An Introduction to
The Next Generation
Science Standards
NSTA National Conference
San Antonio, Texas
April 11-14, 2013
Developing the Standards
2
Developing the Standards
Assessments
Curricula
Instruction
Teacher
Development
July 2011
2011-2013
Developing the Standards
July 2011
A Framework for K-12 Science Education
View free PDF form The
National Academies Press
at www.nap.edu
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www.nsta.org/store
Resources for the Framework
• Benchmarks for Scientific Literacy
and Atlas of Science Literacy
• National Science Education Standards
• 2009 NAEP Science Framework
(National Assessment of Educational Progress)
• College Board Standards for College in Science
• NSTA’s Science Anchors project
National Research Council Reports
• How People Learn
• Taking Science to School
• Ready, Set, Science
A Framework for K-12 Science Education
Three-Dimensions:
• Scientific and Engineering
Practices
• Crosscutting Concepts
• Disciplinary Core Ideas
Handout about the Three Dimensions
Scientific and Engineering Practices
1. Asking questions (for science)
and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science)
and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Crosscutting Concepts
1. Patterns
2. Cause and effect: Mechanism and explanation
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter: Flows, cycles, and conservation
6. Structure and function
7. Stability and change
11
Disciplinary Core Ideas
Life Science
Physical Science
LS1:
PS1: Matter and Its Interactions
LS2:
From Molecules to Organisms: Structures
and Processes
Ecosystems: Interactions, Energy, and
Dynamics
LS3:
Heredity: Inheritance and Variation of
Traits
LS4:
Biological Evolution: Unity and Diversity
PS2: Motion and Stability: Forces and
Interactions
PS3: Energy
PS4: Waves and Their Applications in
Technologies for Information Transfer
Earth & Space Science
Engineering & Technology
ESS1: Earth’s Place in the Universe
ETS1: Engineering Design
ESS2: Earth’s Systems
ETS2: Links Among Engineering, Technology,
Science, and Society
ESS3: Earth and Human Activity
12
Core and Component Ideas
Life Science
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
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
LS3: Heredity: Inheritance and Variation
of Traits
LS3.A: Inheritance of Traits
LS3.B: Variation of Traits
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
Earth & Space Science
Physical Science
Engineering & Technology
ESS1: Earth’s Place in the Universe
PS1: Matter and Its Interactions
ETS1: Engineering Design
ESS1.A: The Universe and Its Stars
ESS1.B: Earth and the Solar System
ESS1.C: The History of Planet Earth
PS1.A: Structure and Properties of
Matter
PS1.B: Chemical Reactions
PS1.C: Nuclear Processes
ETS1.A: Defining and Delimiting an
Engineering Problem
ETS1.B: Developing Possible Solutions
ETS1.C: Optimizing the Design Solution
ESS2.A: Earth Materials and Systems
ESS2.B: Plate Tectonics and LargeScale System Interactions
ESS2.C: The Roles of Water in Earth’s
Surface Processes
ESS2.D: Weather and Climate
ESS2.E: Biogeology
PS2: Motion and Stability: Forces
and Interactions
ETS2: Links Among Engineering,
Technology, Science, and
Society
ESS3: Earth and Human Activity
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
ESS2: Earth’s Systems
ESS3.A: Natural Resources
ESS3.B: Natural Hazards
ESS3.C: Human Impacts on Earth
Systems
ESS3.D: Global Climate Change
PS2.A: Forces and Motion
PS2.B: Types of Interactions
PS2.C: Stability and Instability in
Physical Systems
PS3: Energy
PS4: Waves and Their Applications in
Technologies for Information
Transfer
PS4.A: Wave Properties
PS4.B: Electromagnetic Radiation
PS4.C: Information Technologies
and Instrumentation
ETS2.A: Interdependence of Science,
Engineering, and Technology
ETS2.B: Influence of Engineering,
Technology, and Science on
Society and the Natural World
Note: In NGSS, the core ideas
for Engineering, Technology,
and the Application of Science
are integrated with the Life
Science, Earth & Space Science,
and Physical Science core ideas
Developing the Standards
Assessments
Curricula
Instruction
Teacher
Development
July 2011
2011-2013
Developing the Standards
2011-2013
NGSS Lead State Partners
NGSS Writers
Conceptual Shifts in NGSS
1. K-12 Science Education Should Reflect the Interconnected Nature of
Science as it is Practiced and Experienced in the Real World.
2. The Next Generation Science Standards are student performance
expectations – NOT curriculum.
3. The science concepts in the NGSS build coherently from K-12.
4. The NGSS Focus on Deeper Understanding of Content as well as
Application of Content.
5. Science and Engineering are Integrated in the NGSS from K–12.
6. The NGSS are designed to prepare students for college, career, and
citizenship.
7. The NGSS and Common Core State Standards (Mathematics and
English Language Arts) are Aligned.
18
Appendices
A
B
C
D
E
F
G
H
I
J
K
L
M
Conceptual Shifts
Responses to May Public Feedback
College and Career Readiness
All Standards, All Students
Disciplinary Core Idea Progressions in the NGSS
Science and Engineering Practices in the NGSS
Crosscutting Concepts in the NGSS
Nature of Science in the NGSS
Engineering Design in the NGSS
Science, Technology, Society, and the Environment
Model Course Mapping in Middle and High School
Connections to Common Core State Standards in Mathematics
Connections to Common Core State Standards in English Language Arts
Inside
the Box
Inside the
NGSS Box
Based on the
January 2013
Draft of NGSS
Inside the
NGSS Box
What is Assessed
A collection of several
performance expectations
describing what students
should be able to do to master
this standard
Foundation Box
The practices, core disciplinary
ideas, and crosscutting
concepts from the Framework
for K-12 Science Education
that were used to form the
performance expectations
Connection Box
Other standards in the Next
Generation Science Standards
or in the Common Core State
Standards that are related
to this standard
Based on the
January 2013
Draft of NGSS
Title and Code
The titles of standard pages are not necessarily unique and may be
reused at several different grade levels . The code, however, is a
unique identifier for each set based on the grade level, content
area, and topic it addresses.
Inside the
NGSS Box
Performance Expectations
A statement that combines practices, core ideas,
and crosscutting concepts together to describe
how students can show what they have learned.
Clarification Statement
What is Assessed
A collection of several
performance expectations
describing what students
should be able to do to master
this standard
A statement that supplies examples or additional
clarification to the performance expectation.
Assessment Boundary
A statement that provides guidance about the
scope of the performance expectation at a
particular grade level.
Engineering Connection (*)
An asterisk indicates an engineering connection
in the practice, core idea or crosscutting concept
that supports the performance expectation.
Based on the
January 2013
Draft of NGSS
Inside the
NGSS Box
Scientific & Engineering Practices
Foundation Box
The practices, core disciplinary
ideas, and crosscutting
concepts from the Framework
for K-12 Science Education
that were used to form the
performance expectations
Activities that scientists and engineers engage in
to either understand the world or solve a
problem
Disciplinary Core Ideas
Concepts in science and engineering that have
broad importance within and across disciplines
as well as relevance in people’s lives.
Crosscutting Concepts
Ideas, such as Patterns and Cause and Effect,
which are not specific to any one discipline but
cut across them all.
Connections to Engineering, Technology
and Applications of Science
These connections are drawn from the disciplinary
core ideas for engineering, technology, and
applications of science in the Framework.
Connections to Nature of Science
Connections are listed in either the practices or
the crosscutting connections section of the
foundation box.
Based on the
January 2013
Draft of NGSS
Inside the
NGSS Box
Scientific & Engineering Practices
Foundation Box
The practices, core disciplinary
ideas, and crosscutting
concepts from the Framework
for K-12 Science Education
that were used to form the
performance expectations
Based on the
January 2013
Draft of NGSS
Activities that scientists and engineers engage in
to either understand the world or solve a
problem
Disciplinary Core Ideas
Concepts in science and engineering that have
broad importance within and across disciplines
as well as relevance in people’s lives.
Crosscutting Concepts
Ideas, such as Patterns and Cause and Effect,
which are not specific to any one discipline but
cut across them all.
Inside the
NGSS Box
Foundation Box
The practices, core disciplinary
ideas, and crosscutting
concepts from the Framework
for K-12 Science Education
that were used to form the
performance expectations
Connections to Engineering, Technology
and Applications of Science
These connections are drawn from the disciplinary
core ideas for engineering, technology, and
applications of science in the Framework.
Connections to Nature of Science
Connections are listed in either the practices or
the crosscutting connections section of the
foundation box.
Based on the
January 2013
Draft of NGSS
Inside the
NGSS Box
Codes for Performance Expectations
Based on the
January 2013
Draft of NGSS
Codes designate the relevant performance expectation for an item in the
foundation box and connection box. In the connections to common core, italics
indicate a potential connection rather than a required prerequisite connection.
Inside the
NGSS Box
Title and Code
Performance Expectations
The titles of standard pages are not necessarily unique and may be
reused at several different grade levels . The code, however, is a
unique identifier for each set based on the grade level, content
area, and topic it addresses.
A statement that combines practices, core ideas,
and crosscutting concepts together to describe
how students can show what they have learned.
Clarification Statement
A statement that supplies examples or additional
clarification to the performance expectation.
What is Assessed
Assessment Boundary
A collection of several
performance expectations
describing what students
should be able to do to master
this standard
A statement that provides guidance about the
scope of the performance expectation at a
particular grade level.
Engineering Connection (*)
An asterisk indicates an engineering connection
in the practice, core idea or crosscutting concept
that supports the performance expectation.
Scientific & Engineering Practices
Activities that scientists and engineers engage in
to either understand the world or solve a
problem
Foundation Box
The practices, core disciplinary
ideas, and crosscutting
concepts from the Framework
for K-12 Science Education
that were used to form the
performance expectations
Disciplinary Core Ideas
Concepts in science and engineering that have
broad importance within and across disciplines
as well as relevance in people’s lives.
Crosscutting Concepts
Ideas, such as Patterns and Cause and Effect,
which are not specific to any one discipline but
cut across them all.
Connections to Engineering, Technology
and Applications of Science
Connection Box
These connections are drawn from the disciplinary
core ideas for engineering, technology, and
applications of science in the Framework.
Other standards in the Next
Generation Science Standards
or in the Common Core State
Standards that are related
to this standard
Connections to Nature of Science
Connections are listed in either the practices or
the crosscutting connections section of the
foundation box.
Codes for Performance Expectations
Based on the
January 2013
Draft of NGSS
Codes designate the relevant performance expectation for an item in the
foundation box and connection box. In the connections to common core, italics
indicate a potential connection rather than a required prerequisite connection.
Closer Look
at NGSS
Closer Look at a NGSS (Grade 2)
2.PS1 Matter and Its Interactions
Students who demonstrate understanding can:
2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials
by their observable properties. [Clarification Statement: Observations could include color, texture,
hardness, and flexibility. Patterns could include the similar properties that different materials share.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
Planning and Carrying Out Investigations
PS1.A: Structure and Properties of Matter Patterns
Planning and carrying out investigations to
• Different kinds of matter exist and
• Patterns in the natural and human
answer questions or test solutions to
many of them can be either solid or
designed world can be observed.
problems in K–2 builds on prior experiences
liquid, depending on temperature.
(2-PS1-1)
and progresses to simple investigations,
Matter can be described and classified
based on fair tests, which provide data to
by its observable properties. (2-PS1-1)
support explanations or design solutions.
• Plan and conduct an investigation
collaboratively to produce data to serve
as the basis for evidence to answer a
question. (2-PS1-1)
Connections to other DCIs in this grade-level: will be available on or before April 26, 2013.
Articulation of DCIs across grade-levels: will be available on or before April 26, 2013
Common Core State Standards Connections: will be available on or before April 26, 2013.
ELA/Literacy –
Mathematics –
30
Closer Look at a NGSS (Grade 2)
2.PS1 Matter and Its Interactions
Students who demonstrate understanding can:
2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials
by their observable properties. [Clarification Statement: Observations could include color, texture,
hardness, and flexibility. Patterns could include the similar properties that different materials share.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
Planning and Carrying Out Investigations
PS1.A: Structure and Properties of Matter Patterns
Planning and carrying out investigations to
• Different kinds of matter exist and
• Patterns in the natural and human
answer questions or test solutions to
many of them can be either solid or
designed world can be observed.
problems in K–2 builds on prior experiences
liquid, depending on temperature.
(2-PS1-1)
and progresses to simple investigations,
Matter can be described and classified
based on fair tests, which provide data to
by its observable properties. (2-PS1-1)
support explanations or design solutions.
• Plan and conduct an investigation
collaboratively to produce data to serve
as the basis for evidence to answer a
question. (2-PS1-1)
Note: Performance expectations
Connections to other DCIs in this grade-level: will be available on or before April 26,
2013. practices, core ideas, and
combine
Articulation of DCIs across grade-levels: will be available on or before April 26, 2013
crosscutting
concepts into a single
Common Core State Standards Connections: will be available on or before April 26,
2013.
ELA/Literacy –
statement of what is to be assessed.
Mathematics –
They are not instructional strategies
or objectives for a lesson.
31
Closer Look at a NGSS (Grade 2)
2.PS1 Matter and Its Interactions
Students who demonstrate understanding can:
2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials
by their observable properties. [Clarification Statement: Observations could include color, texture,
hardness, and flexibility. Patterns could include the similar properties that different materials share.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
Planning and Carrying Out Investigations
PS1.A: Structure and Properties of Matter Patterns
Planning and carrying out investigations to
• Different kinds of matter exist and
• Patterns in the natural and human
answer questions or test solutions to
many of them can be either solid or
designed world can be observed.
problems in K–2 builds on prior experiences
liquid, depending on temperature.
(2-PS1-1)
and progresses to simple investigations,
Matter can be described and classified
based on fair tests, which provide data to
by its observable properties. (2-PS1-1)
support explanations or design solutions.
• Plan and conduct an investigation
collaboratively to produce data to serve
as the basis for evidence to answer a
question. (2-PS1-1)
Note: Performance expectations
Connections to other DCIs in this grade-level: will be available on or before April 26,
2013. practices, core ideas, and
combine
Articulation of DCIs across grade-levels: will be available on or before April 26, 2013
crosscutting
concepts into a single
Common Core State Standards Connections: will be available on or before April 26,
2013.
ELA/Literacy –
statement of what is to be assessed.
Mathematics –
They are not instructional strategies
or objectives for a lesson.
32
Closer Look at a NGSS (Grade 2)
2.PS1 Matter and Its Interactions
Students who demonstrate understanding can:
2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials
by their observable properties. [Clarification Statement: Observations could include color, texture,
hardness, and flexibility. Patterns could include the similar properties that different materials share.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
Planning and Carrying Out Investigations
PS1.A: Structure and Properties of Matter Patterns
Planning and carrying out investigations to
• Different kinds of matter exist and
• Patterns in the natural and human
answer questions or test solutions to
many of them can be either solid or
designed world can be observed.
problems in K–2 builds on prior experiences
liquid, depending on temperature.
(2-PS1-1)
and progresses to simple investigations,
Matter can be described and classified
based on fair tests, which provide data to
by its observable properties. (2-PS1-1)
support explanations or design solutions.
• Plan and conduct an investigation
collaboratively to produce data to serve
as the basis for evidence to answer a
question. (2-PS1-1)
Note: Performance expectations
Connections to other DCIs in this grade-level: will be available on or before April 26,
2013. practices, core ideas, and
combine
Articulation of DCIs across grade-levels: will be available on or before April 26, 2013
crosscutting
concepts into a single
Common Core State Standards Connections: will be available on or before April 26,
2013.
ELA/Literacy –
statement of what is to be assessed.
Mathematics –
They are not instructional strategies
or objectives for a lesson.
33
Closer Look at a NGSS (Grade 2)
2.PS1 Matter and Its Interactions
Students who demonstrate understanding can:
2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials
by their observable properties. [Clarification Statement: Observations could include color, texture,
hardness, and flexibility. Patterns could include the similar properties that different materials share.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
Planning and Carrying Out Investigations
PS1.A: Structure and Properties of Matter Patterns
Planning and carrying out investigations to
• Different kinds of matter exist and
• Patterns in the natural and human
answer questions or test solutions to
many of them can be either solid or
designed world can be observed.
problems in K–2 builds on prior experiences
liquid, depending on temperature.
(2-PS1-1)
and progresses to simple investigations,
Matter can be described and classified
based on fair tests, which provide data to
by its observable properties. (2-PS1-1)
support explanations or design solutions.
• Plan and conduct an investigation
collaboratively to produce data to serve
as the basis for evidence to answer a
question. (2-PS1-1)
Note: Performance expectations
Connections to other DCIs in this grade-level: will be available on or before April 26,
2013. practices, core ideas, and
combine
Articulation of DCIs across grade-levels: will be available on or before April 26, 2013
crosscutting
concepts into a single
Common Core State Standards Connections: will be available on or before April 26,
2013.
ELA/Literacy –
statement of what is to be assessed.
Mathematics –
They are not instructional strategies
or objectives for a lesson.
34
An Analogy
An Analogy between NGSS and a Cake
Baking a Cake
(Performance Expectation)
Baking Tools & Techniques
(Practices)
Cake
(Core Ideas)
Frosting
(Crosscutting Concepts)
An Analogy between NGSS and Cooking
Preparing a Meal
(Performance Expectation)
Kitchen Tools & Techniques
(Practices)
Basic Ingredients
(Core Ideas)
Herbs, Spices, & Seasonings
(Crosscutting Concepts)
An Analogy between NGSS and Cooking
Life Science (Vegetables)
Physical Science (Meats)
Earth & Space Science (Grains)
Engineering & Technology (Dairy)
38
Practices in Science,
Mathematics, and
English Language Arts (ELA)
Practices in Math, Science, and ELA*
Practices in Mathematics, Science, and English Language Arts*
Math
Science
English Language Arts
M1. Make sense of problems
and persevere in solving
them.
S1. Asking questions (for science) and
E1. They demonstrate
defining problems (for engineering).
independence.
M2. Reason abstractly and
quantitatively.
S3. Planning and carrying out
investigations.
S2. Developing and using models.
E2. They build strong content
knowledge.
E3. They respond to the varying
demands of audience, task,
purpose, and discipline.
M3. Construct viable arguments S4. Analyzing and interpreting data.
and critique the reasoning
S5. Using mathematics, information and
of others.
E4. They comprehend as well as
computer technology, and
M4. Model with mathematics.
critique.
computational thinking.
M5. Use appropriate tools
E5. They value evidence.
S6. Constructing explanations (for
strategically.
science) and designing solutions (for E6. They use technology and
M6. Attend to precision.
engineering).
digital media strategically
and capably.
M7. Look for and make use of
S7. Engaging in argument from
structure.
evidence.
M8. Look for and express
regularity in repeated
reasoning.
S8. Obtaining, evaluating, and
communicating information.
E7. They come to understanding
other perspectives and
cultures.
* The Common Core English Language Arts uses the term “student capacities” rather than the
term “practices” used in Common Core Mathematics and the Next Generation Science Standards.
Math
M1: Make sense of problems
and persevere in solving them
M2: Reason abstractly &
quantitatively
M6: Attend to precision
M7: Look for & make
use of structure
M8: Look for &
make use of
E6: Use
regularity
technology
in repeated
& digital media
reasoning
strategically &
Science
M4. Models
with mathematics
S2: Develop & use models
S5: Use mathematics &
computational thinking
S1: Ask questions and define
problems
S3: Plan & carry out investigations
S4: Analyze & interpret data
S6: Construct explanations &
E2: Build a strong base of knowledge
design solutions
through content rich texts
E5: Read, write, and speak
grounded in evidence
S8: Obtain,
M3 & E4: Construct viable
evaluate, &
arguments and critique
communicate
reasoning of others
information
S7: Engage in
capably
E3: Obtain, synthesize,
argument from
M5: Use appropriate
and report findings clearly
evidence
tools strategically
and effectively in response
to task and purpose
Commonalities
Among the Practices
in Science, Mathematics
and English Language Arts
E1: Demonstrate independence in reading complex
texts, and writing and speaking about them
E7: Come to understand other perspectives
and cultures through reading, listening,
and collaborations
ELA
Based on work
by Tina Chuek
ell.stanford.edu
NSTA
Resources
On the Web
nextgenscience.org
nsta.org/ngss
Connect & Collaborate with Colleagues
Discussion forum
on NGSS in the
Learning center
NSTA
Member-only
Listserv on NGSS
Web Seminars
Check the NSTA website at www.nsta.org/ngss for
upcoming programs.
Previous programs focused on scientific and engineering
practices, crosscutting concepts, engineering, and more.
All programs are archived at
http://learningcenter.nsta.org/products/symposia_semi
nars/NGSS/webseminar.aspx
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