concepts
  34. 34. Life Science Physical ScienceLS1: From Molecules to Organisms: Structuresand ProcessesLS2: Ecosystems: Interactions, Energy, andDynamicsLS3: Heredity: Inheritance and Variation ofTraitsLS4: Biological Evolution: Unity and DiversityPS1: Matter and Its InteractionsPS2: Motion and Stability: Forces andInteractionsPS3: EnergyPS4: Waves and Their Applications inTechnologies for Information TransferEarth & Space Science Engineering & TechnologyESS1: Earth’s Place in the UniverseESS2: Earth’s SystemsESS3: Earth and Human ActivityETS1: Engineering DesignETS2: Links Among Engineering, Technology,Science, and Society34Disciplinary Core Ideas
  35. 35. Life Science Earth & Space Science Physical Science Engineering & TechnologyLS1: From Molecules to Organisms:Structures and ProcessesLS1.A: Structure and FunctionLS1.B: Growth and Development ofOrganismsLS1.C: Organization for Matter and EnergyFlow in OrganismsLS1.D: Information ProcessingLS2: Ecosystems: Interactions, Energy,and DynamicsLS2.A: Interdependent Relationshipsin EcosystemsLS2.B: Cycles of Matter and EnergyTransfer in EcosystemsLS2.C: Ecosystem Dynamics, Functioning,and ResilienceLS2.D: Social Interactions and GroupBehaviorLS3: Heredity: Inheritance and Variationof TraitsLS3.A: Inheritance of TraitsLS3.B: Variation of TraitsLS4: Biological Evolution: Unityand DiversityLS4.A: Evidence of Common Ancestry andDiversityLS4.B: Natural SelectionLS4.C: AdaptationLS4.D: Biodiversity and HumansESS1: Earth’s Place in the UniverseESS1.A: The Universe and Its StarsESS1.B: Earth and the Solar SystemESS1.C: The History of Planet EarthESS2: Earth’s SystemsESS2.A: Earth Materials and SystemsESS2.B: Plate Tectonics and Large-Scale System InteractionsESS2.C: The Roles of Water in Earth’sSurface ProcessesESS2.D: Weather and ClimateESS2.E: BiogeologyESS3: Earth and Human ActivityESS3.A: Natural ResourcesESS3.B: Natural HazardsESS3.C: Human Impacts on EarthSystemsESS3.D: Global Climate ChangePS1: Matter and Its InteractionsPS1.A:Structure and Properties ofMatterPS1.B: Chemical ReactionsPS1.C: Nuclear ProcessesPS2: Motion and Stability: Forcesand InteractionsPS2.A:Forces and MotionPS2.B: Types of InteractionsPS2.C: Stability and Instability inPhysical SystemsPS3: EnergyPS3.A:Definitions of EnergyPS3.B: Conservation of Energy andEnergy TransferPS3.C: Relationship Between Energyand ForcesPS3.D:Energy in Chemical Processesand Everyday LifePS4: Waves and Their Applications inTechnologies for InformationTransferPS4.A:Wave PropertiesPS4.B: Electromagnetic RadiationPS4.C: Information Technologiesand InstrumentationETS1: Engineering DesignETS1.A: Defining and Delimiting anEngineering ProblemETS1.B: Developing Possible SolutionsETS1.C: Optimizing the Design SolutionETS2: Links Among Engineering,Technology, Science, andSocietyETS2.A: Interdependence of Science,Engineering, and TechnologyETS2.B: Influence of Engineering,Technology, and Science onSociety and the Natural WorldNote: In NGSS, the core ideasfor Engineering, Technology,and the Application of Scienceare integrated with the LifeScience, Earth & Space Science,and Physical Science core ideasCore and Component Ideas
  36. 36. Matrix of Core Ideas
  37. 37. • Scientific Investigations Use a Variety of Methods• Scientific Knowledge is Based on Empirical Evidence• Scientific Knowledge is Open to Revision in Light of NewEvidence• Science Models, Laws, Mechanisms, and Theories ExplainNatural Phenomena• Science is a Way of Knowing• Scientific Knowledge Assumes an Order and Consistency inNatural Systems• Science is a Human Endeavor• Science Addresses Questions About the Natural and MaterialWorld37Connections to Nature of Science
  38. 38. Matrix of Nature of Science Understandings
  39. 39. • Interdependence of Science, Engineering, andTechnology• Influence of Engineering, Technology, and Science onSociety and the Natural World39Connections to Engineering, Technologyand Applications of Science
  40. 40. • Connections to other DCIs in this grade-level• Articulation to DCIs across grade-levels• Common Core State Standards in Mathematics• Common Core State Standards in English LanguageArts40Connections Box
  41. 41. Data StructurePerformanceExpectationsScience andEngineeringPracticesDisciplinaryCore IdeasCrosscuttingConceptsConnectionsto the Natureof ScienceConnections toEngineering,Technology,and Applicationsof ScienceConnections to CommonCore MathematicsConnections to CommonCore English Language Arts
  42. 42. Data StructurePerformanceExpectationsScience andEngineeringPracticesDisciplinaryCore IdeasCrosscuttingConceptsConnectionsto the Natureof ScienceConnections toEngineering,Technology,and Applicationsof ScienceConnections to CommonCore MathematicsConnections to CommonCore English Language Arts
  43. 43. PerformanceExpectationsScience andEngineeringPracticesDisciplinaryCore IdeasCrosscuttingConceptsConnectionsto the Natureof ScienceConnections toEngineering,Technology,and Applicationsof ScienceConnections to CommonCore MathematicsConnections to CommonCore English Language Arts
  44. 44. Progressions of Understanding3-56-8
  45. 45. PerformanceExpectationsScience andEngineeringPracticesDisciplinaryCore IdeasCrosscuttingConceptsConnectionsto the Natureof ScienceConnections toEngineering,Technology,and Applicationsof ScienceConnections to CommonCore MathematicsConnections to CommonCore English Language Arts
  46. 46. But what do we align to?• Performance Expectations?• Disciplinary Core Ideas?• Science and Engineering Practices?• Crosscutting Concepts?• Connections to the Nature of Science?• Connections to Engineering, Technology,and Applications of Science?• Connections to Common Core?
  47. 47. But what do we align to?• Performance Expectations?• Disciplinary Core Ideas?• Science and Engineering Practices?• Crosscutting Concepts?• Connections to the Nature of Science?• Connections to Engineering, Technology,and Applications of Science?• Connections to Common Core?YES
  48. 48. But what do we align to?• Performance Expectations?• Disciplinary Core Ideas?• Science and Engineering Practices?• Crosscutting Concepts?• Connections to the Nature of Science?• Connections to Engineering, Technology,and Applications of Science?• Connections to Common Core?BUT
  49. 49. But what do we align to?• Performance Expectations• Disciplinary Core Ideas• Science and Engineering Practices
  50. 50. K.Forces and Interactions: Pushes and Pulls
  51. 51. K.Forces and Interactions: Pushes and Pulls
  52. 52. K.Forces and Interactions: Pushes and Pulls
  53. 53. K.Forces and Interactions: Pushes and Pulls
  54. 54. END

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