Hilary Dito

STEAM Coordinator

Contra Costa County Office of Education

OutcomesOutcomes Understand the development of the

Next Generation Science Standards

Describe the 3 dimensions of science learning and the architecture of NGSS

Dissect Performance Expectations and the integration with the 3 dimensions

Implement strategies to engage students with Common Core State Standards and science curriculum

July 2011

1990s - 2010

April 2013

NGSS Development ProcessDesign Phase

Awareness Phase

Implementation Phase

• NGSS Released• Adopted by states (CA

Sept. 2013)• Middle School Sequence• CDE development of

Implementation Plan

• Framework for K-12 Science Education

• NGSS Development by Lead States

• Public drafts and comments

• CA Framework development (2014-2015)

• Instructional Shifts• Curriculum Development• Professional Learning• Assessments

TransitionPhase

States Adopting NGSS (as of Jan 2014)RI, KS, KY, MD, VT, CA, DE, WA, and D.C.Map from www.nsta.org

CA Science Tests (aka AB484)• Outlines CA State Assessment for 2013-14

• SBAC Field Test: • Grades 3-8, all students• Grades 9 and 10, scientific sample• Grade 11, scientific sample all others encouraged• Computer Administered; Not Computer Adaptive

• Science Testing (for NCLB)• CST, CMA and CAPA -grades 5, 8, & 10• New assessments developed aligned to NGSS

These new standards shift the focus

from memorization of facts to having students develop deeper conceptual understanding

of core scientific ideas and be able to apply the practices of science and engineering into real

world problems.

Next Generation

ScienceStandards

“Science is built up of facts, as a house is built of stones;

but an accumulation of facts is no more a science than a heap of stones is a house.”

~ Henri Poincaré, Science and Hypothesis

Shifts of NGSS

1. Interconnected Nature of Science and the Real World

2. Focus and Coherence

3. Deeper Understanding

4. Science and Engineering

5. College, Career, and Citizenship Readiness

6. Alignment to the Common Core

Real world Focused & Coherent Integrated Within & Across Content

10

How will NGSS change teaching and learning?

Read each shift:

•Highlight one sentence

•Underline one phrase

•Circle one word

•Develop a 25 word synopsis

Grade Level Bands

• K-5 grade specific

• 6-8 grade “band”*• CA is a K-8 “curriculum adoption state”• Integrated model – adopted by CA (Nov 2013)• Additional model being developed for LEAs

• 9-12 grade span “band”• Design of HS courses – local decision• Appendix K: Model Course Mapping

Adopted Middle Grades Learning Progression

Framework

• Foundation for creating NGSS• Larger context for science education• Progression of Core Ideas, Practices and

Crosscutting Concepts across grade bands.• Organized by grade bands:

– K-2, 3-5, 6-8, 9-12– “By the end of grade ___”

Framework

• Take a few minutes to read the framework for your discipline.

• Discuss these questions with others at your table.– How is it similar to your current teaching?– How is it different?

Activity developed by:

Learning Progressions in NGSSSort the NGSS Performance Expectations into grade bands for:

• Life Science• Physical Science• Earth and Space Science

Read the NGSS Storyline for your discipline

•How do the Performance Expectations develop across the K-12 Continuum?•What skills do students need to engage in the NGSS?

Three Dimensions

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

7 Crosscutting Concepts

1. Asking questions and defining problems

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations and designing solutions

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Scientific and Engineering Practices

• What are the behaviors of scientists and engineers?• Science Investigation is a balance of Skills and Knowledge• What does it mean to “do” science?

Practices in Action

Watch the video clips and consider the following

•What practices are at the forefront of the lesson?•What practices are supporting the lesson?•What is the teacher doing?•What are the students doing?

Practices in the Classroom Video• CAPE COD'S AQUIFERSScience education specialist, Barbara Waters,

works with 5th grade students in Mashpee, Massachusetts, to create models of Cape Cod's unusual underground structure. Run Time: 00:04:57

CCSS Integration: Classroom Video

CARBON CYCLING: CREATE YOUR OWN BIOLOGY LABLesson Objective: Design and conduct your own biology lab to examine carbon cycling

•Common Core Standards: ELA.RST.9-10.3Run Time: 5 min

Crosscutting Concepts1. Patterns, similarity, and diversity

2. Cause and effect

3. Scale, proportion, and quantity

4. Systems and system models

5. Energy and matter

6. Structure and function

7. Stability and change

Fundamental understanding of science

Connecting ideas across all domains

Modeling

– As a Practice» Develop and use models to describe, explain, predict

– As a Crosscutting Concept» Representation of idea / phenomena

– Models make thinking visible and explicit

Create a model to explain the following:Choice of low gear vs. high gear while riding a 10 speed

bicycle up a hill

Disciplinary Core IdeasLife Science Physical ScienceLS1: 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

PS1: Matter and Its Interactions

PS2: Motion and Stability: Forces and Interactions

PS3: Energy

PS4: Waves and Their Applications in Technologies for Information Transfer

Earth & Space ScienceEngineering & Technology

ESS1: Earth’s Place in the Universe

ESS2: Earth’s Systems

ESS3: Earth and Human Activity

ETS1: Engineering Design

ETS2: Links Among Engineering, Technology, Science, and Society

Essential Questions frame the main conceptsProgression develops students understanding

PS2: Motion and Stability: Forces and Interactions

K-2 3-5 MS HS

Newton’s third law;

motion det. by sum of forces and

mass of object

Newton’s second law; momentum

Objects at rest have 0 net force; if net force ≠ 0

the object will change its motion

Objects push or pull when connected;

friction

Essential Question: How can one explain and predict interactions between objects and within systems of objects?

PS2.A: Forces and MotionEssential Question: How can one predict an object’s continued motion, changes in motion, or stability?

Progression:

Pra

ctic

es

Content

Crosscutting

Performance Expectations

Science and EngineeringPractices

Disciplinary Core Idea

CrossCutting Concepts

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)

• All Performance Expectations (PEs) and Foundation Boxes are rootedin the framework.

• Work in groups of 2 or 3 at your table

• Using the framework for your content:– Review your packet of PE’s– Identify the Grade Band that

each PE belongs in– Write the grade band in the

upper left-hand box(K-2, 3-5, 6-8, 9-12)

• Find your NGSS Overview Packet • Locate the pages with a detailed explanation

of:– Science Practices– Crosscutting Concepts

Deconstruct a Performance Expectations

• A main tenet of the NGSS is that each Core Idea is revisited at each grade band– Learning as developmental progression– Depth over breadth– Integrates knowledge and practice

NGSS Appendix E

• Each packet has 3-4 (PEs)• Choose 2 PEs and identify the following

component of each PE:– Science and Engineering Practices

• Enter in the BLUE section

– Crosscutting Concepts• Enter in the GREEN section

• Look at the full version of the PEs you analyzed.– Did you identify the same Practices and Crosscutters

as NGSS?– If not, in what ways were your ideas different from

the NGSS writers?

Performance Expectation Code:

5-ESS3-1

DCIGrade Level

PE Number

Disciplinary Core Idea Code:

ESS3. C

Core Idea

Sub Idea

Performance Expectations

Foundation Boxes

Connection Boxes

Architecture of a Standard

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

PS2: Motion and Stability: Forces and Interactions

K-2 3-5 MS HS

Newton’s third law;

motion det. by sum of forces and

mass of object

Newton’s second law; momentum

Objects at rest have 0 net force; if net force ≠ 0 the object will change its motion

Objects push or pull

when connected;

friction

Essential Question: How can one explain and predict interactions between objects and within systems of objects?

PS2.A: Forces and MotionEssential Question: How can one predict an object’s continued motion, changes in motion, or stability?

Progression:

From Standards to Instruction

• 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 DevelopmentAchieve

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.

Instruction Builds Toward PEsInstruction Builds Toward PEs

Performance Expectation

How Does One Bundle?

NGSS Concept BundlingNGSS Concept BundlingMatter and Its Interactions

The fact that matter is composed of atoms and molecules can be used to explain the properties of

substances, diversity of materials, states of matter, phase changes, and conservation of

matter.

Reacting substances rearrange to form different molecules, but the number of

atoms is conserved. Some reactions release energy and others absorb

energy.

MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures. MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.

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.

MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.

MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.*

Within this DCI, 4 of the 8 Practices are highlighted. For instruction, additional practices would be used to build toward these understandings.

Bundling By Practice

Grade 3 - Planning and Carrying Out Investigations and Analyzing and Interpreting Data

•3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

•3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that that a pattern can be used to predict future motion.

For exponential models, express as a logarithm the solution to abct=d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.

Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

2. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.

6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.*

1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.

4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.*

Cause and E

ffect

System

s and System

Models

NGSS LS4: Biological Evolution

NGSS LS2: EcosystemsBundling Math and ScienceBundling Math and Science

Construct and compare linear, quadratic, and

exponential models and solve problems.

Mod

elin

g; R

easo

ning

Abs

trac

tly a

nd Q

uant

itativ

ely

DECONSTRUCTION OF A PERFORMANCE EXPECTATIONAdapted from Washington Educational Service Districts

• Choose a PE – record the information on the placemat for that PE only • Use yellow post-it notes: Record the concepts and skills students need• Use pink post-it notes: Record instructional strategies and shifts• Use orange post-it notes: Record CCSS activities that will engage students

So what is next?

Instruction

CA Framework

Assessments

Professional Learning

NATIONAL RESEARCH COUNCILOf the National Academies

July 2011 2011-2013

2014 -

Prepare for the NGSS

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

Thank you to:

The Integrated Middle School Science Project at Alameda County Office of Education for collaboration on activities and slides.

Special thanks to Ai Vu, Sara Dozier and Dawn O’Connor