Who Am I?
• Hallie Booth
– Special Education (K-12)
– Science 6-8 (Gifted and Talented 6th)
– Science Coach 6-12
– CTE LDC Coach 9-12
– Middle School LDC 6-8 – T2X Trainer
– Common Core National Trainer/Advocate
– LDC National Trainer
Rate Your Familiarity with NGSS
• Choose one of the following that best describes your
familiarity with the NGSS and explain your choice:
1) I know there are new science standards
2) Know a little about them/I know they have different
colored sections on the paper
3) Read some of the framework/standards
4) I have a real deep understanding of standards their
meaning and the content taught
5) I could lead a PD or group planning on the standards.
P-12 MSOU of PIMSER
Facts and Myths About the NGSS
Scientific and Engineering Practices
• Place an X next to the descriptions you think
are correct.
• Which of your answers are you least sure
about? Explain your thinking.
• Discuss with a partner.
• What other questions do you have?
P-12 MSOU of PIMSER
A New Vision of Science
Learning
that Leads to
a New Vision of Teaching
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 science and engineering
practices and apply crosscutting concepts to deepen their
understanding of the core ideas in these fields.
A Framework for K-12 Science Education p. 1-2
P-12 MSOU of PIMSER
Sean Elkins' Ted Talk
• http://mediaportal.education.ky.gov/nextgeneration-schools-anddistricts/2013/09/speed-bumps-on-the-roadto-ngss/
What’s Different about the Next
Generation Science Standards?
Instructional Shifts in the NGSS
1. Performance Expectations
2. Evidence of learning
3. Learning Progressions
4. Science and Engineering
5. Coherence of Science Instruction
6. Connections within Science and between Common
Core State Standards
Crosscutting Concepts
1.Patterns
2.Cause and effect
3.Scale, proportion, and quantity
4.Systems and system models
5.Energy and matter
6.Structure and function
7.Stability and change
Framework 4-1
The Trail of Two Standards
• Read the two standards at your table (front
and back)
• Make sure to note the following:
– What is different about the two standards
– What are the students doing in each Standard
– What instructional shifts do you note in each
– What would you expect as the overall
instructional look of the classroom if you were
observing
Table Talk and Record
Discuss what you have written down on your
self- reflection and compare your findings with
the people at your table.
Summarize your tables findings and prepare to
share out.
What have we learned?
Physical Sciences
• PS 1: Matter and Its Interactions
• PS 2: Motion and Stability
• PS 3: Energy
• PS 4: Waves and Their
Applications
Life Sciences
• LS 1: From Molecules to
Organisms: Structures
and Processes
• LS 2: Ecosystems: Interactions,
Energy, and Dynamics
• LS 3: Heredity: Inheritance and
Variation of Traits
• LS 4: Biological Evolution:
Unity and Diversity
Earth and Space Sciences
• ESS 1: Earth’s Place in
the Universe
• ESS 2: Earth Systems
• ESS 3: Earth and
Human Activity
Engineering, Technology and
Applications of Sciences
• ETS 1: Engineering Design
• ETS 2: Links Among
Engineering,
Technology, Science
and Society
• “…students cannot fully understand scientific
and engineering ideas without engaging in
the practices of inquiry and the discourses by
which such ideas are developed and refined.
At the same time, they cannot learn or show
competence in practices except in the context
of specific content.”
– A Framework for K-12 Science Education, pg. 218
P-12 MSOU of PIMSER
Three Dimensions Intertwined
 The NGSS are written as
Performance Expectations
 NGSS will require
contextual application of
the three dimensions by
students.
 Focus is on how and why
as well as what
Standards: Nexus of 3 Dimensions
• Not separate treatment of
“content” and “inquiry” (No
“Chapter 1”)
• Curriculum and instruction
needs to do more than
present and assess scientific
ideas – they need to involve
learners in using scientific
practices to develop and
apply the scientific ideas.
Crosscutting
Concepts
Practices
P-12 MSOU of PIMSER
Core
Ideas
Science and Engineering Practices
Guiding Principles
• Students in K-12 should engage in all of the eight practices
over each grade band.
• Practices grow in complexity and sophistication across the
grades.
• Each practice may reflect science or engineering.
• Practices represent what students are expected to do, and
are not teaching methods or curriculum.
• The eight practices are not separate; they intentionally
overlap and interconnect.
• Performance expectations focus on some but not all
capabilities associated with a practice.
P-12 MSOU of PIMSER
Science and Engineering Practices
1. Asking questions (science)
and defining problems
(engineering)
5. Using mathematics and
computational thinking
2. Developing and using
models
6. Constructing explanations
(science) and designing
solutions (engineering)
3. Planning and carrying out
investigations
7. Engaging in argument from
evidence
4. Analyzing and interpreting
data
8. Obtaining, evaluating, and
communicating
information
P-12 MSOU of PIMSER
Coherent Science Instruction
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.
P-12 MSOU of PIMSER
Framework pg. 8-9
Instruction Builds Toward PEs
Performance
Expectations
Lots of work completed, underway,
and left to do
Assessments
Curricula
Instruction
Teacher
Development
Implications
Curriculum
Instruction
Assessment
NGSS
P-12 MSOU of PIMSER
Take Home Messages
• According to the intent of the Framework, the
practices are not to be done in isolation.
• The practices are essential for learning the
content.
• We won’t have to start from scratch on
everything!
• Learning experiences should have the student
doing the doing (hands-on and minds-on).
P-12 MSOU of PIMSER
Take Home Messages 2
• Slow and steady
• 2013-2014 is not an “official”
implementation year it is a trial year…..learn
and get feet wet
• Conversations will take place all year long
and will encompass topics such as,
curriculum mapping, performance based
instruction, etc.
• Begin to use the practices to implement core
content in classroom activities
Homework
for Network
Participants
1. Who is on your District Leadership
Team and what the plan to scale the
Network goals ?
2.Read over and become familiar with “
your” grade level standards