Updating the Development of the
Next Generation Science
Standards
Great to be in the South!
2
Building on the Past;
Preparing for the Future
Phase I
Phase II
1990s
1990s-2009
7/2010 – Early 2013
1/2010 - 7/2011
Read It For Yourself
Public Releases/Timeline
Goal: To distribute and receive feedback from interested
stakeholders; to create a transparent process
 The standards opened for review May 11, 2012.
 The standards and the survey can be accessed at
www.nextgenscience.org
 The review period ended on June 1, 2012.
 All draft standards were officially obsolete on June 1,
2012.
 Public Draft #2 – Late Fall
 Final Release – First Quarter of 2013
Three Dimensions Intertwined
• The NGSS are written as
Performance Expectations
• NGSS will require
contextual application of
the three dimensions
What’s Different about the Next
Generation Science Standards?
Sometimes Spotting the Difference is
Easy
Current State Science Standard Sample
Inquiry Standards
a.
b.
c.
d.
e.
f.
g.
Students will explore the importance of curiosity, honesty,
openness, and skepticism in science and will exhibit these
traits in their own efforts to understand how the world
works.
Students will use standard safety practices for all classroom
laboratory and field investigations.
Students will have the computation and estimation skills
necessary for analyzing data and following scientific
explanations.
Students will use tools and instruments for observing,
measuring, and manipulating equipment and materials in
scientific activities utilizing safe laboratory procedures.
Students will use the ideas of system, model, change, and
scale in exploring scientific and technological matters.
Students will communicate scientific ideas and activities
clearly.
Students will question scientific claims and arguments
effectively.
Content Standards
a.
b.
c.
d.
e.
f.
g.
Distinguish between atoms and molecules.
Describe the difference between pure substances
(elements and compounds) and mixtures.
Describe the movement of particles in solids, liquids,
gases, and plasmas states.
Distinguish between physical and chemical properties
of matter as physical (i.e., density, melting point,
boiling point) or chemical (i.e., reactivity,
combustibility).
Distinguish between changes in matter as physical (i.e.,
physical change) or chemical (development of a gas,
formation of precipitate, and change in color).
Recognize that there are more than 100 elements and
some have similar properties as shown on the Periodic
Table of Elements.
Identify and demonstrate the Law of Conservation of
Matter.
Standards Comparison:
Structure and Properties of Matter
Current State Middle School
Science Standard
a.
b.
c.
d.
e.
f.
g.
Distinguish between atoms and molecules.
Describe the difference between pure substances
(elements and compounds) and mixtures.
Describe the movement of particles in solids, liquids,
gases, and plasmas states.
Distinguish between physical and chemical properties
of matter as physical (i.e., density, melting point,
boiling point) or chemical (i.e., reactivity,
combustibility).
Distinguish between changes in matter as physical
(i.e., physical change) or chemical (development of a
gas, formation of precipitate, and change in color).
Recognize that there are more than 100 elements and
some have similar properties as shown on the
Periodic Table of Elements.
Identify and demonstrate the Law of Conservation of
Matter.
NGSS Middle School Sample
a.
b.
c.
d.
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.
Plan investigations to generate evidence
supporting the claim that one pure substance can
be distinguished from another based on
characteristic properties.
Use a simulation or mechanical model to
determine the effect on the temperature and
motion of atoms and molecules of different
substances when thermal energy is added to or
removed from the substance.
Construct an argument that explains the effect of
adding or removing thermal energy to a pure
substance in different phases and during a phase
change in terms of atomic and molecular motion.
Standards Comparison:
Structure and Properties of Matter
Current State Middle School
Science Standard
a.
b.
c.
d.
e.
f.
g.
Distinguish between atoms and molecules.
Describe the difference between pure substances
(elements and compounds) and mixtures.
Describe the movement of particles in solids, liquids,
gases, and plasmas states.
Distinguish between physical and chemical
properties of matter as physical (i.e., density, melting
point, boiling point) or chemical (i.e., reactivity,
combustibility).
Distinguish between changes in matter as physical
(i.e., physical change) or chemical (development of a
gas, formation of precipitate, and change in color).
Recognize that there are more than 100 elements
and some have similar properties as shown on the
Periodic Table of Elements.
Identify and demonstrate the Law of Conservation of
Matter.
NGSS Middle School Sample
a.
b.
c.
d.
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.
Plan investigations to generate evidence
supporting the claim that one pure substance can
be distinguished from another based on
characteristic properties.
Use a simulation or mechanical model to
determine the effect on the temperature and
motion of atoms and molecules of different
substances when thermal energy is added to or
removed from the substance.
Construct an argument that explains the effect of
adding or removing thermal energy to a pure
substance in different phases and during a phase
change in terms of atomic and molecular motion.
Standards Comparison:
Structure and Properties of Matter
Current State Middle School
Science Standard
a.
b.
c.
d.
e.
f.
g.
Distinguish between atoms and molecules.
Describe the difference between pure substances
(elements and compounds) and mixtures.
Describe the movement of particles in solids, liquids,
gases, and plasmas states.
Distinguish between physical and chemical
properties of matter as physical (i.e., density, melting
point, boiling point) or chemical (i.e., reactivity,
combustibility).
Distinguish between changes in matter as physical
(i.e., physical change) or chemical (development of a
gas, formation of precipitate, and change in color).
Recognize that there are more than 100 elements
and some have similar properties as shown on the
Periodic Table of Elements.
Identify and demonstrate the Law of Conservation of
Matter.
NGSS Middle School Sample
a.
b.
c.
d.
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.
Plan investigations to generate evidence
supporting the claim that one pure substance can
be distinguished from another based on
characteristic properties.
Use a simulation or mechanical model to
determine the effect on the temperature and
motion of atoms and molecules of different
substances when thermal energy is added to or
removed from the substance.
Construct an argument that explains the effect
of adding or removing thermal energy to a pure
substance in different phases and during a phase
change in terms of atomic and molecular motion.
Conceptual Shifts in the NGSS
1. K–12 Science Education Should Reflect the Real World
Interconnections in Science
2. Standards are not curricula and as such should not limit using all
practices and crosscutting concepts during instruction
3. Science concepts build coherently across K-12
4. The NGSS Focus on Deeper Understanding and Application of
Content
5. Integration of science and engineering
6. Coordination with Common Core State Standards
Language was
based on
Framework and
expanded into
Matrices
NRC Framework
language from
Grade Band
Endpoints
Language was
based on
Framework and
expanded into
Matrices
Language was
based on
Framework and
expanded into
Matrices
NRC Framework
language from
Grade Band
Endpoints
Language was
based on
Framework and
expanded into
Matrices
Using the Next Generation Science
Standards
Performance Expectations
Students who demonstrate understanding can:
 Evaluate data to explain resource availability and other
environmental factors that affect carrying capacity of ecosystems.
 Design solutions for creating or maintaining the sustainability of
local ecosystems.
 Construct arguments from evidence about the effects of natural
biological or physical disturbances in terms of the time needed to
reestablish a stable ecosystem and how the new system differs
from the original system.
 Use evidence to construct explanations and design solutions for
the impact of human activities on the environment and ways to
sustain biodiversity and maintain the planet’s natural capital.
 Provide evidence to support explanations of how elements and
energy are conserved as they cycle through ecosystems and how
organisms compete for matter and energy.
Lake Algae
On June 1, a fast growing species of algae is accidentally
introduced into a lake in a city park. It starts to grow and
cover the surface of the lake in such a way that the area
covered by the algae doubles every day. If it continues to
grow unabated, the lake will be totally covered and the fish in
the lake will suffocate. At the rate it is growing, this will
happen on June 30.
a. When will the lake be covered half-way?
b. On June 26, a pedestrian who walks by the lake every day
warns that the lake will be completely covered soon. Her
friend just laughs. Why might her friend be skeptical of the
warning?
Lake Algae
c. On June 29, a clean-up crew arrives at the lake and
removes almost all of the algae. When they are done,
only 1% of the surface is covered with algae. How well
does this solve the problem of the algae in the lake?
d. Write an equation that represents the percentage of the
surface area of the lake that is covered in algae as a
function of time (in days) that passes since the algae was
introduced into the lake. Fully explain the equation and
your justifications for the relationships expressed in the
equation.
Lake Algae
e. Using the available data, construct an argument that
supports or refutes the problem’s claim that the fish will
suffocate if the algae species is allowed to grow unabated.
Your argument should use evidence to discuss regarding
resource availability and other environmental factors
specifically including competition for resources.
f. Given the disturbance created by the algae, design a
solution to ensure the stability of the lake ecosystem. Be
sure to include claims with supporting evidence as to the
time needed to return the lake to a stable state and an
analysis of the impact of human intervention on the
ecosystem. The design should be fully supported in a
written report or oral presentation.
CCSS Mathematics Content
CCSS Mathematics
• A-CED.1 Create equations and inequalities in one variable and use them
to solve problems. Include equations arising from linear and quadratic
functions, and simple rational and exponential functions.
– Evidence: Create an exponential equation, which includes determining
p0
• F-BF.1 Write a[n accurate exponential] function that describes the
relationship between two quantities
– Evidence: Accurately writes a function that explains the relationship
between algae and time
• F-LE.2 Construct an [accurate] exponential function, given a description
of a relationship
– Evidence: Accurately constructs the function for algae versus time
Resources Supporting NGSS
 Science and Engineering Practices Matrix
 Crosscutting Concept Matrix
 Connections to Engineering, Technology, and
Applications of Science Matrix
 Nature of Science Matrix
 All Standards, All Students
 NSTA
What Can or Should We Do Now?
 Understand the Framework
 Focus on the Vision of the Framework
 Focus on understanding the Science and
Engineering Practices
 Embrace the Opportunity
Opportunity
Contact Information
Stephen Pruitt, Ph.D.
Vice President, Content, Research and
Development
spruitt@achieve.org
www.nextgenscience.org