Introduction: Next Generation Science
Standards (NGSS) & California Common
Core State Standards (CaCCSS)
By the end of 12th grade, all students will:
• have some appreciation of the beauty and wonder of
science;
•possess sufficient knowledge of science and engineering to
engage in public discussions on related issues;
• be careful consumers of scientific and technological
information related to their everyday lives;
•be able to continue to learn about science outside school;
and
• have the skills to enter careers of their choice,
including
(but not limited to) careers in science, engineering, and
technology
-adapted from A Framework for K-12 Science Education (2012)
K-12 Alliance/WestEd 2012
Session Outcomes
•Become aware of the Next Generation
Science Standards (NGSS) and the
California Common Core State
Standards (CaCCSS)
•Begin to think about linking science
teaching and learning experiences to the
CaCCSS (ELA)
K-12 Alliance/WestEd 2012
New Opportunities for All
Learners
California
Common Core
State
Standards
(ELA and
Math)
Next Generation
Science
Standards
21st Century
Skills
Science Standards Journey
K-12 Alliance/WestEd 2012
Next Generation Science Standards
Science and
engineering
Core
ideas in the
discipline
Concepts across disciplines
Notebook Entry: Glass Rods
#1. Take independent
notes as you observe
the glass rod in sample
#1.
#4. Use all senses
except taste.
#5. Draw an illustration
to show what you think
is happening in each
sample.
#2. Use all senses
except taste.
#3. Take independent
notes as you observe
the glass rod in sample
#2.
K-12 Alliance/WestEd 2012
Notebook Entry: Ice Cubes
#1. Take independent
notes as you observe
the ice cube in sample
#1.
#4. Use all senses
except taste.
#5. Draw an illustration
to show what you think
is happening in each
sample.
#2. Use all senses
except taste.
#3. Take independent
notes as you observe
the ice cube in sample
#2.
K-12 Alliance/WestEd 2012
Whiteboard: Partner
Explanation
•Discuss your illustration with your partner.
•With your partner, draw a picture on the
whiteboard and write a detailed
explanation of what you think happened in
both samples.
K-12 Alliance/WestEd 2012
Which “Scientific and Engineering
Practices” did you use during the
investigation?
1. Asking questions and
defining problems
2. Developing and using
models
3. Planning and carrying
out investigations
4. Analyzing and
interpreting data
5. Using mathematics and
information and
computer technology
6. Developing
explanations and
designing solutions
7. Engaging in argument
8. Obtaining, evaluating,
and communicating
information
Which “Crosscutting Concepts” did
you use during the investigation?
1.
Patterns
1.
Cause and effect: mechanism and explanation
1.
Scale, proportion and quantity
1.
Systems and system models
2.
Energy and matter: flows, cycles and conservation
1.
Structure and function
1.
Stability and change
Summary of the Investigation via
Next Generation Science Standards
Cause and effect
Matter has
properties
by which it
can be
described
(index of
refraction or
density)
Analyzing and
interpreting data
Linking Science to
CaCCSS
How did you use oral language during the
investigation?
What language processes did you use to
communicate in the investigation?
-speaking
-listening
-writing
-reading
K-12 Alliance/WestEd 2012
CaCCSS Facts
CaCCSS* adopted
by California State
Board of Education
August 2010
*Plus 15% from
California
standards
-bold and underlined
CaCCSS assessed
in 2013-2014
Through
Smarter
Balanced Assessment
Consortium
K-12 Alliance/WestEd 2012
More importantly CaCCSS provide another
access point for students to become
scientifically literate through:
• authentic shared science experiences
for students
• opportunities for students to speak,
listen, write and read in the context of
science instruction.
Oral Language in Science Writing
Recall the oral language
your group engaged in
during the investigation.
How did oral language
help your group with
written products?
K-12 Alliance/WestEd 2012
Oral Language in CaCCSS:
Speaking and Listening Standards
•
Present claims and findings (e.g., argument, narrative,
response to literature presentations), emphasizing
salient points in a focused, coherent manner with
relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact,
adequate volume, and clear pronunciation.
K-12 Alliance/WestEd 2012
Reviewing ELA Text Types and
Purposes
Fold your paper in
half.
Review ELA #1,
#2 and #3.
What do you
notice?
K-12 Alliance/WestEd 2012
Literacy in Science
Look at the other
side of your folded
paper.
Review the Literacy
in Science
standards.
What do you notice?
K-12 Alliance/WestEd 2012
5th Grade Text Types and
Purposes
Review #1, 2, & 3 standards at 5th grade.
How are these standards conducive to and
supportive of the learning and understanding of
science?
Which of these standards could become Literacy in
Science standards for 5th grade?
K-12 Alliance/WestEd 2012
Literacy in Science for
Elementary Students
At your table, review #1 and
develop a Literacy in Science
Standard that would be
appropriate for grade 5.
K-12 Alliance/WestEd 2012
Literacy in Science: Grade 5
1. Write an argument (explanation) to support a claim with
relevant evidence and scientific reasoning.
a. Introduce the claim and organize evidence to support the claim.
b. Support the claim with scientific reasons using credible
sources.
c. Use words, phrases, and clauses (e.g., therefore, specifically,
consequently, in addition, for instance) to link claim and evidence
and reason.
d. Provide concluding statement (and/or a possible question)
related to the claim/argument.
K-12 Alliance/WestEd 2012
NGSS and CaCCSS
Real World Application
Lesson Design
Student 14
Work
NGSS and CaCCSS
Real World Application
http://www.teachertube.com/viewVideo.ph
p?video_id=214724
K-12 Alliance/WestEd 2012
Upon Reflection….
Two ideas you are certain about from
this session. What will you take back to
your staff?
When thinking about your classroom,
what is one thing you still have a
question about?
K-12 Alliance/WestEd 2012