Preparing for Public
Review of the
Next Generation Science Standards for Today’s
Students and Tomorrow’s Workforce
Developed by:
Phil Lafontaine, Director
Professional Learning Support Division
California Department of Education
Dean Gilbert, Science Coordinator
Orange County Department of Education
Ice Breaker
Take one item out of
your pocket or purse
and make up a story
using the item to
solve a problem.
California to Revise Science Standards
• SB 300 required the Superintendent of Public
Instruction, Tom Torlakson, to submit a set of
revised standards to the State Board of
Education by March 2013.
• The revised standards must be based upon the
NGSS
• The SBE must take action on the revised
standards by July 2013.
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Lead Partners
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NGSS Lead States
California is actively participating in NGSS
development.
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California Internal Review Team
K-12 Teachers
College and University Faculty
Practicing Scientists
Leaders in Business and Industry
Formal and Informal Science programs
California Science Teachers Association
California Mathematics and Science Projects
California Department of Education
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Two-Step Process
http://www.nextgenscience.org/
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A Framework for Science Education
Practices, Crosscutting Concepts, and Core Ideas
Vision
•Science for ALL Students
•Coherent Learning
Three Dimensions
•Scientific and Engineering
Practices
•Crosscutting Concepts
•Core Ideas
Important First Step in Next
Generation Science Standards
Development
National Research Council
Board on Science Education
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Organization of Framework
Framework Dimensions
•Scientific and Engineering Practices
•Crosscutting Concepts
•Disciplinary Core Ideas
Realizing the Vision
•Integrating the Three Dimensions
•Implementation
•Equity and Diversity
•Guidance for Standards Development
•Looking Toward the Future: Research to
Inform K-12 Science Education Standards
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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
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Vision for Science Education
Builds on Existing National Science Education Efforts
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The Guiding
Principles of
the
Framework
are ResearchBased and
Include. . .
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Learning Develops Over Time
• More expert knowledge is structured around
conceptual frameworks
– Guide how they solve problems, make observations,
and organized and structure new information
• Learning unfolds overtime
• Learning difficult ideas takes time and often
come together as students work on a task that
forces them to synthesize ideas
• Learning is facilitated when new and existing
knowledge is structured around the core ideas
• Developing understanding is dependent on
instruction
13
Organized According to Learning Progressions
“Standards should be organized as progressions
that support students’ learning over multiple
grades. They should take into account how
students’ command of the concepts, core ideas,
and practices becomes more sophisticated over
time with appropriate instructional
experiences.” (NRC 2011, Rec 7)
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Focus of the Framework
Three Dimensions
•Scientific and Engineering Practices
•Crosscutting Concepts
•Disciplinary Core Ideas
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Dimension 1
Dimension 1
Scientific
and
Engineering
Practices
Scientific 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
For each, the Framework includes a description of the practice, the culminating
12th grade learning goals, and what we know about progression over time.
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Dimension 2
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
17
Dimension 3- Disciplinary Core Idea
• Disciplinary Significance
– Has broad importance across multiple science or engineering
disciplines, a key organizing concept of a single discipline
• Explanatory Power
– Can be used to explain a host of phenomena
• Generative
– Provides a key tool for understanding or investigating more
complex ideas and solving problems
• Relevant to Peoples’ Lives
– Relates to the interests and life experiences of students,
connected to societal or personal concerns
• Usable from K to 12
– Is teachable and learnable over multiple grades at increasing
levels of depth and sophistication
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Organized Around Core Ideas
• Fewer, clearer, higher
– “Many existing national, state, and local
standards and assessments, as well as the
typical curricula in use in the US, contain too
many disconnected topics given equal priority.”
(NRC, 2009)
– Standards and curriculum materials should be
focused on a limited number of core ideas.
– Allows learners to develop understanding that
can be used to solve problems and explain
phenomena.
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The Partnership for 21st Century Skills
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Physical Sciences
• Matter and Its Interactions
• Motion and Stability
• Energy
• Waves and Their
Applications
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Life Sciences
• From Molecules to
Organisms: Structures
and Processes
• Ecosystems: Interactions,
Energy, and Dynamics
• Heredity: Inheritance and
Variation of Traits
• Biological Evolution:
Unity and Diversity
22
Earth and Space Sciences
• Earth’s Place in the
Universe
• Earth Systems
• Earth and Human Activity
23
Engineering, Technology and
Applications of Sciences
• Engineering Design
• Links Among Engineering,
Technology, Science and
Society
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Next Generation Of Science Standards
Architecture
Integration of 3 Dimensions:
Practices
Crosscutting Concepts
Core Ideas
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What is the Value of Weaving the Three
Dimensions of the Framework Together?
•
•
•
•
Cross Cutting
Concepts
Strengthening Scientific Thinking
Lengthening Scientific Thinking
Develop Flexible Scientific Thinking
Making Connections within
Scientific Thinking
Core Ideas
Practices
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Alignment to Common Core
• Each science standard is correlated to the
cognitive demands of both English Language
Arts standards and mathematics standards.
• Specific correlation of the Common Core
standards are noted in the architecture of
each individual science standard.
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What does this mean for content teachers?
CONTENT MATTERS!
http://www.danielwillingham.com/videos.html
Performance Expectations Guide
Summative Assessment
Shayna had a small bottle of Bromine gas. The bottle was closed with a cork. She
tied a string to the cork, and then placed the bottle inside a larger bottle. She
sealed the large bottle shut (Figure 1). Next, Shayna opened the small bottle by
pulling the string connected to the cork. Figure 2 shows what happened after the
cork of the small bottle was opened.
1. Draw a model that
shows what is
happening in this
experiment.
2. Explain in writing
what is happening in
your model.
Figure 1
Figure 2
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Shifts in the Teaching and
Learning of Science
• Organize around limited number of core ideas.
Favor depth and coherence over breadth of
coverage.
• Core ideas need to be revisited in increasing
depth, and sophistication across years. Focus
needs to be on connections:
– Careful construction of a storyline – helping learners build
sophisticated ideas from simpler explanations, using
evidence.
– Connections between scientific disciplines, using powerful
ideas (nature of matter, energy) across life, physical, and
environmental sciences.
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Shifts (cont.)
• Performance expectations should bring
together scientific ideas (core ideas, cross
cutting ideas) with scientific and engineering
practices.
– Curriculum materials need to do more than
present and assess content.
– Curriculum materials need to involve learners in
practices that develop, use, and refine the
scientific ideas.
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Lots of work completed,
underway, and left to do
Assessments
Curricula
Instruction
Teacher
Development
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NGSS Development Timeline
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California NGSS Review
Sept. 2011
Nov./Dec. 2011
Early Jan. 2012
Jan./Feb. 2012
May 2012
Summer 2012
Early Fall, 2012
 Late Fall, 2012
Late Fall/Early Winter
Winter 2012
March 2013
July 2013
Lead State Meeting (sponsored by Achieve)
CA Internal Review Team reviews first draft
Lead States meet with Writers
Critical Stakeholders, All States, Leads
Public Draft and Comment period
All State Review; CA Internal Review
Public Draft and Comment Period
Final Draft; CA Internal Review
Final State Report
Final NGSS Posted
Standards presented to CA State Board of
Education
CA State Board Of Education takes action on
proposed standards
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How to Read the
Standards Map
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Code for the
standard name
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Core and Component Ideas in the Physical Sciences
Core Idea PS1: Matter and Its Interactions
•
•
•
PS1.A: Structure and Properties of Matter
PS1.B: Chemical Reactions
PS1.C: Nuclear Processes
Core Idea 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
Core Idea PS3: Energy
•
•
•
•
PS3.A: Definitions of Energy
PS3.B: Conservation of Energy and Energy Transfer
PS3.C: Relationship Between Energy and Forces
PS3.D: Energy in Chemical Processes and Everyday Life
Core Idea PS4: Waves and Their Applications in Technologies for
Information Transfer
•
•
•
PS4.A: Wave Properties
PS4.B: Electromagnetic Radiation
PS4.C: Information Technologies and Instrumentation
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Core and Component Ideas in the Life Sciences
Core Idea 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
Core Idea LS2: Ecosystems: Interactions, Energy, and Dynamics
•
•
•
•
LS2.A: Interdependent Relationships in Ecosystems
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
LS2.C: Ecosystems Dynamics, Functioning, and Resilience
LS2.D: Social Interactions and Group Behavior
Core Idea LS3: Heredity: Inheritance and Variation of Traits
•
•
LS3.A: Inheritance of Traits
LS3.B: Variation of Traits
Core Idea 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
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Core and Component Ideas in the Earth/Space Sciences
Core Idea 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
Core Idea ESS2: Earth’s Systems
•
•
•
•
•
ESS2.A: Earth Materials and Systems
ESS2.B: Plate Tectonics and Large-Scale System Interactions
ESS2.C: The Roles of Water in Earth’s Surface Processes
ESS2.D: Weather and Climate
ESS2.E: Biogeology
Core Idea ESS3: Earth and Human Activity
•
•
•
•
ESS3.A: Natural Resources
ESS3.B: Natural Hazards
ESS3.C: Human Impacts on Earth Systems
ESS3.D: Global Climate Change
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Core and Component Ideas in the Engineering,
Technology, and Applications of Science
Core Idea ETS1: Engineering Design
•
•
•
ETS1.A: Defining and Delimiting an Engineering Problem
ETS1.B: Developing Possible Solutions
ETS1.C: Optimizing the Design Solution
Core Idea 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
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Examples of Standard Codes- Elementary
• Grades K-2 Nomenclature
– 2.PS-E
– 2.PS-SPM
Energy
Structure and Properties of Matter
• Grades 3-5 Nomenclature
– 4.PS-E
– 5.PS-SPM
Energy
Structure and Properties of Matter
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Examples of Standard Codes- Middle School
• Physical Science
– MS.PS-SPM
– MS.PS-E
Structure and Properties of Matter
Energy
• Life Science
–
–
–
–
–
–
MS.LS-SFIP
MS.LS-MEE
MS.LS-GDRO
MS.LS-IRE
MS.LS-OEA
MS.LS-ECAD
Structure, Function and Information Processing
Matter and Energy in Ecosystems
Growth, Development and Reproduction of Organisms
Interdependent Relationships in Ecosystems
Organisms and Ecosystem Adaptations
Evidence of Common Ancestry and Diversity
• Earth/Space Science
– MS.ES-S
Space Systems
• Engineering Nomenclature
– MS.ETS-ED
Engineering Design
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Examples of Standard Codes- High School
• Physical Science
– HS.PS-SPM
– HS.PS-E
Structure and Properties of Matter
Energy
• Life Science
–
–
–
–
–
HS.LS-SFIP
HS.LS-IVT
HS.LS-MEOE
HS.LS-IRE
HS.LS-NSE
Structure, Function and Information Processing
Inheritance and Variation of Traits
Matter and Energy in Organisms and Ecosystems
Interdependent Relationships Ecosystems
Natural Selection and Evolution
• Earth/Space Science
– HS.ES-S
Space Systems
• Engineering Nomenclature
– HS.ETS-ED
Engineering Design
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Essential
Question
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Essential
Question
The Essential Questions are designed to show
an aspect of the world that will be explained
as a student gains understanding of the
disciplinary core ideas as defined by the
Framework. In most cases, these questions
were taken directly from the NRC Framework.
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Standard
46
Standard
a) Stem: Each standard is written in the form of
one sentence, with a stem statement describing
the overall core idea that is important for
student understanding of science, followed by
several performance expectations that describe
how students will demonstrate that
understanding.
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Standard
b) Component statements/Student Performance
Expectations: Component statements are
lettered with lowercase letters, and each
combines Practices, Disciplinary Core Ideas, and
Crosscutting Concepts into a performance
expectation.
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Blue font designates
a science and
engineering practice
concept
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Orange font
designates a
disciplinary core
idea
50
Green font
designates a
crosscutting
concept
51
Red font
designates an
Assessment
Boundary
statement
52
Assessment
Boundary
Assessment Boundary Statements provide
further guidance or to restrict the scope of the
standard at a particular grade level.
53
Foundation
Boxes
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Foundation boxes provide additional information
that expands and explains the standards
statements in relation to the three dimensions:
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
Foundation
Boxes
Component
Statement
55
Science and Engineering Practices
These statements were derived from the
Framework to further explain the science and
engineering practices important to emphasize
in each grade band. The practices are
grouped by the eight categories detailed in
the Framework. Most standards emphasize
only a few of the practice categories.
However, all practices are emphasized within a
grade band.
56
Disciplinary Core Ideas
These statements are taken verbatim from the
Framework, and detail the sub-ideas
necessary for student mastery of the core
idea.
57
Crosscutting Concept Statements
These statements were derived from the
Framework to further explain the crosscutting
concepts important to emphasize in each
grade band. The crosscutting concepts are
grouped by the seven categories detailed in
the Framework. Most standards emphasize
only a few of the crosscutting concept
categories. However, all crosscutting concepts
are emphasized within a grade band.
58
Lowercase letters
designate which
of the standard
statements uses
this practice
59
Lowercase letters
designate which of
the standard
statements
incorporates this
disciplinary core
idea
60
Lowercase letters
designate which of
the standard
statements
incorporates this
crosscutting
concept
61
Connection
boxes
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Connection Boxes provide:
a) connections to other topics in a particular grade
level.
b) articulation across grade levels.
c) connections to Common Core State Standards.
Connection
boxes
63
Presentation developed by:
Phil Lafontaine, Director
Professional Learning Support Division
California Department of Education
Dean Gilbert, Science Coordinator
Orange County Department of Education
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