NGSS 3-26

NGSS Vision
• College and Career Readiness
NGSS Vision
• College and Career Readiness
• Equity
NGSS Vision
• College and Career Readiness
• Equity
• Economic Development
Overview of the
Science Standards
Development Process
Current State of Science Standards
Science documents used by states to develop standards are
about 15 years old
National Research Council’s National Science Education Standards were
published in 1996
American Association for the Advancement of Science’s Benchmarks for
Science Literacy were published in 1993
Call for new, internationally-benchmarked standards
Students in the U.S. have consistently been outperformed on international
assessments such as TIMSS and PISA
Too few students are entering STEM majors and careers
Need for solid expectations and goals to prepare students for these fields
Building on the Past;
Preparing for the Future
Phase I
Phase II
7/2010 – 12/2012
1/2010 - 7/2011
A Framework for
K-12 Science
Concepts, and
Core Ideas
NSTA Reader’s Guide to A Framework for K–12 Science
Education: Practices, Crosscutting Concepts, and Core Ideas
Principles of the Framework
K–12 Science Education Should Reflect the Real World
Interconnections in Science.
“The framework is designed to help realize 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.”
Principles of the Framework
• Children are born investigators
• Understanding builds over time
• Science and Engineering require both knowledge and
• Connecting to students’ interests and experiences is
• Focusing on core ideas and practices
• Promoting equity
Principles of the Framework
The vision represented in the Framework is new
in that students must be engaged at the nexus
of the three dimensions:
1. Science and Engineering Practices
2. Crosscutting Concepts
3. Disciplinary Core Ideas
Principles of the Framework
Science Concepts Build Coherently Across K–12
The focus on a few Disciplinary Core Ideas is a key
aspect to a coherent science education. The Framework
identified a basic set of core ideas that are meant to be
understood by the time a student completes high
Process for Development of Next
Generation Science Standards
States and other key stakeholders are engaged in
the development and review of the new college
and career ready science standards
–State Led Process
–Writing Teams
–Critical Stakeholder Team
–Achieve is managing the development process
NRC Study Committee members to check the
fidelity of standards based on framework
NGSS Writing Team Members
NGSS Writing Team
–Will write the standards based on the NRC’s Framework for K-12
Science Education
–41 members with expertise in teaching at all grade levels, working
with students with disabilities, English language acquisition, state
level standards/assessment, workforce development, engineering,
technology, and life, earth and physical science
–Includes prominent scientists and academics that have working
knowledge of science standards
–Selected based on recommendations from various groups including
NSTA and the Council of State Science Supervisors
–Led by the K-12 and postsecondary education community
Lead State Partners
Key Features of Lead Partner States
• As a whole group, Lead Partner States have the
following characteristics
– Broad Geographic Representation
– Account for 58% of the nation’s public school students
– A bipartisan collection of states based on current
– Are in one of the assessment consortia
– Slightly more than half have grade-by-grade
standards through grade eight
– Most require three years of science for high school
Conceptual Shifts
in the 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 build coherently from K-12.
4. The NGSS Focus on Deeper Understanding of Content as well as
Application of Content.
5. Science and Engineering Standards and Practices are Integrated in
the NGSS from K–12.
6. The NGSS and Common Core State Standards - English Language
Arts and Mathematics are Aligned.
Conceptual Shifts
in the NGSS
There is less content…
Students should not just KNOW about
science…they need to be able to DO science!
Students need time to delve deeper…
NGSS Architecture
• The NGSS are
written as
• NGSS will require
application of the
three dimensions by
Link between NGSS and CCSS…
M1. Make sense of
problems & persevere in
solving them
M6. Attend to precision
S2. Develop S1. Ask questions &
define problems
and use models
S5. Use mathematics & S3. Plan & carry out
computational thinking
M4. Model with mathematics S4. Analyze & interpret
M7. Look for & make use
E2. Build strong content
of structure
M8. Look for & express
E4. Comprehend as well as critique
regularity in repeated
E5. Value evidence
M2. Reason abstractly & quantitatively
M3. Construct viable argument & critique reasoning of
S7. Engage in argument from evidence
S6. Construct explanations & design solutions
S8. Obtain, evaluate & communicate information
E6. Use technology & digital media strategically & capably
M5. Use appropriate tools strategically
E1.Demonstrate independence
E3. Respond to the varying demands of audience, talk, purpose, & discipline
E7. Come to understand other
perspectives & cultures
Source: Working Draft v2, 12-06-11
by Tina Cheuk,
Current State Science
Standard Sample
Inquiry Standards
Students will explore the importance of curiosity,
honesty, openness, and skepticism in science and will
exhibit these traits in their own efforts to understand
how the world works.
Students will use standard safety practices for all
classroom laboratory and field investigations.
Students will have the computation and estimation skills
necessary for analyzing data and following scientific
Students will use tools and instruments for observing,
measuring, and manipulating equipment and materials
in scientific activities utilizing safe laboratory
Students will use the ideas of system, model, change,
and scale in exploring scientific and technological
Students will communicate scientific ideas and activities
Students will question scientific claims and arguments
Content Standards
Distinguish between atoms and molecules.
Describe the difference between pure substances
(elements and compounds) and mixtures.
Describe the movement of particles in solids,
liquids, gases, and plasmas states.
Distinguish between physical and chemical
properties of matter as physical (i.e., density,
melting point, boiling point) or chemical (i.e.,
reactivity, combustibility).
Distinguish between changes in matter as physical
(i.e., physical change) or chemical (development of
a gas, formation of precipitate, and change in color).
Recognize that there are more than 100 elements
and some have similar properties as shown on the
Periodic Table of Elements.
Identify and demonstrate the Law of Conservation
of Matter.
Standards Comparison:
Illinois Science Standards
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.
Why This Goal Is Important: This goal is comprised of key concepts and principles in the life, physical and earth/space sciences that have considerable explanatory and
predictive power for scientists and non-scientists alike. These ideas have been thoroughly studied and have stood the test of time. Knowing and being able to apply these
concepts, principles and processes help students understand what they observe in nature and through scientific experimentation. A working knowledge of these concepts and
principles allows students to relate new subject matter to material previously learned and to create deeper and more meaningful levels of understanding.
A. Know and apply concepts that explain how living things function, adapt and change.
12.A.1a Identify and
describe the
component parts of
living things (e.g., birds
have feathers; people
have bones, blood,
hair, skin) and their
major functions.
12.A.2a Describe
simple life cycles of
plants and animals and
the similarities and
differences in their
12.A.3a Explain how
cells function as
“building blocks” of
organisms and
describe the requirements for cells to live.
12.A.4a Explain how
genetic combinations
produce visible effects
and variations among
physical features and
cellular functions of
12.A.1b Categorize
living organisms using
a variety of observable
features (e.g., size,
color, shape,
12.A.2b Categorize
features as either
inherited or learned
(e.g., flower color or
eye color is inherited;
language is learned).
12.A.3b Compare
characteristics of
organisms produced
from a single parent
with those of
organisms produced by
two parents.
12.A.4b Describe the
structures and
organization of cells
and tissues that
underlie basic life
functions including
nutrition, respiration,
cellular transport,
biosynthesis and
12.A.4c Describe
processes by which
organisms change over
time using evidence
from comparative
anatomy and
embryology, the fossil
record, genetics and
12.A.5a Explain
changes within cells
and organisms in
response to stimuli and
conditions (e.g.,
12.A.5b Analyze the
transmission of genetic
traits, diseases and
12.A.3c Compare and
contrast how different
forms and structures
reflect different
functions (e.g.,
similarities and
differences among
animals that fly, walk
or swim; structures of
plant cells and animal
Standards Comparison:
Structure and Properties of Matter
NGSS Middle School Sample
a. Develop molecular-level models of a variety of substances, comparing those with simple
molecules to those with extended structures.
b. Design a solution that solves a practical problem by using characteristic chemical and
physical properties of pure substances.*
c. Develop a molecular level model that depicts and predicts why either temperature
change and/or change of state can occur when adding or removing thermal energy from
a pure substance.
d. Develop molecular models of reactants and products to support the explanation
that atoms, and therefore mass, are conserved in a chemical reaction.
e. Analyze and interpret the properties of products and reactants to determine if a chemical
reaction has occurred.
f. Gather and communicate information that people's needs and desires for new materials
drive chemistry forward, and that synthetic materials come from natural resources and
impact society.*
g. Design, construct, and test a device that either releases or absorbs thermal energy by
chemical processes.*
NGSS Documentation
 Appendices have been added to support the NGSS and in response to feedback
 Appendix A – Conceptual Shifts
 Appendix B – Responses to May Public Feedback
 Appendix C – College and Career Readiness
 Appendix D – All Standards, All Students
 Appendix E – Disciplinary Core Idea Progressions in the NGSS
 Appendix F – Science and Engineering Practices in the NGSS
 Appendix G – Crosscutting Concepts in the NGSS
 Appendix H – Nature of Science
 Appendix I – Engineering Design, Technology, and the Applications of Science
in the NGSS
 Appendix J – Model Course Mapping in Middle and High School
 Appendix K – Connections to Common Core State Standards in Mathematics
DCI Progressions
Nature of Science
Connections to CCSS Mathematics
Model Course Mapping
1. Conceptual Progressions Model (6-8 and 9-12) — the 6-8 and 9-12 grade band
PEs are organized so that student understanding of concepts is built progressively
throughout the course sequence. This model maps PEs into courses based on
what concepts are needed for support without focusing on keeping disciplines
2. Science Domains Model (6-8 and 9-12) — the 6-8 and 9-12 grade band PEs are
organized into content-specific courses that match the three science domains of
the Framework: Physical Science, Life Science, and Earth Science. Since the
Engineering domain is integrated into the other three in the NGSS, it was not
separated out.
3. Modified Science Domains Model (9-12) — the 9-12 grade band performance
expectations are organized into content-specific courses that do not match the
domains of the Framework, but rather match a common high school course
sequence of biology, chemistry, and physics.
Preparing for the NGSS
PD Training
Courses/Curriculum revisions
Related previous standard
Disciplinary Core Idea:
Classroom Activities
Crosscutting Concept:
• Well…
– These standards don’t lend themselves well to being
assessed by a multiple choice exam
– In your classroom, begin assessing authentically
• Assess PE as written!
– Simulations will likely be used in a formal exam
• Check out the ones on the NAEP website
• University of Colorado website has some as well
Commission Calls for 'Radically Different' Tests
• Panel offers a 10-year plan
Balanced Science
• Classroom-Level Assessment Practices
• End of unit / assessment to assign grade
• Interim / District Benchmark Assessment
• Large-scale State / National Assessment
A Word About Assessments…
• The National Academies of Sciences’ National
Research Council has convened a group of science
educators to create an assessment framework based
on the Science Conceptual Framework.
• It will be released soon after the NGSS is complete.
• Discussions have centered around performancebased assessments and computer simulations
NGSS / ISBE Adoption and
Implementation Initiatives
• IL Building Capacity for State Science
Education (BCSSE)
• IL NGSS Adoption Committee
Council of State Science Supervisors (CSSS)
BCSSE Multistate Collaboration
Lead State / Achieve
Update on Illinois
Adoption Plans
• 3/29/13 Release of NGSS Final Version
• BCSSE Team working to develop
documents for ISBE and the Adoption
• NGSS IL Adoption Team will meet
• Presentation to Illinois State Board of
Education at June, 2013 Board Meeting
Update on Illinois
Implementation Plans
Implementation Timeline:
–Still in conversation
–Proposed 3 year plan
–Curriculum development and
planning begins next year
Current Action Steps:
• Study and integrate 8 Scientific and Engineering
Practices (SEPs) into current lessons
Resources for SEPs: Framework / NSTA Webinars
• Develop Assessment Literacy primarily focused on
Classroom-level, Formative Assessment Practices
Effective Formative Assessment for Students and Teachers (EFAST) PD
• Advanced understanding of Framework for K-12
Science Education (free registration will allow download of PDF)
Following release of NGSS at end of March, 2013:
• Professional Learning Team Analysis of NGSS and ancillary
• Begin with focus on your grade level and subject
• Secondary close examination of preceding grade level and
next grade performance expectations
• Examine Scientific and Engineering Practices that are part of
the performance expectations in your grade level and
• What might teaching and learning look like for your classes
under NGSS?
• What resources are you going to need in order to teach to
these standards?
Contact Information
Carol Baker: [email protected]
Gil Downey: [email protected]
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