The document outlines the Next Generation Science Standards (NGSS) framework aimed at K-12 science education, focusing on integrating scientific practices, crosscutting concepts, and disciplinary core ideas. It emphasizes the collaborative effort among various educational organizations to enhance professional development and align curriculum with the new standards. Key elements include a review of core ideas in science across multiple disciplines, and a detailed structure for performance expectations to facilitate effective teaching and learning.

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3. Where is everybody from?
Answer using the stamping tool
to the left of the whiteboard!

4. Getting Ready for the Next
Generation Science Standards
Part II: Science and Engineering
Practices
Kimberly Lightle, PhD
The Ohio State University
College of Education and Human Ecology
lightle.16@osu.edu
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5. Agenda
• Overview of
Framework for K-12 Science Education
• Review the middle level core concepts
• Focus on Scientific and Engineering
Practices (Chapter 3)
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6. When do we look at the
other sections of the Framework?
• Getting Ready for the Next Generation Science
Standards Part 1: Core Concepts (Recorded)
• Getting Ready for the Next Generation Science Stan
(April 18)
• Getting Ready for the Next Generation Science Stan
(May 16)
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7. Science and Technical Standards found in
the ELA Common Core Standards
Common Core and Reading Standards for
Literacy in Science and Technical Subjects
6-12 (Recorded)
Common Core and Writing Standards for Literac
(April 11)
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8. What is the Framework?
The Framework describes a vision of what it
means to be proficient in science; it rests on a
view of science as both a body of knowledge
and an evidence-based, model and theory
building enterprise that continually extends,
refines, and revises knowledge. It presents three
dimensions that will be combined to form each
standard:
Dimension 1: Practices
Dimension 2: Crosscutting Concepts
Dimension 3: Disciplinary Core Ideas
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9. How can [states] use the NRC
Framework?
The NRC Framework articulates a vision for
science learning and teaching. States can start
implementing changes to their systems for
professional development and pre-service
teacher training based on a deep understanding
of this vision. They can also begin to think about
ways to align curriculum, instruction and
assessment with this vision. Once the Next
Generation Science Standards are developed,
the process of alignment can begin in earnest.
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10. Who is leading the charge?
In partnership with the National Academies of
Science's National Research Council (NRC),
National Science Teachers Association (NSTA)
and the American Association for the
Advancement of Science (AAAS), Achieve has
begun a multi-year project to develop next-
generation science standards, based around
"big ideas" that will help organize curriculum,
teaching and learning across the nation.
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11. Layout of the Draft NGSS
Each standard: (i.e., LS4.D: Biodiversity and Humans)
Has a standard statement: (i.e., Students demonstrate
understanding of energy in chemical processes by)
Multiple Performance Expectations that integrate at least
one of each in each expectation: Core Ideas, Science and
Engineering Practices, and Crosscutting Concepts
Foundation boxes that describe in detail the Core Ideas,
Science and Engineering Practices, and Crosscutting
Concepts covered in the standard
Connections to ELA and Math Common Core standards
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12. Grade Band Endpoints
Grade 2 – individual grade bands
Grade 5 – individual grade bands
Grade 8
Grade 12
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13. FAQ on Achieve.org
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14. Quick Review of the
Core Ideas
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15. What are core ideas in science?
To be considered "core", the ideas should meet at least
two of the following criteria and ideally all four:
3.Have broad importance across multiple sciences or
engineering disciplines or be a key organizing principle of a
single discipline;
4.Provide a key tool for understanding or investigating
more complex ideas and solving problems;
5.Relate to the interests and life experiences of students or
be connected to societal or personal concerns that
require scientific or technological knowledge;
6.Be teachable and learnable over multiple grades at
increasing levels of depth and sophistication.
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16. Four Domains
•Life Sciences
•Earth and Space Sciences
•Physical Sciences
•Engineering and Technology
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17. Core Idea LS1: From Molecules to Organisms: Structures and
Processes
• LS1.A: Structure and Function
• LS1.B: Growth and Development of Organisms
• LS1.C: Organization for Matter and Energy Flow in Organisms
• LS1.D: Information Processing
Core Idea LS2: Ecosystems: Interactions, Energy, and Dynamics
• LS2.A: Interdependent Relationships in Ecosystems
• LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
• LS2.C: Ecosystem Dynamics, Functioning, and Resilience
• LS2.D: Social Interactions and Group Behavior
Core Idea LS3: Heredity: Inheritance and Variation of Traits
• LS3.A: Inheritance of Traits
• LS3.B: Variation of Traits
Core Idea LS4: Biological Evolution: Unity and Diversity
• LS4.A: Evidence of Common Ancestry and Diversity
• LS4.B: Natural Selection
• LS4.C: Adaptation
• LS4.D: Biodiversity and Humans
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18. LS1: From Molecules to Organisms:
Structures and Processes
LS1.A: Structure and Function
• By the end of Grade 5:
– Plants and animals have internal and external
structures that serve various functions in growth,
survival, behavior, and reproduction (boundary:
macroscale systems)
• By the end of Grade 8:
– Cells and cell structures (boundary: only a few cell
structures should be introduced)
– Unicellular and multicellular organisms
– Body systems (tissues and organs)
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19. Core Idea ESS1: Earth’s Place in the Universe
• ESS1.A: The Universe and Its Stars
• ESS1.B: Earth and the Solar System
• ESS1.C: The History of Planet Earth
Core Idea ESS2: Earth’s Systems
• ESS2.A: Earth Materials and Systems
• ESS2.B: Plate Tectonics and Large-Scale System Interactions
• ESS2.C: The Roles of Water in Earth’s Surface Processes
• ESS2.D: Weather and Climate
• ESS2.E: Biogeology
Core Idea ESS3: Earth and Human Activity
• ESS3.A: Natural Resources
• ESS3.B: Natural Hazards
• ESS3.C: Human Impacts on Earth Systems
• ESS3.D: Global Climate Change
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20. Core Idea PS1: Matter and Its Interactions
• PS1.A: Structure and Properties of Matter
• PS1.B: Chemical Reactions
• PS1.C: Nuclear Processes
Core Idea PS2: Motion and Stability: Forces and Interactions
• PS2.A: Forces and Motion
• PS2.B: Types of Interactions
• PS2.C: Stability and Instability in Physical Systems
Core Idea PS3: Energy
• PS3.A: Definitions of Energy
• PS3.B: Conservation of Energy and Energy Transfer
• PS3.C: Relationship Between Energy and Forces
• PS3.D: Energy in Chemical Processes and Everyday Life
Core Idea PS4: Waves and Their Applications in Technologies for
Information Transfer
• PS4.A: Wave Properties
• PS4.B: Electromagnetic Radiation
• PS4.C: Information Technologies and Instrumentation
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21. Core Idea ETS1: Engineering Design
• ETS1.A: Defining and Delimiting an Engineering Problem
• ETS1.B: Developing Possible Solutions
• ETS1.C: Optimizing the Design Solution
Core Idea ETS2: Links Among Engineering, Technology, Science,
and Society
• ETS2.A: Interdependence of Science, Engineering, and Technology
• ETS2.B: Influence of Engineering, Technology, and Science on Society
and the Natural World
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22. www.msteacher2.org
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23. Science and Engineering
Practices
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24. Why look at science as a
set of practices?
– Minimizes the tendency to reduce scientific
practice to a single set of procedures
(overemphasizes experimental investigation
at the expense of other practices such as
modeling, critique, and communication)
– Focus on practices avoids the mistaken
impression that there is one distinctive
approach common to all science or that
uncertainty is a universal attribute of science
– Look at all practices equally
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25. How Practices are Integrated
into Both Inquiry and Design
Taken from http://www.nap.edu/openbook.php?record_id=13165&page=45
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26. How Engineering and
Science Differ
Science Engineering
• May or may not be driven • Driven by an immediate
by an immediate practical practical application
application (problem to be solved)
• One best answer • How well a need has
been addressed; multiple
answers possible;
optimization
• Goal is explanation
• Goal is a design
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27. Science Practices Engineering Practices
• SP1: Asking Questions • EP1: Defining Problems
• SP2: Developing and Using • EP2: Developing and Using
Models Models
• SP3: Planning and Carrying Out • EP3: Planning and Carrying Out
Investigations Investigations
• SP4: Analyzing and Interpreting • EP4: Analyzing and Interpreting
Data Data
• SP5: Using Mathematics, • EP5: Using Mathematics,
Information and Computer Information and Computer
Technology, and Computational Technology, and Computational
Thinking Thinking
• SP6: Constructing Explanations • EP6: Designing Solutions
• SP7: Engaging in Argument from • EP7: Engaging in Argument from
Evidence Evidence
• SP8: Obtaining, Evaluating, and • EP8: Obtaining, Evaluating, and
Communicating Information Communicating Information
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29. Recording of Today’s Talk
The archived version of today’s talk and links
to additional resources and the slide show
will be available on the Main Page of MSP2
http://msteacher2.org
Webinar Archive Link in
MSP2 Resources Box
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31. Complete today’s survey and enter for a chance
to win a gift package – professional books and
Teach! Spice Box from Penzeys
and request a 1-hour certificate of completion
Survey link is in CHAT window
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