An Invitation: Moving Forward With
The Next Generation Science
Framework
Anne Grall Reichel, Ed.D.
Session Goals
• Participants will gain firsthand experience
with strategies designed to build critical
foundational knowledge using A
Framework for K-12 Science Education
• Participants will explore the anatomy of
the Next Generation Science Standards.
Anne Grall Reichel, Ed.D.
Begin With An Understanding of the
Framework and the Research Behind It
The Framework
The Research Base
Anne Grall Reichel, Ed.D.
Three Dimensions of the
Framework
• Practices
• Crosscutting Concepts
• Core Disciplinary Ideas
Anne Grall Reichel, Ed.D.
Dimension One: Practices
1.
2.
3.
4.
5.
6.
7.
8.
Asking questions (for science) - Defining problems (for
engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematical and computational thinking
Constructing explanations (for science) - Designing
solutions (for engineering)
Engaging in argumentation from evidence
Obtaining, evaluating and communicating information
Anne Grall Reichel, Ed.D.
What can I do on Monday?
Look critically at your current lesson objectives.
Can you embed practices as a means of building
an understanding of key concepts?
• Example: Argue the placement of an element on
the periodic table.
• Example: Analyze data to find evidence of
changes in climate.
Learn More:
Appendix F – Next Generation Science Standards
Chapter 3 – A Framework for K-12 Science Education
Anne Grall Reichel, Ed.D.
Dimension Two: Crosscutting
Concepts
•
•
•
•
•
Patterns
Cause & Effect: Mechanism and Explanation
Scale, Proportion, Quantity
Systems & Systems Models
Energy & Matter (Flows, Cycles,
Conservation)
• Structure & Function
• Stability & Change
What can I do on Monday?
• Support students in making connections to the Cross
Cutting Concepts.
• Use student notebooks with Cross Cutting Concept pages
and descriptions in kid friendly language.
• Encourage students to reflect at the end of class in
notebooks
• Exit Slip – My connection today, evidence of a Cross
Cutting Concept
Learn More:
Appendix G – Next Generation Science Standards
Chapter 4 – A Framework for K-12 Science Education
Anne Grall Reichel, Ed.D.
Dimension Three: Core
Disciplinary Ideas
•
•
•
•
Physical Science
Life Science
Earth/Space Science
Engineering
Please Note: Engineering design for each grade band appears
after second, fifth, and eighth grade in the Topic version of
the standards
Anne Grall Reichel, Ed.D.
Why is the Framework Important?
Explanatory Power: Understanding Core
Disciplinary Ideas
Essential Question: How do the structures of organisms
enable life’s functions?
•
Grade Band Endpoints
– By the end of grade 2. All organisms have external parts.
Different animals use their body parts in different ways…..
– By the end of grade 5. Plants and animals have both internal
and external structures…..
– By the end of grade 8. All living things are made up of cells…..
– By the end of grade 12. Systems of specialized cells within
organisms….
Anne Grall Reichel, Ed.D.
What can I do on Monday?
Disciplinary Core Ideas
• Read the Grade Band Endpoints for the current
content you are teaching.
• Compare the expectation described in the
endpoint to your current expectations
• Use the essential questions in the Framework to
focus your instruction
Learn More:
Appendix E – Next Generation Science Standards
Chapter 5-8 – A Framework for K-12 Science Education
Anne Grall Reichel, Ed.D.
So Before We Dig Into The Anatomy of NGSS Let’s
Check Our Foundational Knowledge
Anne Grall Reichel, Ed.D.
Classification Activity
Read each statement as a group. Determine if the statement
should be classified as a Practice, Crosscutting Concept, or
Disciplinary Core Idea (See Folder One)
Practice
Crosscutting Concept
Anne Grall Reichel, Ed.D.
Disciplinary Core
Ideas
Practices
• Scientists formulate questions about phenomena to
establish what is already known, and to determine what
questions have yet to be satisfactorily answered.
• Scientific investigations produce data that must be
analyzed to derive meaning. Scientists use a range of tools
to identify significant features and patterns in data.
• In science, reasoning and argument are essential for
clarifying strengths and weaknesses of a line of evidence
and for identifying the best explanation for a natural
phenomenon.
Anne Grall Reichel, Ed.D.
Cross Cutting Concepts
• Scale, Proportion, and Quantity: In considering
phenomena, it is critical to recognize what is relevant at
different measures of size, time and energy and to
recognize how changes in scale, proportion, or quantity
affect a system’s structure or performance.
• Cause & Effect: Events have causes, sometimes simple,
sometimes multifaceted.
• Energy & Matter: Tracking fluxes of energy and matter, into,
out of, and within systems helps one understand the
systems’ possibilities and limitations.
Anne Grall Reichel, Ed.D.
Disciplinary Core Ideas
• Water is found in the oceans, rivers, lakes, and ponds.
Water exists as solid ice and in liquid form.
• Water is found almost everywhere on Earth, as vapor; as
fog as clouds in the atmosphere;
• Water continually cycles among land, ocean, and
atmosphere via transpiration, evaporation, condensation,
crystallization, and precipitation as well as downhill flows
on land.
Anne Grall Reichel, Ed.D.
The Anatomy of NGSS
Anne Grall Reichel, Ed.D.
The Anatomy of NGSS
Title and Code
Two standards 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.
Standard
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
Related Standards:
Common Core
Performance Expectation
A statement that combines practices,
core ideas, and crosscutting concepts
into a single statement describing how
students can show what they have
learned.
Scientific & Engineering
Practices
Practices are the activities that
scientists and engineers engage in to
either understand the world or solve a
problem
Disciplinary Core Ideas
Core Ideas are those concepts in science
and engineering that have broad
importance within and across disciplines
as well as relevance in people’s lives.
Crosscutting Concepts
Crosscutting Concepts are those ideas,
such as Patterns and Cause and Effect,
which are not specific to any one
discipline but cut across them all.
Number
Number at the end of Practices, Core
Ideas, and Crosscutting Concepts
designate which Performance
Expectation incorporates them.
Integration of the Three Dimensions
The Practices are the
Practices
processes of building
and using the Core
Crosscutting Concepts
Ideas to make sense
of the natural and
designed world, and
the Crosscutting
Concepts hold the
discipline together.
From NSTA Webinar
Core Ideas
Blending The Three Dimensions
Core
Disciplinar
y
Idea
Practice
Cross
Cutting
Concept
Performance Descriptor
Anne Grall Reichel, Ed.D
Argue: Provide
evidence to
support the
grouping of
substances as
solids and
liquids.
Anne Grall Reichel, Ed.D
Crosscutting Concept
Different kinds
of matter exist.
Solids and
liquids have
different
properties
which can be
used to sort
them.
Practice
Core Disciplinary Idea
Example: Blended Instruction
Pattern:
Diverse solids
and liquids
exist, but
certain
features are
similar for all
solids and all
liquids.
Explore the Anatomy of NGSS Applying the
STC Cycle of Learning
Focus: Avoid the
temptation to start at
the top of the page.
Read the Foundational
Box First!
Anne Grall Reichel, Ed.D.
Focus: Read & Discuss the
Foundational Box
• Take time to read the Foundational
Boxes in Folder Two
• Discuss: What strategies will you use
to support colleagues in
understanding the importance of the
foundational box?
Anne Grall Reichel, Ed.D.
Explore the Anatomy of NGSS
Applying a Cycle of Learning
Explore: Read the
performance
expectations, one set
of expectations is
defined as a standard.
Look for the evidence of
the Foundational Box
in the descriptors.
Notice the helpful system
of coding.
Anne Grall Reichel, Ed.D.
Challenge: Find the Practice, the Cross Cutting
Concept and the Disciplinary Core Idea Without a
Foundation Box
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.
MODEL! MODEL! MODEL!
• What is the practice? Planning and carrying out investigations
• What is the disciplinary core idea? The motion of an object is
determined by the sum of the forces acting on it….
• What is the cross cutting concept? Stability & Change
Anne Grall Reichel, Ed.D.
Challenge: Find the Practice, the Cross Cutting
Concept and the Disciplinary Core Idea Without a
Foundation Box
Structure, Function, and Information Processing Grade 1: Use
materials to design a solution to a human problem by mimicking
how plants and/or animals use their external parts to help them
survive, grow and meet their needs.
TRY IT AS A TABLE GROUP!
• What is the practice?
• What is the disciplinary core idea?
• What is the cross cutting concept?
Anne Grall Reichel, Ed.D.
Challenge: Find the Practice, the Cross Cutting
Concept and the Disciplinary Core Idea Without a
Foundation Box
ENERGY GRADE 4: Use evidence to construct explanations relating
the speed of an object to the energy of the object.
TRY IT AS A TABLE GROUP!
• What is the practice?
• What is the disciplinary core idea?
• What is the cross cutting concept?
Anne Grall Reichel, Ed.D.
Challenge: Find the Practice, the Cross Cutting
Concept and the Disciplinary Core Idea Without a
Foundation Box
Structure & Properties of Matter MS: Measure and graph quantities to
provide evidence that regardless of the type of change that occurs
when heating, cooling, or mixing substances, the total weight of
matter is conserved.
TRY IT AS A TABLE GROUP AGAIN!
• What is the practice?
• What is the disciplinary core idea?
• What is the cross cutting concept?
Anne Grall Reichel, Ed.D.
Explore the Anatomy of NGSS
Applying a Cycle of Learning
Reflect: Think about the
performance descriptors as
a group.
What story do they tell as a
cohesive whole?
How would you have students
reflect and show evidence
of their learning of the
descriptors through a
performance task?
Discuss at your tables.
Anne Grall Reichel, Ed.D.
Explore the Anatomy of NGSS
Applying a Cycle of Learning
Apply: How would
students “apply” and
extend what they have
learned by logically
integrating meaningful
reading, writing and
mathematics within an
assessment?
Anne Grall Reichel, Ed.D.
Apply: Logically Integrating the
Common Core
Investigating Biodiversity and
Interdependence (p.105) (Middle
School)
“Read the passage about Charles Darwin on pages 104 and
the article entitled “Daphnia’s Changes of Appetite” on
pages 106-108. Write to explain which of Darwin’s ideas are
addressed in the reading selection and how those ideas are
supported.” Support with textual evidence, quoting
accurately from the text and your scientific investigations.
Anne Grall Reichel, Ed.D.
RI 9. Integrate
information from several texts on the same topic in order
to write or speak about the subject knowledgeably.
Students conduct research on the topic of Inventions. They begin
their research using the information on inventions in the STC
Reader and Kids Discover. They use those readings as a
catalyst for further research. They present information orally or
in writing integrating information from multiple sources.
Reference: Kids Discover: The Wright Brothers and the STC
Reader: Motion & Design
Formative:
– Summarize information in multiple texts
– Explain how the multiple texts support your topic
– Present synthesized information
32
For Further Information
To access today’s power point go to
www.carolinacurriculum.com
To reach Dr. Anne Grall Reichel e-mail
annegrallreichel@comcast.net
www.childrencandoremarkablethings.com
Anne Grall Reichel, Ed.D.