Steps to
Develop NGSS
Lessons and
Units
Integrating the three
dimensions
Agenda






Updates to NGSS
Review January 2014 training
Unpacking Performance Expectations
Unpacking vs. Deconstructing
Lesson development
Next Steps / reflection
NGSS Updates
May 20, 2014
NGSS Updates
 Draft implementation plan




Framework development (by January 2016)
Implementation of NGSS (2016-2017)
Assessment recommendation (2016-2017)
Curriculum Materials adoption (2017-2018)
 Middle School disciplinary model
– April 2014
 July 21: Day-Long Face-to-Face Institute (NSTA / CSTA)
 NGSS Rollout Symposium #1 (Oakland – TBD)
 CSTA / NSTA (Long Beach, December 4-6)
States That Have Officially
Adopted NGSS
• Rhode Island
• Kentucky
• Kansas
• Maryland
• Vermont
• California
• Delaware
• Washington
• District of Columbia
• Nevada
• Oregon
• Illinois
(last updated April 9, 2014)
Review of NGSS
presentation
January, 2014
Three Dimensions
7 Crosscutting
Concepts
8 Science and
Engineering Practices
44 Disciplinary Core
Ideas and
Component Ideas
•
•
•
•
Physical Sciences
Life Sciences
Earth and Space Sciences
Engineering, Technology, and
Applications of Science
Architecture of NGSS
Performance
Expectations
Foundation
Boxes
Connection
Boxes
Performance Expectation




What students should know and be able to do after instruction
Communicates a “big idea”
Assessments for and of learning
Includes
 clarification statements (more detail and examples of topics)
 assessment boundaries (what is not expected)
Deconstructing Performance Expectations
Unpacking Performance
Expectations
Unpacking vs. Deconstructing
Unpacking Standards
 Standards do not describe all that can / should


be taught
Reveals smaller learning targets
Aids the design of instruction and assessment
 Achieves “collective clarity” regarding learning targets

Steps of knowledge or concepts & skills that build toward the
standard
 Identify strategies for all students to achieve standard
 Determine rigor of learning targets
Collaborating for Success with the Common Core
Bailey, Jakicic, Spiller
Determining What Is Essential
1.
2.
3.
Endurance—Will this standard provide
students with knowledge and skills that will
be of value beyond a single test date?
Leverage—Will this provide knowledge and
skills that will be of value in multiple
disciplines?
Readiness—Will this provide students with
the essential knowledge and skills necessary
for success in the next unit, level of
instruction, course, grade or level of
instruction?
DuFour, DuFour, Eaker, & Many Learning by Doing 2nd Ed, 2010, Page 65
Ainsworth , Rigorous Curriculum Design, 2010 Page 40
Reeves, The Leader’s Guide to Standards 2002, pp. 49–52
Deconstructing vs. Unpacking
Deconstructing:
• Break down 3-dimensions
• Understand clarification
statement / assessment boundary
• Examine vertical alignment
• Connect to CCSS
Unpacking:
• Identify Essential Skills / Concepts
• Determine teaching strategies
• Examine resources for instruction
and assessment
Steps to Develop NGSS
Lessons and Units
Integrating the three dimensions
Appendix E: Learning Progressions
 Coherent
instruction in K-12 science
 Focus on core ideas
 Integration of content and practices
Turn to page 3, follow the ESS3.A progression
ESS3.A: Natural Resources
K-2
3-5
Living things need water, air,
and resources from the land,
and they live in places that
have the things they need.
Humans use natural resources
for everything they do.
6-8
9-12
Humans depend on Earth’s land,
ocean, atmosphere, and biosphere
for different resources, many of which
are limited or not renewable.
Resources are distributed unevenly
around the planet as a result of past
geologic processes
Energy and fuels humans use
are derived from natural
sources an their uses affects
the environment. Some
resources are renewable
over time, others are not.
Resource availability has
guided the development of
human society and use of
natural resources has
associated costs, risks, and
benefits.
From NGSS to Classroom Instruction
Read Chapter 4 from Translating the NGSS for
Classroom Instruction by Rodger Bybee
Read the following section – what are the
implications for your science programs?
How does this differ from your current science
program?
 Identify
a Coherent Set of Performance
Expectations…(page 55-58)
From Standards to Instruction
 Performance Expectations (PE’s) are not Learning Targets;
and they overlap with each other.
 If you try to teach the PE’s as a list of skills, you will never
finish them.
 PE’s that aren’t taught in an integrated manner are like
Lemony Snicket science: a series of unfortunate events.
Stephen L. Pruitt, Ph.D.
Senior Vice President for Content, Research and Development
Achieve
Why Bundle?



Teaching, or attempting to teach, individual
performance expectations led to a disjointed and
stunted view of science.
Developing instructional materials and instruction
should be viewed as leading to understanding the
larger core idea.
Coherent instructional materials and instruction
should focus on a Disciplinary Core Idea (or set of
them) rather than discrete pieces that are never
tied together.
How Does One Bundle?
Crosscutting
Concepts
Disciplinary
Core Idea
Science &
Engineering
Practices
Bundling

Determine a theme




Build around a coherent set of PEs
Identify instructional strategies &
learning outcomes
Determine science investigations /
engineering problems that integrate
PEs
Design a sequence of learning
activities
Determine the theme / topic
Ex: Energy
• What do you teach in this unit?
• What PEs focus on this unit?
– 4-PS3-2. Make observations to provide evidence
that energy can be transferred from place to
place by sound, light, heat, and electric currents
– 4-PS3-4. Apply scientific ideas to design, test, and
refine a device that converts energy from one
form to another.*
– 4-ESS3-1. Obtain and combine information to
describe that energy and fuels are derived from
natural resources and their uses affect the
environment.
What are the essential questions?
From the Framework
• What is energy?
• What is meant by conservation of energy?
• How is energy transferred between objects?
• How do Earth’s surface processes and
human activities affect each other?
• How do humans depend on Earth’s
resources?
What do students need to know / do?
Framework –find the Grade band
Endpoints for the following DCI:
• PS3.A
• PS3.B
• PS3.D
• ESS3.A
Energy
Explore the Energy site
– What resources would you need?
– How could you use 5E’s (engage, explore, explain,
elaborate, evaluate)
– How would you assess your students?
https://sites.google.com/site/cccoeenergy/welcome
Additional considerations:
• How will you assess your students?
• What misconceptions need to be
addressed?
• What are key lessons / activities for this
topic?
• What instructional strategies address
the Three Dimensions in this unit?
• What time frame is needed?
Take a unit you are planning
• What are the PEs that support this topic?
• What CCSS support this topic?
• What do you want students to do /
know (Backwards planning)?
• How will you assess student learning
– Formative
– Summative
• How will you engage all students
– Inquiry
– Big idea
Next steps
 Explore
NGSS and unpack PEs
 Choose a topic / theme and develop
NGSS unit

Teach, modify, re-teach, reflect
 Integrate
Math
science with CCSS ELA and
Resources
 Contra
Costa County Office of Education
www.cocoschools.org/steam
 Presentation
Resources
http://tinyurl.com/cccoe-pusd-elementary
 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