NGSS
Connections and Implications
for Teaching and Learning
Cheryl Kleckner
Education Specialist
Oregon Department of Education
 Increase
awareness and
understanding of the Next
Generation Science Standards,
the timeline for adoption,
transition, and implementation,
and the connections to CCSS and
STEM; and
 Engage in discussion about the
implications for teaching and
learning.
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Achieve NGSS Website
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Development Process and Timeline
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Standards in Multiple Formats for Download and Online Searching
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Support Documents
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www.nextgenscience.org/next-generation-science-standards
ODE NGSS Website
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Feedback Survey www.surveymonkey.com/s/ngss_or
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Announcements of Upcoming Work on Adoption, Transition, and
Implementation
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Resources
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www.ode.state.or.us/search/page/?id=3508
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appreciation of the beauty and wonder of science;
possess sufficient knowledge of science and engineering
to engage in public discussions on related issues;
careful consumers of scientific and technological
information related to their everyday lives;
able to continue to learn about science outside school;
have the skills to enter careers of their choice
A Framework for K-12 Science Education p. ES 2
Released in July 2011; free PDF online
www7.nationalacademies.org/bose/Standards_Framework_Homepage.html
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Learning as a developmental progression
Engaging students in scientific investigations
and argumentation to achieve deeper
understanding of core science ideas
Integrating the knowledge of scientific
explanations and the practices needed to
engage in scientific inquiry and engineering
design
KNOWLEDGE AND PRACTICE MUST
BE INTERTWINED IN LEARNING
EXPERIENCES
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Scientific and Engineering Practices
• Crosscutting Concepts
• Core Ideas in Science
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Asking questions and defining problems
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Developing and using models
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Planning and carrying out investigations
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Analyzing and interpreting data
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Using mathematics and computational thinking
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Developing explanations and designing solutions
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Engaging in argument
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Obtaining, evaluating, and communicating information
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Patterns
• Cause and effect
• Scale, proportion, and quantity
• Systems and system models
• Energy and matter
• Structure and function
• Stability and change
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Oregon Science Standards Framework
Interaction and Change
Engineering
Design
Energy Transfer and Conservation
Forms of Energy
Forces and Motion
Organization of Living
Systems
Matter and Energy Transformations
in Living Systems
Interdependence
Properties of Earth
Materials
Matter and Energy Transformations
in Earth Systems
Objects in the Universe
History of Earth
Abilities to do Engineering Design
Properties of Matter
Nature, History, and Interaction of Science and
Technology
Changes in Matter
Evolution and Diversity
Earth and Space
Scientific
Inquiry
Abilities to do Scientific Inquiry
Life
Physical
Structure and Function
Science Process Skills*
Nature, History, and Interaction of Technology and
Science
Science Content Knowledge
* The Science Process Skills align with the Oregon Essential Skills
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 The
NGSS are written
as Performance
Expectations
 NGSS
require
contextual application
of the three
dimensions by
students.
 Focus
is on how and
why as well as what
NGSS Architecture
Performance
Expectations
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NGSS Architecture
Performance
Expectations
Foundation
Boxes
Based on NRC
Framework and
expanded into
Matrices
NRC Framework
language from
Grade Band
Endpoints
Based on NRC
Framework and
expanded into
Matrices
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NGSS Architecture
Performance
Expectations
Foundation
Boxes
Connection
Boxes
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Conceptual Shifts
All Standards, All Students/Case Studies
Disciplinary Core Idea Progressions
Science and Engineering Practices
Crosscutting Concepts
Nature of Science
Engineering Design in the NGSS
Model Course Mapping in Middle and High School
Connections to CCSS-Mathematics
Connections to CCSS-Literacy in Science and
Technical Subjects
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Review the Final NGSS
• Engage Stakeholders
• Identify Issues and Challenges
• Create Timeline and Plan
• Develop Recommendations
• Continue Collaborative Work
• Adoption, Transition, Implementation
• NGSX Exemplar PD System Pilot
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SciMath Tasks – January 2014
Evidence Statements – January 2014
Additional Model Course Maps – Winter
2014
Science EQuIP – Winter 2014
State of Science Education Research –
Winter 2014
Publishers Criteria – Spring 2014
STEM Works – Late Spring/Early Summer
2014
Alignment Institutes – Early Summer 2014
What is the level of awareness of NGSS in
your district/school/community?
What questions, issues, and/or concerns do
you have regarding the NGSS?
1.
Interconnected Nature of Science as it is Practiced and
Experienced in the Real World
2.
Student Performance Expectations – NOT Curriculum.
3.
Science Concepts Build Coherently from K–12
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Focus on Deeper Understanding of Content as well as
Application of Content
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Science and Engineering are Integrated in the NGSS
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Prepare students for College, Career, and Citizenship
7.
The NGSS and CCSS are Aligned
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Instruction Builds Toward PEs
Performance
Expectation
Traditional vs. NGSS Instruction
Historically, science instruction could be very disjointed
NGSS Concept Bundling
Matter and Its Interactions
The fact that matter is composed of atoms and
molecules can be used to explain the properties of
substances, diversity of materials, states of
matter, phase changes, and conservation of
matter.
Reacting substances rearrange to form
different molecules, but the number of
atoms is conserved. Some reactions
release energy and others absorb
energy.
MS-PS1-1. Develop models to describe the
atomic composition of simple molecules and
extended structures.
MS-PS1-3. Gather and make sense of information
to describe that synthetic materials come from
natural resources and impact society.
MS-PS1-2. Analyze and interpret data on
the properties of substances before and
after the substances interact to determine if
a chemical reaction has occurred.
MS-PS1-4. 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.
Within this DCI, 4 of the 8 Practices are
highlighted. For instruction, additional
practices would be used to build toward
these understandings.
MS-PS1-5. Develop and use a model to describe
how the total number of atoms does not change in
a chemical reaction and thus mass is conserved.
MS-PS1-6. Undertake a design project to
construct, test, and modify a device that either
releases or absorbs thermal energy by chemical
processes.*
Grade 3 - Planning and Carrying Out
Investigations and Analyzing and Interpreting
Data
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3-PS2-1. Plan and conduct an investigation to
provide evidence of the effects of balanced and
unbalanced forces on the motion of an object.
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3-PS2-2. Make observations and/or
measurements of an object’s motion to provide
evidence that that a pattern can be used to predict
future motion.
Middle School – Systems and System Models
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MS-PS2-4. Construct and present arguments using evidence
to support the claim that gravitational interactions are
attractive and depend on the masses of interacting objects.
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MS-PS3-2. Develop a model to describe that when the
arrangement of objects interacting at a distance changes,
different amounts of potential energy are stored in the system.
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MS-ESS1-2. Develop and use a model to describe the role of
gravity in the motions within galaxies and the solar system.
Bundling Math and Science
Construct and compare
linear, quadratic, and
exponential models and solve
problems.
For exponential models,
express as a logarithm the
solution to abct=d where a, c,
and d are numbers and the
base b is 2, 10, or e; evaluate
the logarithm using
technology.
NGSS LS4: Biological Evolution
2. Apply concepts of statistics and probability to
support explanations that organisms with an
advantageous heritable trait tend to increase
in proportion to organisms lacking this trait.
6. Create or revise a simulation to test a
solution to mitigate adverse impacts of
human activity on biodiversity.*
Systems and System Models
Construct linear and
exponential functions,
including arithmetic and
geometric sequences, given
a graph, a description of a
relationship, or two inputoutput pairs (include reading
these from a table).
1. Use mathematical and/or computational
representations to support explanations of
factors that affect carrying capacity of
ecosystems at different scales.
4. Use mathematical representations to support
claims for the cycling of matter and flow of
energy among organisms in an ecosystem.
7. Design, evaluate, and refine a solution for
reducing the impacts of human activities on
the environment and biodiversity.*
Cause and Effect
Modeling; Reasoning Abstractly and Quantitatively
NGSS LS2: Ecosystems
*Example
Activities that connect NGSS & CCSS.
*Provided by Dr. Cary Sneider at the 2013 Summer Assessment Institute
NGSS Alignment with CCSS is Critical
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nstahosted.org/pdfs/ngss/PracticesVennDiagram.pdf
Focus on Equity
• NGSS Appendix D and Case Studies
STEM Education
• STEM is Interconnected
• Incorporates Standards
• Prepares Students for College, Careers, and Citizenship
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What changes will need to be implemented
in your district/school to reflect the shifts
required by the CCSS and NGSS?
What resources and support will you need to
implement these changes?
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NGSS Professional Development Strategies
http://k12center.org/rsc/pdf/reiser.pdf
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English Language Practices in the CCSS and the NGSS
www.ccsso.org/Documents/2012/ELPD%20Framework%20Bo
oklet-Final%20for%20web.pdf
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Engineering Design Lessons
http://opas.ous.edu/EDOSC/Materials.php
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OSTA Conference www.oregonscience.org
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NSTA Portland Regional Conference
www.nsta.org/conferences/schedule.aspx?id=2013por
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NSTA NGSS Resources http://ngss.nsta.org/
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Oregon Department of Education
Grant Opportunities through
HB 3232-Connecting to the World of Work
Regional STEM Hub Grant:
$2.5M in Funding
To create and expand between 3-5 Regional STEM
Hubs, to emphasizes the natural interconnectedness
of science, technology, engineering and mathematics,
career and technical education, in addition to art
related industry in a statewide collaborative effort.
(RFP expected out in late November)
jamie.rumage@state.or.us
Oregon Department of Education
Grant Opportunities through
HB 3232-Connecting to the World of Work
STEAM/CTE Programs and Activities Grant:
$2.5 M in Funding
To expand effective STEAM/CTE learning
environments both in-school and out-of-school with
a specific focus on serving historically underserved
and underrepresented student populations.
(RFP expected out in November)
jamie.rumage@state.or.us
Oregon Department of Education
Grant Opportunities through
HB 3232-Connecting to the World of Work
STEM/STEAM Schools Grant:
$3 M in Funding
To promote STEM/STEAM Lab Schools which deliver
best practices that emphasizes the natural
interconnectedness of science, technology,
engineering, (arts), and mathematics curriculum and
assessment design, in addition to providing educator
professional learning opportunities.
(RFP expected out in January)
jamie.rumage@state.or.us
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