Next Generation Science Standards
Backchannel w/us on: http://todaysmeet.com/NGSS
Developing the Standards
2
Developing the Standards
Assessments
Curricula
Instruction
Teacher
Development
July 2011
2011-2013
Where is WI at in this process
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WI was not a lead state, but input was sought by WI and a Leadership team
was developed and met regularly over the last year and a half.
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WI – Decision to adopt the NGSS will be up to Tony Evers once the
Standards are released.
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We have one teacher from our State who is on the writing team. She
works w/Elementary ELL students, she will be at our three day NGSS
workshop in the summer.
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Looking into developing a ‘fast track’ earth science certification for HS
requirements.
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Working w/CESA’s for a Statewide Roll-Out plan
Survey – of Familiarity w/Framework
How many of you read the Framework for K-12 Science
Education?
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How many of you read the first draft of the NGSS?
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How many of you read the 2nd draft of the NGSS?
1) Read them 2) Submitted Comments individually
3) Submitted Comments as a Group
Principles in the Framework:
•
•
•
•
•
•
Children are born investigators
Understanding builds over time
Science and Engineering require both
knowledge and practice
Connecting to students’ interests and
experiences is essential
Focusing on core ideas and practices
Promoting equity
Integration of the Three Dimensions
The practices are
the processes of
building and using the
core ideas to make
sense of the natural
and designed world,
and the cross
cutting concepts
hold the discipline
together.
Crosscutting
Concepts
Practices
7
8
Core Ideas
44
Architecture
Closer Look at a Performance Expectation
Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of
the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2)
combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]
Performance expectations combine practices, core ideas, and crosscutting
concepts into a single statement of what is to be assessed.
They are not instructional strategies or objectives for a lesson.
Closer Look at a Performance Expectation
Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of
the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2)
combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]
Performance expectations combine practices, core ideas, and crosscutting
concepts into a single statement of what is to be assessed.
They are not instructional strategies or objectives for a lesson.
Closer Look at a Performance Expectation
Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of
the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2)
combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]
Performance expectations combine practices, core ideas, and crosscutting
concepts into a single statement of what is to be assessed.
They are not instructional strategies or objectives for a lesson.
Inside the
NGSS Box
Title and Code
Performance Expectations
Two sets of performance expectations at different
grade levels may use the same name if they focus on
the same topic. The code, however, is a unique
identifier for each standard based on the grade level,
content area, and topic of the standard.
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
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
Assessment Boundary
A statement that provides guidance
about the scope of the performance
expectation at a particular grade level.
Lowercase Letters
Lowercase letters at the end of
practices, core ideas, and crosscutting
Concepts designate which Performance
expectation incorporates them.
Scientific & Engineering Practices
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.
Changes:

Draft #1 to Draft #2
- Nature of Science was included much more (expect more
integration)
- Technology, Engineering and Applied Science more integrated.
-Math more integrated and closer look at progression.
- REDUCED amount of content
-Corrected some science
-Appendicies were added for more support and resources
-95% of the Standards were changed

Recommendations for Draft #2 from both NSTA/AAPT
NSTA Recommendations For Final Doc.

Need to emphasize the importance of
Foundation Boxes versus Performance
Expectations
 Contain the fundamental aspects of
learning goals for teaching and
planning instruction
 Performance Expectations to be used at
the conclusion of learning for
assessment
NSTA Recommendations
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All elements listed in Appendix H be
included in standards for all students
Reduce the size and scope of the
standards: fewer concepts, less
complexity at each grade level
Include guidance on the time and
resources necessary for implementation
AAPT Recommendations

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Clarify and correct scientific inaccuracies in
the disciplinary core ideas
Do not associate only one science and
engineering practice with one disciplinary
core idea – prefer any practice/s with any
DCI
Clarify wording of performance expectations
AAPT Recommendations


Correct science content so that science
teachers do not doubt credibility of entire
enterprise
Question Model Pathway 3: just a
restatement of standard biology-chemistryphysics pathway

Concerned about the imbalance in number of DCIs
associated with biology as compared to chemistry
and physics
What is staying the SAME…
Crosscutting
Concepts
Core
Ideas
Practices
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
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
DCI – Disciplinary Core Ideas
A core idea for K-12 science instruction is a
scientific idea that:
• Has broad importance across multiple science or
engineering disciplines or is a key organizing concept of
a single discipline
• Provides a key tool for understanding or investigating
more complex ideas and solving problems
• Relates to the interests and life experiences of students
or can be connected to societal or personal concerns
that require scientific or technical knowledge
• Is teachable and learnable over multiple grades at
increasing levels of depth and sophistication
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
ESS1: Earth’s Place in the Universe
ESS1.A:
The Universe and Its
Stars
ESS1.B:
Earth and the Solar
System
ESS1.C:
The History of Planet
Earth
PS1: Matter and Its Interactions
PS1.A: Structure and Properties of
Matter
PS1.B: Chemical Reactions
PS1.C: Nuclear Processes
PS2: Motion and Stability: Forces
and Interactions
PS2.A: Forces and Motion
PS2.B: Types of Interactions
PS2.C: Stability and Instability in
Physical Systems
ESS2: Earth’s Systems
ESS2.A:
Earth Materials and
Systems
ESS2.B:
Plate Tectonics and
Large-Scale System Interactions
PS3: Energy
ESS2.C:
The Roles of Water in
PS3.A: Definitions of Energy
Earth’s Surface Processes
PS3.B: Conservation of Energy and
ESS2.D:
Weather and Climate
Energy Transfer
ESS2.E:
Biogeology
PS3.C: Relationship Between Energy
ESS3: Earth and Human Activity
and Forces
ESS3.A:
Natural Resources
PS3.D:Energy in Chemical Processes
ESS3.B:
Natural Hazards
and Everyday Life
ESS3.C:
Human Impacts on
PS4: Waves and Their Applications in
Earth Systems
Technologies for Information
ESS3.D:
Global Climate
Transfer
Change
PS4.A: Wave Properties
PS4.B: Electromagnetic Radiation
PS4.C: Information Technologies
and Instrumentation
Engineering &
Technology
ETS1: Engineering Design
ETS1.A:
Defining and
Delimiting an Engineering
Problem
ETS1.B:
Developing Possible
Solutions
ETS1.C:
Optimizing the Design
Solution
ETS2: Links Among Engineering,
Technology, Science, and
Society
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
Note: In NGSS, the NATURE of SCIENCE has also been ADDED more integrated.
Progressions

The science standards are written providing a
progression to facilitate coherence in learning of these
ideas over the course of schooling.
Science 25 January 2013:
Vol. 339 no. 6118 pp. 396-397
AAAS

“Descriptions of the successively more sophisticated
ways of thinking about an idea that follow one another as
students learn” (Wilson & Bertenthal, 2005)
Progressions
“ If mastery of a core idea in a science discipline is the
ultimate educational destination, then well-designed
learning progressions provide a map of the routes that
can be taken to reach that destination. Such progressions
describe both how students’ understanding of the idea
matures over time and the instructional supports and
experiences that are needed in order for them to make
progress.”
Framework
Need for CLOSE reading & Understanding:
If you read the above without specialized knowledge, it implies at first glance that we need
telescopes to see planets. A careful reading dispels this, since obviously the moon can be seen
without a scope, but if you're an elementary school teacher without a background in science you
may not be aware that several planets are quite obvious in the night sky.
That we can see Saturn easily in this particular part of the world surprises most folks.
Science Teacher blogspot
CCC – Cross Cutting Concepts
Cross Cutting Concepts
1.
2.
3.
4.
5.
6.
7.
Patterns
Cause and effect
Scale, proportion, and quantity
Systems and system models
Energy and matter
Structure and function
Stability and change
Framework 4-1
CCC – Scale, Proportion, and Quantity
NSTA – Webinar 3/19/13
More examples of scale
NSTA Webinar 3/19/13
Understandings: CCC Scale, Proportion,
and Quantity
NSTA Webinar 3/19/13
Some suggestions for teaching scale
http://www.youtube.com/watch?v=0fKBhvDjuy0
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
Practices: Argument
Scientists engage in argument to :
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Defend claims using evidence and reasoning
Defend models using evidence
Critique the claims of other scientists
- Look for sufficient and appropriate evidence
Joe Krajcik, Lead Physics Writer
of Science Framework
Reasons Scientists use arguments
Scientist use argument to defend
 Interpretation of data
 Experimental designs
 Method of data analysis
 The appropriateness of a question
“In science, the production of knowledge is dependent on a
process of reasoning from evidence that requires a
scientist to justify a claim about the world. In response,
other scientists attempt to identify the claim’s weakness
and limitations to obtain the best possible explanation.”
Framework
Explanations in Science

“The goal of science is the construction of theories that
provide explanatory accounts of the world. A theory
becomes accepted when it has multiple lines of empirical
evidence and greater explanatory power of phenomena
than previous theories”
- Explains the How or Why
- Relies on Evidence
*The products of science are explanation and products of
engineering are solutions.
Argument vs Explanation

Argument is part of the process of science that defends
those explanations by carefully ruling out other
alternative explanations and building the case that the
data collected is sufficient and appropriate to serve as
evidence for the current claim.
What are some examples of this…
Ex. Claim, Evidence, Arugument, and Explanation

Progression of a Practice
Greater sophistication
Grades K-2
Grades 3-5
Make a claim and
use evidence.
Construct and
support scientific
arguments drawing
on evidence, data,
or a model.
Consider other
ideas.
Middle School
High School
Construct and
present oral and
written arguments
supported by
empirical evidence
and reasoning to
support or refute
an explanation for a
phenomenon.
Construct a counter
argument that is based
in data and evidence
that challenges
another proposed
argument.
By Gr. 12
-Identify possible
weaknesses in
argument and discuss
them using reasoning
and evidence.
-Identify flaws in their
own arguments and
respond to criticism
of others.
Appendices –
College and Career Ready Appendix C – Summary:
http://www.biologycorner.com/2013/02/24/ngss-collegereadiness/
Apply Text Rendering Protocol:
1. Everyone read and jot some notes.
Select a Facilitator and Recorder for next Activity:
2. Then go around your group ONLY one person sharing
at a time for 3 rounds. 1st round everyone shares a
single significant sentence and why they selected it.
2nd round – phrase, 3rd round a word.
3. Post the summary to share in Gallery Walk.
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