ISLN
November 2013
TODAY:
 Quick review of the NGSS Framework
 Take a look at the K-12 Progression of each PE by Topic
 Analyze the process of creating Learning Targets from
Performance Expectations
 Compare two science classrooms using FfT, CHETL and
NGSS
Quick Review of the Architecture
of the Next Generation Science
Standards
Title
Assessable
Component
How
What
Why
Foundation
Boxes
Connection Box
KCAS for Science /
NGSS
K - 12 Progression of each Performance Expectation by Topic
TOPIC:
Chemical Reactions
Earth’s Systems
HS
O8
ESS2-2 ESS2-3 ESS2-5
ESS2-6 ESS2-7
O7
O6
5
ESS2-1
ESS2-4
ESS2-1
ESS2-2
ESS3-1
ESS3-1
Energy
PS3-1 PS3-2 PS3-3
PS3-4 PS3-5
Forces and Interactions (3,6,7, &12)
Forces and Interaction: Pushes and
Pulls (K)
PS2-1 PS2-2 PS2-3
PS2-4 PS2-5
Human Impacts
Inheritance and Variation of Traits (HS)
Inheritance and Variation of Traits: Life
Cycles and Traits (3)
Interdependent Relationships in
Ecosystems
The Performance
Expectations have been
filled in for you.
PS3-1
ESS1-5 ESS1-6 ESS2-1
ESS1-4
ESS3-1 ESS3-2 ESS3-3
ESS3-4 ESS3-6
ESS3-2
ESS3-3
ESS3-4
LS1-4
LS3-2
1
PS2-1
PS2-2
LS1-4
LS1-5
ESS2-2
ESS2-3
LS1-1
LS3-1
LS3-2
LS4-2
LS2-5
LS2-1
LS4-1
LS4-3
LS4-4
LS2-2
LS2-1
LS2-2
LS4-1
LS1-1
ESS2-2
ESS3-1
ESS3-3
Interdependent Relationships in
Ecosystems: Animals, Plants, & Their
Environment
TOPIC:
O8
O7
O6
5
Matter and Energy in Organisms and
Ecosystems
LS1-5 LS1-6 LS1-7
LS2-3 LS2-4 LS2-5
LS2-4
LS1-6
LS1-7
LS2-1
LS2-3
PS3-1
LS1-1
LS2-1
Natural Selection and Adaptations (8)
Natural Selection and Evolution (HS)
LS4-1 LS4-2 LS4-3
LS4-4 LS4-5
LS4-1
LS4-2
LS4-3
LS4-4
LS4-6
Space Systems
HS
ESS1-1
ESS1-3
3
2
PS2-1
ESS1-1
ESS1-2
Structure and Function (HS)
Structure, Function and Information
Processing (1,4,7 & 8)
LS1-1 LS1-2 LS1-3
Structure and Properties of Matter
PS1-1 PS1-3
PS2-6 PS1-8
LS1-8
LS1-1
LS1-2
LS1-3
PS1-1
PS1-3
PS1-4
LS1-1
LS1-2
LS3-1
PS1-1
PS1-2
PS1-3
PS1-4
PS1-1
PS1-2
PS1-3
PS1-4
PS4-1
PS4-2
PS4-3
PS4-4
PS4-1
PS4-3
ESS3-5
K
PS4-1
PS4-2
PS4-3
PS4-1 PS4-2 PS4-3
PS4-4 PS4-5
ESS2-4
1
ESS1-1
ESS1-2
PS4-2
LS1-1
LS1-2
Waves: Light and Sound (1)
Waves: Waves and Information (4)
Weather and Climate
4
ESS1-1
ESS1-2
ESS1-3
ESS1-2
ESS1-4
Space Systems: Patterns and Cycles (1)
Space Systems: Stars and the Solar
System (5)
Waves and Electromagnetic Radiation
K
ESS1-1
ESS2-1
ESS2-2
ESS2-3
PS2-1
PS2-2
PS2-3
PS2-4
PS2-1
PS2-2
LS3-1
LS3-3
LS2-1 LS2-2 LS2-6
LS2-7 LS2-8 LS4-6
2
PS3-1
PS3-2
PS3-3
PS3-4
ESS3-1
PS3-2
PS3-3
PS3-4
PS3-5
PS2-3
PS2-4
PS2-5
LS3-1
LS3-2
LS4-5
Growth, Development, and
Reproduction of Organisms
History of Earth
3
ESS1-1
ESS2-1
ESS2-2
ESS3-2
Earth’s Systems: Processes that Shape
the Earth
Take a look at the K – 12
Performance Expectation
Progression Matrix
organized by Topics
4
PS1-2
PS1-5
PS1-6
PS1-2 PS1-4 PS1-5
PS1-6 PS1-7
ESS3-5
ESS2-5
ESS2-6
ESS2-1
ESS3-2
ESS3-1
PS3-1
PS3-2
ESS2-1
ESS3-2
Please find the handout:
The Distinction between Performance
Expectations and Learning Targets
Performance Expectations
and Learning Targets
Performance Expectations
Learning targets
- Written as statements
describing student
performances that can be
assessed
- Smaller and more focused
statements for students that
build toward mastery of a
Performance Expectation
- Extremely broad goals and
represent true standards to be
achieved
- Manageable “student friendly”
segments for the purpose of
planning instruction
- Require several skills and
concepts
- Specific concepts, knowledge
and skills that are the
foundation of a larger more
complex standard
Turn your handout over and
lets take a look at the
PROCESS of Deconstructing a
Performance Expectation
Can you simply add the words “I CAN” to this broad and complex statement?
NO WAY!
To understand Performance Expectations the teacher and students need to
DECONSTRUCT the standards into Learning Targets
The Three Columns for
Deconstructing a
Performance Expectation:
K – PS2 - 2
Analyze data to determine if a design solution works as intended
to change the speed or direction of an object with a push or a pull.
Identify the key parts and words…
Analyze data to determine if a design solution works as intended to change the
speed or direction of an object with a push or a pull.
Knowledge:
Reasoning or Performance Skill:
Product:
Describe pushes/pulls as
forces that move an object.
Describe the relationship between
the strength of the push or pull and
the change in speed or direction.
None
Know that speed is how
fast something moves.
Identify change as a
difference in something.
Recognize that “data” is
collected information.
Infer that people can cause change
in an object’s speed or direction.
Interpret speed/direction data to
support a claim that the design
solution worked or not.
Performance Expectations contrast the
smaller more focused nature of student
learning targets
Performance Expectations contrast the
smaller more focused nature of student
learning targets
Teachers can work with students on this
process
Performance Expectations contrast the
smaller more focused nature of student
learning targets
Teachers can work with students on this
process
Giving the students ownership and
understanding that learning targets are the
building blocks of something bigger allows
for a much clearer path to learning
Creating
Student Friendly Learning Targets
is a First Step in
Developing
Curriculum,
Instruction and
Assessment
for NGSS
TIME TO WRITE
Please locate the index card at your table
Just need one card per table or District
Take 5 Minutes
One card per Table or District
Take 5 minutes and discuss at your table
On one side of the index card finish the
following sentences:
1. We noticed…
2. The impact of deconstructing Performance
Expectations into Learning Targets…
3. We look forward to learning more about…
Find FOUR Handouts:
1. Mrs. Williams’ Class Packet
2. Criteria Handout
3. CHETL and NGSS Packet
4. Science CHETL Packet
Grab a cup of water and a new
index card
Try the activity mentioned in the
two scenarios
Be careful you might make a
mess
http://www.youtube.com/watch?v=ibw2C9KQlTM
Sharpen
Your Eye
http://www.youtube.com/watch?v=65T4ReLkjCg
Read “Mrs. Williams Class” Scenario
Read “Mr. DeLong’s Class” Scenario
Which classroom most represents highly
effective teaching and learning? Why?
TIME TO SHARE
Your table was assigned a specific box from this
activity
Find the correct box on the Gallery to share with
the other groups
Once the Gallery is full take a few minutes to see
how your group compares with the other groups
Concerns/Questions/Request for
Support:
TIME TO WRITE
Please locate the index card at your table
Concerns/Questions/Request for Support:
On The Back of Your Index Card:
How can I provide help in your District?
Do you have questions, concerns or
requests for support?
KCAS for Science / NGSS
Resources for your schools or teachers
Call or email me any time:
Kevin Crump 859-200-5686
kevin.crump@education.ky.gov