September 2013
NGSS Development Process
July 2011
A
Framework
for Science
Education is
released
2011
Sept 2011
California
selected as
Lead State
May 2012
First Draft
of NGSS
released
April 2013
Final NGSS
document
released.
States consider
adoption
2012
July 2013
Presentation to
the State Board
of Education
2013
Jan 2013
Second
Draft of
NGSS
released
April – May 2013
CA Public
Comment Meetings
held throughout the
state
2014
CDE Develops
Implementation
Plan
2014
Sept 4, 2013
CA SBE
adopts NGSS
Map from www.nsta.org
States Adopting NGSS (as of September 2013)
RI, KS, KY, MD, VT, CA, DE
Goal of NGSS
Develop standards that will be rich in content and
practice, arranged in a coherent manner across
disciplines and grades to provide all students an
internationally benchmarked science education.
Less emphasis on:
Discrete Facts
More emphasis on:
Conceptual understanding with a focus on
depth over breadth
Isolated investigation and Integration of science and engineering
experimentation process practices with content
skills
Student acquisition of
Student understanding and use of scientific
information
knowledge within and across science
disciplines, and science and engineering
practices
Numerous Standards
Limited number of disciplinary Core Ideas
and Cross Cutting Concepts that unify the
study of science and engineering
Uneven articulation
Learning progressions that develop K-12
throughout grade levels
*Presentation to the State Board of Education, July 10, 2013
Less emphasis on:
No Engineering
More emphasis on:
Engineering standards and practices
that all students should encounter
Assessing science
Assessing scientific understanding
knowledge
and reasoning specified by the
performance expectations
Limited correlation
Correlation with CCSS ELA and
with other subjects
Mathematics
Limited integration of Integration of science disciplines in
science disciplines in middle school
middle school
*Presentation to the State Board of Education, July 10, 2013
1998 CA Kindergarten
Life Science & Earth
Science
NGSS Kindergarten
Earth & Space
Science
Students know how to observe
and describe similarities and
differences in the appearance
and behavior of plants and
animals
Use a model to represent
the relationship between
the needs of different
plants or animals (including
humans) and the places
they live. (K-ESS3-1.)
Students know characteristics
of mountains, rivers, oceans,
valleys, deserts, and local
landforms.
1998 CA 7th Grade
Life Science
Students know the
function of the Umbilicus
and placenta during
pregnancy
NGSS Middle School
Life Science
Use argument
supported by evidence
for how the body is a
system of interacting
Students know how bones subsystems composed
and muscles work together of groups of cells. (MSto provide a structural
LS1-3.)
framework for movement.
1998 CA High School
Chemistry
Students know how
reaction rates depend
on such factors as
concentration,
temperature, and
pressure.
NGSS High School
Physical Science
Apply scientific principles
and evidence to provide
an explanation about the
effects of changing the
temperature or
concentration of the
reacting particles on the
rate at which a reaction
occurs.(HS-PS1-5.)
Performance Expectations for NGSS
Developed to support 4 Disciplinary Core Ideas
Arranged in
• K-5 grade specific
• 6-8 grade span*
• 9-12 grade span
Key distinctions from prior standards:
• Performance Expectations
• Foundations based on the Three Dimensions
• Coherence within NGSS and with CCSS
*California modified grade 6-8 to grade specific performance expectations
based on integrated topics defined by NGSS
*Presented to the CA State Board of Education in July 2013; will be acted on in November
Architecture of a Standard
Performance
Expectations
Foundation
Boxes
Connection
Boxes
Performance Expectation
• What students should know and be able to do after
instruction
• Communicates a “big idea”
• Includes clarification statements and assessment
boundary statements
Foundation Boxes
• Science & Engineering Practices for the performance
expectation and connections to Nature of Science
• Disciplinary Core Ideas for all students to understand
• Crosscutting Concepts and connections to Nature of Science
provides a big picture for emphasis
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: From Molecules to Organisms:
Structures and Processes
PS1: Matter and Its Interactions
LS2: Ecosystems: Interactions, Energy, and
Dynamics
LS3: Heredity: Inheritance and Variation of
Traits
PS2: Motion and Stability: Forces and
Interactions
PS3: Energy
PS4: Waves and Their Applications in
Technologies for Information Transfer
LS4: Biological Evolution: Unity and Diversity
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
Crosscutting Concepts
1. Patterns, similarity, and diversity
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
MS-PS1-4. Develop a model that predicts and describes changes in
particle motion, temperature, and state of a pure substance when
thermal energy is added or removed.
PRACTICE: Develop a model
to predicts and/or describe
phenomena
CCC: Cause and effect relationships
may be used to predict phenomena in
natural or designed systems.
DCI: Gases and liquids are made of molecules or inert atoms that are moving
about relative to each other. In a liquid, the molecules are constantly in contact
with others; in a gas, they are widely spaced except when they happen to collide.
In a solid, atoms are closely spaced and may vibrate in position but do not change
relative locations. The changes of state that occur with variations in temperature or
pressure can be described and predicted using these models of matter. The term
“heat” as used in everyday language refers both to thermal motion (the motion of
atoms or molecules within a substance) and radiation (particularly infrared and
light). In science, heat is used only for this second meaning: it refers to energy
transferred when two objects or systems are at different temperatures. The
relationship between the temperature and the total energy of a system depends on
the types, states, and amounts of matter present.
Connection Boxes
• Connections to other Disciplinary Core Ideas (DCI) at the
grade level
• Articulation of DCIs across grade levels
• Connections to Common Core State Standards
Prepare for the NGSS
• Integrate CCSS ELA and Math with science curriculum
• Implement the Scientific and Engineering Practices into
the curriculum
• Develop Engineering Lessons and Project Based
Learning opportunities
• Explore the Crosscutting Concepts and incorporate them
into your units
• Develop hands-on science units with essential questions
that incorporate the NGSS Storylines
CA Framework
Assessments
Instruction
NATIONAL RESEARCH COUNCIL
Of the National Academies
July 2011
2011-2013
Teacher
Preparation and
development
2014 -
Resources
• Contra Costa County Office of Education
www.cocoschools.org/steam
• Next Generation Science Standards
www.nextgenscience.org/
• CDE updates to the NGSS
www.cde.ca.gov/pd/ca/sc/ngssintrod.asp
• http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp
• NSTA Common Core Resources
www.nsta.org/about/standardsupdate