Coming soon: the next generation science standards

1. Coming soon: the next generation science standards Don Whisman, Science Program Manager

2. What do you know about NGSS? • Complete Frayer Model template for NGSS • Pair share • Share/chart ideas whole group • Add information to template learned through this session

3. Session Outcomes • What is different about the NGSS? • Conceptual Shifts • Three Dimensions • Standards Comparison • Overview of nextgenscience.org • Exploring the NGSS • Next Steps

4. From Awareness To Implementation

5. What is different about the NGSS?Conceptual Shifts • K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced in the Real World. • The NGSS are student performance expectations – NOT curriculum. • The science concepts build coherently from K-12. • The NGSS focus on Deeper Understanding of Content as well as Application of Content. • Science and Engineering are Integrated in the NGSS from K-12. • The NGSS are designed to prepare students for college, career, and citizenship. • The NGSS and Common Core State Standards (English Language Arts and Mathematics) are aligned.

6. Three DimensionsScientific and Engineering Practices • Asking Questions (science) and Defining Problems (engineering) • Developing and Using Models • Planning and Carrying Out Investigations • Analyzing and Interpreting Data • Using Mathematics and Computational Thinking • Constructing Explanations (Science) and Designing Solutions (Engineering) • Engaging in Argument from Evidence • Obtaining, Evaluating, and Communicating Information

7. What is different about the NGSS?Crosscutting Concepts • Patterns • Cause and Effect • Scale, Proportion, and Quantity • Systems and System Models • Energy and Matter • Structure and Function • Stability and Change

8. Relationships to Common Core

9. What is different about the NGSS?Disciplinary Core Ideas (Content) • Physical Sciences • PS1: Matter and Its Interactions • PS2: Motion and Stability • PS3: Energy • PS4: Waves and their Applications • Life Sciences • LS1: From Molecules to Organisms: Structures and Processes • LS2: Ecosystems: Interactions, Energy, and Dynamics • LS3: Heredity: Inheritance and Variation of Traits • LS4: Biological Evolution: Unity and Diversity • Earth and Space Sciences • ESS1: Earth’s Place in the Universe • ESS2: Earth Systems • ESS3: Earth and Human Activity • Engineering, Technology, and Applications of Sciences • ETS1: Engineering Design • ETS2: Links Among Engineering, Technology, Science, and Society

10. What is different about the NGSS?Three Dimensions Intertwined • The NGSS are written as performance expectations • NGSS will require contextual application of the three dimensions by students • Focus is on how and why as well as what

11. Standards Comparison1998 California Standards: Middle School Unbalanced forces cause changes in velocity. As a basis for understanding this concept: • Students know a force has both direction and magnitude. • Students know when an object is subject to two or more forces at once, the result is the cumulative effect of all the forces. • Students know when the forces on an object are balanced, the motion of the object does not change. • Students know how to identify separately the two or more forces that are acting on a single static object, including gravity, elastic forces due to tension or compression in matter, and friction. • Students know that when the forces on an object are unbalanced, the object will change its velocity (that is, it will speed up, slow down, or change direction). • Students know the greater the mass of an object, the more force is needed to achieve the same rate of change in motion. • Students know the role of gravity in forming and maintaining the shapes of planets, stars, and the solar system.

12. Standards Comparison1998 California Standards: Middle School Investigation and Experimentation • Planand conduct a scientific investigation to test a hypothesis. • Evaluate the accuracy and reproducibility of data. • Distinguish between variable and controlled parameters in a test. • Recognize the slope of the linear graph as the constant in the relationship y=kx and apply this principle in interpreting graphs constructed from data. • Construct appropriate graphs from data and develop quantitative statements about the relationships between variables. • Apply simple mathematic relationships to determine a missing quantity in a mathematic expression, given the two remaining terms (including speed = distance/time, density = mass/volume, force = pressure × area, volume = area × height). • Distinguish between linear and nonlinear relationships on a graph of data.

13. Standards ComparisonNGSS Example: Middle School MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

14. Next Generation Science Standards Performance Expectations Dimensions of LearningScience and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Connections to CCSS

15. nextgenscience.org

16. nextgenscience.org Appendices to the NGSS: Appendix A - Conceptual Shifts Appendix B - Responses to Public Drafts Appendix C - College and Career Readiness (Coming Soon) Appendix D - All Standards, All Students Appendix E - Disciplinary Core Idea Progressions Appendix F - Science and Engineering Practices Appendix G - Crosscutting Concepts 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 (Coming Soon) Appendix L - Connections to CCSS-Mathematics (Coming Soon) Appendix M - Connections to CCSS-ELA (Coming Soon)

17. Standards Development Process

18. In the meantime… • Visit nextgenscience.org and review the standards • Become familiar with the 3 Dimensions • Appendix E – Disciplinary and Core Idea Progression • Appendix F – Science and Engineering Practices • Appendix G – Crosscutting Concepts • Begin identifying ways to incorporate the Science and Engineering Practices into daily instruction • Implement Practices and Crosscutting Concepts • Use science notebooks • Don’t wait!

19. What Should Be Happening in Science • Science practices intertwined with the science content- students should be doing science! • Listening and speaking- Students should be hearing and using both content vocabulary and academic language. • Reading- Students should read nonfiction text including text including trade journals. • Writing- Students should be using science journals or notebooks (this can be done digitally) to record their observations, data, and thinking. • Mathematics- Students should be applying mathematics and computational thinking during science investigations.

20. Essential Elements of a Science Notebook- Evidence of Student Thinking • Prior Knowledge- I think…, I predict…, I hypothesize… • Gathering Data- I saw…, I drew…, I observed…, I measured…, I recorded…, I charted…, I graphed… • Making Sense of Data- I think…because…, My hypothesis was…because..., The data/graph shows…, I calculated..., I conclude …, Based on the evidence... • Metacognition- I learned…, I wonder…, My next steps…, My thinking has changed…, This reminds me…, Further questions to explore…, Other ideas…

21. Activity: Exploring the NGSS • Create a group of 3-4 and pick a standard set to explorefor your grade level/course. • As a group, look at the structure of the standard: • What are the Science and Engineering Practices the standard is asking students to use? • What are the Disciplinary Core Ideas of the standard? • What Crosscutting Concepts are used in the standard? • How are they alike or different from what you currently teach? • Where are places for integrating CCSS? • What are possible implications in the classroom of using performance expectations as a basis for designing instruction?

22. Contact • Don WhismanProgram Manager in Science, SDUSDdwhisman@sandi.net