NGSS 102
All Standards All Students
Goals of This Session
 Review conceptual shifts
 Check our understanding of the
NGSS architecture
 Examine a classroom example
using selected NGSS Appendices
NGSS:
The End of The
Road
As We Know It
Before We Begin…Quickwrite
 List 2 things you know for sure about
the NGSS
 List 2 questions you have about the
NGSS
 Share and chart with table group
A Framework for
K-12 Science Education
Practices, Crosscutting Concepts, and Core Ideas
A New Vision for Teaching and
Learning
 Science for ALL Students
 Coherent Learning
Three Dimensions
 Scientific and Engineering
Practices
 Crosscutting Concepts
 Core Ideas
Conceptual Shifts in NGSS
Appendix A
1. K-12 science education should reflect the interconnected nature
of science as it is practiced and experienced in the real world.
2. The NGSS are student performance expectations – NOT
curriculum.
3. The science concepts build coherently from K-12.
4. The NGSS focus on deeper understanding of content as well as
application of content.
5. Science and engineering are integrated in the NGSS from K–12.
1. The NGSS are designed to prepare students for college, career,
and citizenship
2. The NGSS and Common Core State Standards (Mathematics
and English Language Arts) are aligned.
6
Shift 1
NGSS Reflects “Real Science”
K-12 Science Education Should Reflect
the Interconnected Nature of Science as
it is Practiced and Experienced in the
Real World.
 Three dimensions integrated:
 Science and Engineering Practices (SEP)
 Cross Cutting Concepts (CCC)
 Disciplinary Core Ideas (DCI)
Performance
Expectations
Foundation Boxes
SEP
DCI
CCC
Connection Boxes
Other DCIs
CCSS
3 Dimensional Learning
Analyze and interpret data to provide
evidence for the effects of resource
availability on organisms and
populations of organisms in an
ecosystem
3 Dimensional Learning
Dissected
Analyze and interpret data to provide
evidence
resource availability on organisms and
populations of organisms in an ecosystem
the effects of resource availability on
organisms and populations of organisms
in an ecosystem
Shift 6
NGSS Reflects “Science for all”
The NGSS are designed to prepare students
for college, career and citizenship
•
•
•
Science, engineering and technology are cultural
achievements and a shared good of humankind
Science, engineering and technology permeate
modern life and as such are essential at the
individual level
Understanding of science and engineering is
critical to participation in public policy and good
decision-making
Appendix D
ALL Standards, All Students
 Take
2 minutes to think and write:
What does “all standards, all
students” mean to you?
Is this an achievable goals in
your schools/districts?
 Share with a partner
Appendix D Issues
 Need for equitable learning
opportunities
 Increased cognitive expectations of all
student
 Effective implementation strategies in
school, home and community
Appendix D – 7 Case Studies
Four Accountability Groups
1. Economically disadvantaged students – 9th grade
chemistry
2. Students from major racial and ethnic groups – 8th grade
life science
3. Students with disabilities – 6th grade space science
4. Students with limited English proficiency – 2nd grade earth
science
Three Additional Groups
5. Gender – 3rd grade engineering
6. Students in alternative education programs – 10th and 11th
grade chemistry
7. Gifted and talented students – 4th grade life science
Case Study #1
Economically Disadvantaged
Students
 While national results (e.g., NAEP) for this
demographic group show steady increase in science
achievement, the achievement gap between poverty
and non-poverty remains unchanged.
 The vignette – 9th grade physical science classroom focuses on a limited number of Performance
Expectations to illustrate how project-based science
learning centered on authentic questions facilitates
understanding of science concepts, science and
engineering practices and crosscutting concepts.
Case Study #1 – Part A
Economically Disadvantaged Students
 Form a triad at your table. Select one highlighter.
 Blue- SEP; Orange-DCI; Green-CCC
 Read the vignette
 Identify instructional/learning opportunities that reflect the
conceptual shifts in Appendix A.
 Highlight the SEP Blue OR DCI Orange OR CCC Green as
you find them referenced in the text. How do they relate to
those stated in the PEs?
 Discuss your findings with your group.
 Be prepared to share with the whole group.
Using the Progression Appendices
Looking deeper at classroom instruction using
progression tables for
 Appendix E – Disciplinary Core Idea
 Appendix F – Science and Engineering Practices
 Appendix G – Crosscutting Concepts
Science & Engineering Practices
Appendix F
Greater sophistication
Crosscutting Concepts
Appendix G
 Cause and Effect
Disciplinary Core Ideas
Appendix E
 Progression of PS1.A through K-12
Case Study #1 – Part B
Economically Disadvantaged Students
Find the progression that corresponds to
your highlighter color. (Blue- SEP; Orange-DCI; Green-CCC)
Locate the appropriate grade band for
grade 9.
Discuss the following questions:
 Where do you think the students in case
study #1 are in the progression?
 What did the teacher do to scaffold
learning of SEP and CCC?
 Share with your table group
Time to Reflect and Share
How did the case study address:
 Coherency across grade levels
 Increasing complexity through the grade levels
 Integration of engineering and science to
understand phenomena and solve problems
 Alignment with CCSS
 Opportunities for science to be part of every
students’ comprehensive education
Recommendations
 Plan for explicit
inclusiveness of all
students
 NGSS were developed to
achieve this goal!
 Higher expectations for all
students can be achieved
by developing learning
opportunities that utilize
existing NGSS resources
NGSS Supporting Materials
Appendix A
Conceptual Shifts
Appendix B
Responses to Public Feedback
Appendix C
College and Career Readiness
Appendix D
All Standards, All Students
Appendix E
Disciplinary Core Idea Progressions in the NGSS
Appendix F
Science and Engineering Practices in the NGSS
Appendix G
Crosscutting Concepts in the NGSS
Appendix H
Nature of Science
Appendix I
Engineering Design in the NGSS
Appendix J
Science, Technology, Society, and the Environment
Appendix K
Model Course Mapping in Middle and High School
Appendix L
Connections to Common Core State Standards in Math
Appendix M
Connections to Common Core State Standards in ELA