NGSS 103
Deepening Understanding of the
Next Generation Science Standards
(adapted from the State Roll Out #2)
Yamileth Shimojyo, RCOE
RCOE NGSS Transition Series: NGSS 103
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NGSS 103
Goals and Outcomes
 Review the 3 dimensions, the architecture and
anatomy of the NGSS.
 Understand the vision, goal, and principles of the
NRC Framework that guided the development of
the Next Generation Science Standards (NGSS).
 Describe the Conceptual Shifts (or Innovations) of
the NGSS and discuss their implications on
teaching and learning.
 Discuss ways to bring NGSS Rollout learning to
other teachers in our districts and schools.
RCOE NGSS Awareness Series: NGSS 103
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Three Dimensions of the NGSS
Science and
Engineering
Practices
• Asking questions and
defining problems
• Developing and using
models
• Planning and carrying
out investigations
• Analyzing and
interpreting data
• Using mathematics and
computational thinking
• Constructing
explanations and
designing solutions
• Engaging in argument
from evidence
• Obtaining, evaluating,
and communicating
information
Handout 1
Disciplinary Core Ideas
Physical Sciences
PS1: Matter and its interactions
PS2: Motion and stability: Forces and
interactions
PS3: Energy
PS4: Waves and their applications in
technologies for information transfer
Life Sciences
LS1: From molecules to organisms:
Structures and processes
LS2: Ecosystems: Interactions, energy,
and dynamics
LS3: Heredity: Inheritance and
variation of traits
LS4: Biological evolution: Unity and
diversity
Crosscutting Concepts
• Patterns
• Cause and effect: Mechanism and
explanation
• Scale, proportion, and quantity
• Systems and system models
• Energy and matter: Flows, cycles,
and conservation
• Structure and function
• Stability and change
Earth and Space Science
ESS1: Earth’s place in the universe
ESS2: Earth’s systems
ESS3: Earth and human activity
Engineering, Technology, and
Applications of Science
ETS1: Engineering design
ETS2: Links among engineering,
technology, science, and society
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Anatomy and Architecture of a NGSS Standard
PE#
Title and Code
Performance Expectations
What students should know and be able
to do at the end of instruction
Foundation Boxes
DCI
Grade Level/Band
MS-PS2-2 Plan an investigation to provide evidence that
the change in an object’s motion depends on the
sum of the forces on the object and the mass of the
object.
RCOE NGSS Awareness Series: NGSS 103
Handout 1
Science and
Engineering
Practices
Disciplinary
Core Ideas
Crosscutting
Concepts
Connections Boxes
Guidance for connecting the standard
within NGSS and to CCSS ELA and Math
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Three Dimensions of the NGSS
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The Problem
“Science, engineering, and technology permeate
nearly every facet of modern life, and they also hold
the key to meeting many of humanity's most pressing
and current and future challenges. Yet too few U.S.
workers have strong backgrounds in these fields, and
many people lack even fundamental knowledge of
them. This national trend has created a widespread
call for a new approach to K-12 science education in
the United States.” (NRC Framework, page 1)
Focusing on students from kindergarten through
12th grade, how does the problem described
above manifest itself in your community?
RCOE NGSS Awareness Series: NGSS 103
Handout 3
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The Goal
“…ensure that by the end of 12th grade, all students
have some appreciation of the beauty and wonder of
science; possess sufficient knowledge of science and
engineering to engage in public discussion on related
issues; are careful consumers of scientific and
technological information related to their everyday
lives; are 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.”
(NRC Framework, page 1)
What would have to change in the educational
system in your community to accomplish the
goal outlined in the Framework for K-12 Science
Education?
RCOE NGSS Awareness Series: NGSS 103
Handout 3
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The Vision
“…a vision for education in the sciences and engineering
in which students, over multiple years of school, actively
engage in scientific and engineering practices and
apply crosscutting concepts to deepen their
understanding of the core ideas in these fields.”
(NRC Framework, page 8)
What is your current understanding and use of the
three-dimensions (Science and Engineering
Practices, Crosscutting Concepts, and Core Ideas)
outlined in the vision for K-12 science education?
RCOE NGSS Awareness Series: NGSS 103
Handout 3
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NRC Framework for K-12
Science Education
 Consensus view of what is
important in K–12 science
education grounded in an
extensive review of the literature
on science learning.
 Guided the development of NGSS
 Detailed description of the three
dimensions of the NGSS
Free PDF download
available online
RCOE NGSS Awareness Series: NGSS 103
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Exploring the Principles of the
NRC Framework
1. What do we know about how children approach science?
2. What is different about how novices and experts in a field
approach new information? How does the Framework
(and the NGSS) attempt to address this difference?
3. How does the Framework (and the NGSS) help to
develop deep understanding of scientific explanations?
4. How are knowledge and practice essential elements in
learning science and engineering?
5. Why is it important to connect learning to students'
interests and experiences? How does this connection
promote equity in science education?
RCOE NGSS Awareness Series: NGSS 103
Handout 4
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Principles of the NRC Framework
1. Children are Born Investigators
2. Focus on Core Ideas and Practices
3. Understanding Develops Over Time
4. Science and Engineering Require Both
Knowledge and Practice
5. Connect to Students’ Interests and
Experiences/Promote Equity
(NRC Framework, pages 24-29)
RCOE NGSS Awareness Series: NGSS 103
Handout 4
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Visiting the NGSS Conceptual
Shifts
1. Science education should reflect the interconnected
nature of science
2. Standards are written as performance expectations
3. Science concepts build coherently from K-12
4. Deeper understanding of content as well as
application of content.
5. Science and engineering are integrated
6. Prepare students for college, career, and citizenship
7. Alignment to CCSS
RCOE NGSS Awareness Series: NGSS 103
Handout 5
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NGSS Implementation
Pathway Model Stages
2018-2019
RCOE NGSS Awareness Series: NGSS 103
Developed by J. Spiegel, A. Quan, Y. Shimojyo. 2014.
Adapted partially from the work of Harold Pratt. 2013.
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Revisiting the NGSS Implementation
Pathway Model
RCOE NGSS Awareness Series: NGSS 103
Handout 6
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CA NGSS Systems
Implementation Plan
 http://www.cde.ca.gov/pd/ca/sc/documents/sciencei
mplementationplan102714.pdf
or search “CA NGSS Systems Implementation Plan”
 This plan outlines CDE intentions
 Offers suggestions to LEAs and Community
Partners
RCOE NGSS Awareness Series: NGSS 103
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CA NGSS Systems
Implementation Plan
This plan stresses the importance of “high
quality professional learning opportunities for
educators to ensure that every student has
access to teachers who are prepared to teach to
the levels of rigor and depth required by the CA
NGSS.”
Guiding Strategy #1, CA NGSS Systems Implementation Plan, Nov 2014
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What Can You Do To
Take The Learning Back
 Share your learning with other educators and
stakeholders. Set a personal or department
goal.
 Support the professional learning needs and
opportunities for teachers in your district.
 Utilize NGSS Rollout materials to support
professional learning.
RCOE NGSS Awareness Series: NGSS 103
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Closing
RCOE NGSS Awareness Series: NGSS 103
Image Source: http://corymiller.com/how-to-eat-an-elephant-or-tackle-most-any-big-huge-enormous-project/
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