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Overview and updates. September 2013. NGSS Development Process. July 2011 A Framework for Science Education is released. May 2012 First Draft of NGSS released. April 2013 Final NGSS document released. States consider adoption. July 2013 Presentation to the State Board of Education.

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overview and updates

Overview and updates

September 2013

ngss development process
NGSS Development Process

July 2011 A Framework for Science Education is released

May 2012 First Draft of NGSS released

April 2013

Final NGSS document released. States consider adoption

July 2013 Presentation to the State Board of Education

2014

CDE Develops Implementation Plan

Sept 2011

California selected as Lead State

Jan 2013 Second Draft of NGSS released

April – May 2013

CA Public Comment Meetings held throughout the state

Sept 4, 2013

CA SBE adopts NGSS

slide3

States Adopting NGSS (as of September 2013)

RI, KS, KY, MD, VT, CA, DE

Map from www.nsta.org

goal of ngss
Goal of NGSS

Develop standards that will be rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. 

Disciplinary

Core Ideas

Science and Engineering Practices

Crosscutting Concepts

moving from current ca standards to ngss ca
Moving from Current CA standards to NGSS-CA*

*Presentation to the State Board of Education, July 10, 2013

moving from current ca standards to ngss ca1
Moving from Current CA standards to NGSS-CA*

*Presentation to the State Board of Education, July 10, 2013

performance expectations for ngss
Performance Expectations for NGSS

Developed to support 4 Disciplinary Core Ideas

Arranged in

    • K-5 grade specific
    • 6-8 grade span*
    • 9-12 grade span

Key distinctions from prior standards:

  • Performance Expectations
  • Foundations based on the Three Dimensions
  • Coherence within NGSS and with CCSS

*California modified grade 6-8 to grade specific performance expectations based on integrated topics defined by NGSS

Content

Practices

Crosscutting

middle grade learning progression
Middle Grade Learning Progression*

*Presented to the CA State Board of Education in July 2013; will be acted on in November

architecture of a standard
Architecture of a Standard

Performance Expectations

Foundation Boxes

Connection Boxes

performance expectation
Performance Expectation
  • What students should know and be able to do after instruction
  • Communicates a “big idea”
  • Includes clarification statements and assessment boundary statements
foundation boxes
Foundation Boxes
  • Science & Engineering Practices for the performance expectation and connections to Nature of Science
  • Disciplinary Core Ideas for all students to understand
  • Crosscutting Concepts and connections to Nature of Science provides a big picture for emphasis
slide15

Scientific and Engineering Practices

  • Asking questions (for science) and defining problems (for engineering)
  • Developing and using models
  • Planning and carrying out investigations
  • Analyzing and interpreting data
  • Using mathematics and computational thinking
  • Constructing explanations (for science) and designing solutions (for engineering)
  • Engaging in argument from evidence
  • Obtaining, evaluating, and communicating information
crosscutting concepts
Crosscutting Concepts
  • Patterns, similarity, and diversity
  • Cause and effect
  • Scale, proportion, and quantity
  • Systems and system models
  • Energy and matter
  • Structure and function
  • Stability and change
slide18

MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

PRACTICE: Develop a model to predicts and/or describe phenomena

CCC: Cause and effect relationships may be used to predict phenomena in natural or designed systems.

DCI: Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. The term “heat” as used in everyday language refers both to thermal motion (the motion of atoms or molecules within a substance) and radiation (particularly infrared and light). In science, heat is used only for this second meaning: it refers to energy transferred when two objects or systems are at different temperatures. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present.

connection boxes
Connection Boxes
  • Connections to other Disciplinary Core Ideas (DCI) at the grade level
  • Articulation of DCIs across grade levels
  • Connections to Common Core State Standards
prepare for the ngss
Prepare for the NGSS
  • Integrate CCSS ELA and Math with science curriculum
  • Implement the Scientific and Engineering Practices into the curriculum
  • Develop Engineering Lessons and Project Based Learning opportunities
  • Explore the Crosscutting Concepts and incorporate them into your units
  • Develop hands-on science units with essential questions that incorporate the NGSS Storylines
slide21

CA Framework

Assessments

Instruction

Teacher

Preparation and development

NATIONAL RESEARCH COUNCIL

Of the National Academies

July 2011

2011-2013

2014 -

resources
Resources
  • Contra Costa County Office of Education

www.cocoschools.org/steam

  • 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