Kevin Anderson, Ph.D.
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Current Standards are out of date
◦ Advances in science & technology
◦ Advances in understanding of learning
◦ Links to CCSS
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College & Career Readiness
◦ More authentic science learning
◦ STEM integration
◦ Global competitiveness and job market
Phase I
Phase II
1990s
1990s-2009
7/2011 – April 2013
1/2010 - 7/2011
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The federal government is not involved in this effort.
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It is state-led, and states will decide whether or not
to adopt the standards.
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The work undertaken by the NRC and Achieve is
being supported by the Carnegie Corporation of New
York.
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No federal funds have been used to develop the
standards.
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Meaningful Logo
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Inside the
NGSS Box
Title and Code
Performance Expectations
The titles of standard pages are not necessarily unique and may be
reused at several different grade levels. The code, however, is a
unique identifier for each set based on the grade level, content
area, and topic it addresses.
A statement that combines practices, core ideas,
and crosscutting concepts together to describe
how students can show what they have learned.
Clarification Statement
A statement that supplies examples or additional
clarification to the performance expectation.
What is Assessed
Assessment Boundary
A collection of several
performance expectations
describing what students
should be able to do to master
this standard.
A statement that provides guidance about the
scope of the performance expectation at a
particular grade level.
Engineering Connection (*)
An asterisk indicates an engineering connection
in the practice, core idea, or crosscutting concept
that supports the performance expectation.
Scientific and Engineering Practices
Activities that scientists and engineers engage in
to either understand the world or solve a
problem.
Foundation Box
The practices, core disciplinary
ideas, and crosscutting
concepts from A Framework
for K–12 Science Education
that were used to form the
performance expectations.
Disciplinary Core Ideas
Concepts in science and engineering that have
broad importance within and across disciplines
as well as relevance to people’s lives.
Crosscutting Concepts
Ideas, such as Patterns and Cause and Effect,
which are not specific to any one discipline but
cut across them all.
Connections to Engineering, Technology,
and Applications of Science
Connection Box
These connections are drawn from the disciplinary
core ideas for engineering, technology, and
applications of science in the Framework.
Other standards in the Next
Generation Science Standards
or in the Common Core State
Standards that are related
to this standard.
Connections to Nature of Science
Connections are listed in either the practices or
the crosscutting connections section of the
foundation box.
Codes for Performance Expectations
Based on the
January 2013
Draft of NGSS
Codes designate the relevant performance expectation for an item in the
foundation box and connection box. In the connections to common core, italics
indicate a potential connection rather than a required prerequisite connection.
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www.nsta.org/ngss
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Asking questions and defining problems
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Developing and using models
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Planning and carrying out investigations
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Analyzing and interpreting data
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Using mathematics and computational thinking
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Constructing explanations and designing solutions
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Engaging in argument from evidence
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Obtaining, evaluating, and communicating information
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Life Science
Physical Science
LS1: From Molecules to Organisms: Structures
& Processes
LS2: Ecosystems: Interactions, Energy, &
Dynamics
LS3: Heredity: Inheritance & Variation of Traits
LS4: Biological Evolution: Unity & Diversity of
Life
PS1: Matter & Its Interactions
PS2: Motion & Stability: Forces & Interactions
PS3: Energy
PS4: Waves & Their Applications in
Technologies for Information Transfer
Earth & Space Science
Engineering & Technology
ESS1: Earth’s Place in the Universe
ESS2: Earth’s Systems
ESS3: Earth & Human Activity
ETS1: Engineering Design
ETS2: Links Among Engineering, Technology &
Society
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Patterns
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Cause and effect: Mechanism and explanation
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Scale, proportion, and quantity
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Systems and system models
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Energy and matter: Flows, cycles, and conservation
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Structure and function
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Stability and change
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TASK:
Find the sample lesson on sound waves and the 1-PS4 and
4-PS4 standards
 Complete the lesson review for each dimension after we
discuss it
◦ Disciplinary Core Ideas
◦ Science & Engineering Practices
◦ Crosscutting Concepts
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Life Science
Physical Science
LS1: From Molecules to Organisms: Structures
& Processes
LS2: Ecosystems: Interactions, Energy, &
Dynamics
LS3: Heredity: Inheritance & Variation of Traits
LS4: Biological Evolution: Unity & Diversity of
Life
PS1: Matter & Its Interactions
PS2: Motion & Stability: Forces & Interactions
PS3: Energy
PS4: Waves & Their Applications in
Technologies for Information Transfer
Earth & Space Science
Engineering & Technology
ESS1: Earth’s Place in the Universe
ESS2: Earth’s Systems
ESS3: Earth & Human Activity
ETS1: Engineering Design
ETS2: Links Among Engineering, Technology &
Society
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TASK:
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Complete the lesson review for Disciplinary Core Ideas
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Asking questions and defining problems
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Developing and using models
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Planning and carrying out investigations
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Analyzing and interpreting data
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Using mathematics and computational thinking
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Constructing explanations and designing solutions
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Engaging in argument from evidence
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Obtaining, evaluating, and communicating information
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TASK:
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Complete the lesson review for Science & Engineering
Practices
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Group review of lesson
• Science vs. engineering practices? What is the
goal of the activity?
• Is it to answer a question? If so, they are
likely doing science.
• Is the purpose to define and solve a
problem? If so, they are likely doing
engineering.
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Patterns
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Cause and effect: Mechanism and explanation
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Scale, proportion, and quantity
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Systems and system models
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Energy and matter: Flows, cycles, and conservation
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Structure and function
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Stability and change
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TASK:
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Complete the lesson review for Crosscutting Concepts
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TASK:
 Complete and discuss the final
lesson review questions for…
◦ Evidence of Learning
◦ Performance Expectations
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Be able to understand and use the structure of the
NGSS
Compare and contrast the WMAS and NGSS
Connect engineering ideas to your curriculum and
instruction
Build math and ELA connections to the NGSS
Use an NGSS standard to design instruction
Explore progressions of DCI, Practices and CCC
Consider assessment models
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8:00-9:00
9:00-9:45
9:45-9:50
9:50-10:45
10:45-11:45
11:45-12:25
12:25-1:05
1:05-1:45
1:45-2:05
2:05-3:05
3:05-3:30
Structure of the NGSS
Conceptual Shifts and What is a Standard
Quick Break
Engineering and the NGSS
Math and ELA and the NGSS
Lunch
Finish Math and ELA connections
Understanding by Design in the NGSS
Walk and observe – PBL and the NGSS
What I’ll be teaching
Summing up and next steps
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TASK:
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Look at the provided WI Model Academic Standards & NGSS
Standards Pages
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TASK:
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How are the NGSS similar
& different from old
standards?
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Compare & contrast
instruction under these
standards as well.
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Discuss the changes that
you see coming and be
prepared to share out.
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Appendix A – Conceptual Shifts
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Shift 1 - NGSS Reflects “Real Science”
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Shift 5 - Nature of Science & Engineering are Integrated K-12
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Appendix A – Conceptual Shifts
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Shift 3 – NGSS Builds Coherently K-12
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Shift 4 – NGSS Focuses on Deeper
Understanding & Application
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Appendix A – Conceptual Shifts
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Shift 2 - NGSS is not a curriculum
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Shift 6 - NGSS & Common Core are aligned
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TASK:
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Take a few minutes to reflect
on the conceptual shifts
presented.
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Think-Pair-Share – Answer
the questions on each
page…discuss with a
neighbor…be prepared to
share.
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TASK:
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Frayer model –
“standards”
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Briefly discuss and
describe examples, nonexamples, the purpose
and definition of the
term, “standards”
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Engineering is…
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Cyclical problem-solving
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Based on a context (a story)
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Built upon science, math and
technology know-how
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Dependent on effective
communication and coordination
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Not a competition or just building
something
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Problem/Context:
 Moved to a new
state and brought my
berry plant, but the
berries aren’t
growing.
 Need to design a
pollinator
 2-LS2 and 2-LS4
 Engineering is
Elementary!
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Challenge:
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Design a hand-held
pollinator for this berry
flower
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Draw (model) your design
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What materials would you
use?
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What else would you like
to know?
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How would you test your
design?
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Brief gallery walk
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The practices among
these subjects overlap.
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What are the
important practice
connections you see
in these subjects?
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What other
connections would
you add?
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What does this
suggest for your
teaching?
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Foundations of Integration
1) Belief in the importance of doing it.
2) Time in the day – overlap math and science and
writing/reading time – PBL!
3) Plan out the goals for each, find the overlaps.
4) Build from curriculum examples - start small!
5) Collaborate – don’t try to do it all yourself.
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Key Connections - #1 Science Provides the Context
CCSS 3 MD-2 “e.g., by using drawings (such as a
beaker with a measurement scale) to represent the
problem” – what? Use a real beaker!
CCSS 3MD-3 connecting to NGSS 3-ESS2-1
Represent data in tables and graphical displays to
describe typical weather conditions expected during
a particular season.
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See sample weather lesson.
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Key Connections #2 – Math is a tool
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Math provides the tools to answer the science question,
to solve the engineering problem.
Look over the rock flooring example lesson.
What math and science connections can you find or
create?
• NGSS MS-ESS1, MS-ESS2, MS-ETS1
• CCSS 3.MS, 6.G
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Key Connections #3 – You find one
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Look at the science standards at your grade level.
What science concepts require math?
What math concepts that you teach would be more clear
(and build better conceptual understanding) with a
science connection?
Brief share.
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Key Connections #4 – Relationships
Math
• Linear or nonlinear relationships
 Science
• Direct vs. inverse relationships
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Ex. growth rate of plants under different conditions
(in class, school garden, prairie)
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Key Connections #4 – Modeling
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What is mathematical modeling?
What is scientific modeling?
In both you’re making sense of a question or
problem. It’s active, not passive. It’s predicting, not
reporting.
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Examples:
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◦ WMC article
◦ Bromine gas expansion
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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
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Key Connections #1 – Notebooking
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What is a science notebook?
Structure
◦ First 3 pages blank for your table of contents
◦ Number every page (upper right or left corner) of the
notebook except your table of contents
◦ Use pencil or colored pencil on both sides of page
◦ Date each page at the start of an investigation
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Key Connections #1 – Notebooking
What is put in a science notebook?
Observations and Questions
structured or not
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Key Connections #1 – Notebooking
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What is put in a science notebook?
Data tables and analyses
Conclusions
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Key Connections #1 – Notebooking
What is put in a science notebook?
Diagrams (ABCD):
Accurate
Big
Colorful
Detailed
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Key Connections #1 – Notebooking
What is put in a science notebook?
Diagrams:
Flaps and Foldables
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Key Connections #1 – Notebooking
What is put in a science notebook?
Diagrams:
Flaps and Foldables
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Key Connections #1 – Notebooking
What is put in a science notebook?
Diagrams:
Fill in?
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Key Connections #1 – Notebooking
What is put in a science notebook?
Graphic organizers
KWL
Concept maps
Venn diagrams
Flow charts
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Key Connections #1 – Notebooking
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Why science notebooks?
1) They are thinking tools.
2) They guide teacher instruction.
3) They enhance literacy skills.
4) They can differentiate learning.
5) They support teacher and student collaboration.
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Key Connections #2 – Disciplinary Literacy
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“Communication (thinking, speaking, listening, reading &
writing) in science allows us to consider our prior
knowledge and explore new perspectives while we ask
scientific questions, make sense of data, explain and
defend our reasoning as we interact with the natural and
designed world” – DPI statement
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http://dpi.wi.gov/stn_dl-suitcase
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Disciplinary-Specific Reading
Generic Reading Strategies
Strategies
Build prior knowledge
Monitor comprehension
Pre-read
Set goals
Think about what one already knows
Ask questions
Make predictions
Test predictions against the text
Re-read
Summarize
Build specialized vocabulary
Learn to deconstruct complex sentences
Use knowledge of text structures and
genres to predict main and subordinate
ideas
Map graphic (and mathematical)
representations against explanations in
the text
Pose discipline relevant questions
Compare claims and propositions across
texts
Use norms for reasoning within the
discipline (i.e., what counts as evidence)
to evaluate claims
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Key Connections #2 – Disciplinary Literacy
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Close reading:
1. Teacher introduces the text and sets the purpose, and students
read.
2. Students annotate the text, i.e., “read with a pencil” or
“interrogate the text.”
3. Students talk through their understanding of the text with a
partner.
4. Teacher reads passages of text out loud as students follow
along.
5. Teacher guides discussion (whole group, small group, or
partners) of the passage with text-dependent questions.
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Key Connections #2 – Disciplinary Literacy
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Close reading –
annotations:
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Key Connections #3 – TALK!
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How often do your students talk about science, about
math, about their writing with each other?
How often do they “argue with evidence” about an
answer or an issue?
How often do they verbally or in writing share their
thinking and reasoning?
Do they write research papers about ideas
meaningful to them?
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Key Connections #3 – TALK!
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Science Talk – http://inquiryproject.terc.edu/
Handout: Goals for Productive Discussions and Nine Talk
Moves
Quick video clip – data discussion
◦ How does the teacher structure and support the students
science talk?
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Please move to grade level tables
◦ 2 tables for each grade if possible (see cards)
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What does lesson planning look like in the NGSS?
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Find the Understanding by Design template.
Decide on one standards page and one or two
performance expectations on that page.
I suggest using the Topic view.
Collaboratively fill out the template for a lesson you
may do to reach these goals.
See example on back (rough)
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Share with the other grade level group
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TASK: Review standards pages for the grade level that
you will likely be teaching, note the storyline.
 Table A: What is there more of and what is there less
of as compared with your previous teaching?
 Table B: Compare and contrast what is here to your
previous teaching.
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Share with the other grade level group.
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TASK:
 Discuss the specific shifts in pedagogy & content that
will be necessary under NGSS.
 Identify additional structural considerations that
must be addressed for Implementing NGSS (such as
facilities and time).
 Share initial ideas for what you will change to
address these standards.
 Reference the practices and ccc at your grade band –
appendices F and G
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What are the challenges?
Find a grade level partner (or 3 as needed)
Pick a challenge
“Coach” a partner through one of these
challenges – 2 min. Then change roles.
Remember:
• Don’t tell them what to do
• Paraphrase
• Clarify
• Ask good questions
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How can we ensure that
the full intent of the
NGSS is implemented in
our classroom, school,
and district?
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TASK – back to school level groups:
 Reflect upon the implementation of NGSS in your
district.
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Identify basic steps, key players, additional
resources, and obstacles to your implementation.
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Describe professional development needs in your
district for successful NGSS implementation.
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