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LIVE INTERACTIVE LEARNING @ YOUR DESKTOP
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January 7, 2013
6:30 p.m. – 8:00 p.m. Eastern time
How to Lead a Study Group on the Next Generation Science Standards (NGSS)
Second Public Draft
Presented by: Harold Pratt and Ted Willard
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How to Engage Science Educators in the Public Review
of NGSS
Ted Willard, [email protected] Pratt, [email protected]
Purpose of Session
Help you…Understand the structure of NGSS
Connect with colleagues to study and deeply understand them
Provide feedback to Achieve
Begin thinking about what it will take for you and other educators to use these standards
The Basics About NGSS
NSTA role with the NGSS A partner with Achieve along with 26
states, NRC, and AAAS in the development Provide guidance and reviews directly to
the National Research Council and Achieve Recommend teachers for the writing
teams Inform science education community Encourage science educators to have a
voice by engaging in the review process Help educators study and learn more
about the document
Developing the Standards
8
Instruction
Curricula
Assessments
Teacher Development
Developing the Standards
2011-2013
July 2011
Developing the Standards
July 2011
About the National Academies
Chartered by Congress Separate Academies dealing with
Science, Engineering, and Medicine Honorary membership organization with
over 6000 members Do not conduct independent research Serves as advisors producing
independent recommendations and policy reports
The National Research Council carries out most studies done by the Academies
A Framework for K-12 Science Education
View free PDF form The National Academies Press at www.nap.edu
Secure your own copy from
www.nsta.org/store
Resources for the Framework
Benchmarks for Scientific Literacy and Atlas of Science Literacy
National Science Education Standards
2009 NAEP Science Framework(National Assessment of Educational Progress)
College Board Standards for College in Science
NSTA’s Science Anchors project
National Research Council Reports
How People Learn
Taking Science to School
Ready, Set, Science
A Framework for K-12 Science Education
Three-Dimensions:
Scientific and Engineering Practices
Crosscutting Concepts
Disciplinary Core Ideas
Scientific and Engineering Practices1. Asking questions (for science)
and defining problems (for engineering)
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 (for science) and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Crosscutting Concepts
1. Patterns
2. Cause and effect: Mechanism and explanation
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter: Flows, cycles, and conservation
6. Structure and function
7. Stability and change
Disciplinary Core Ideas
Life Science
Earth and Space Science
Physical Science
Engineering, Technology, and the Application of Science
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
Life ScienceEarth & Space
SciencePhysical Science
Engineering & Technology
LS1: From Molecules to Organisms: Structures and Processes
LS1.A: Structure and FunctionLS1.B: Growth and Development of
OrganismsLS1.C: Organization for Matter and
Energy Flow in OrganismsLS1.D: Information Processing
LS2: Ecosystems: Interactions, Energy, and Dynamics
LS2.A: Interdependent Relationships in Ecosystems
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
LS2.D: Social Interactions and Group Behavior
LS3: Heredity: Inheritance and Variation of Traits
LS3.A: Inheritance of TraitsLS3.B: Variation of Traits
LS4: Biological Evolution: Unity and Diversity
LS4.A: Evidence of Common Ancestry and Diversity
LS4.B: Natural SelectionLS4.C: AdaptationLS4.D: Biodiversity and Humans
ESS1: Earth’s Place in the UniverseESS1.A: The Universe
and Its StarsESS1.B: Earth and the
Solar SystemESS1.C: The History of
Planet Earth
ESS2: Earth’s SystemsESS2.A: Earth Materials
and SystemsESS2.B: Plate Tectonics
and Large-Scale System Interactions
ESS2.C: The Roles of Water in Earth’s Surface Processes
ESS2.D: Weather and Climate
ESS2.E: Biogeology
ESS3: Earth and Human ActivityESS3.A: Natural
ResourcesESS3.B: Natural
HazardsESS3.C: Human Impacts
on Earth SystemsESS3.D: Global Climate
Change
PS1: Matter and Its InteractionsPS1.A: Structure and Properties of
MatterPS1.B: Chemical ReactionsPS1.C: Nuclear Processes
PS2: Motion and Stability: Forces and Interactions
PS2.A: Forces and MotionPS2.B: Types of InteractionsPS2.C: Stability and Instability in
Physical Systems
PS3: EnergyPS3.A:Definitions of EnergyPS3.B: Conservation of Energy and
Energy TransferPS3.C: Relationship Between Energy
and ForcesPS3.D:Energy in Chemical Processes
and Everyday Life
PS4: Waves and Their Applications in Technologies for Information Transfer
PS4.A:Wave PropertiesPS4.B: Electromagnetic RadiationPS4.C: Information Technologies
and Instrumentation
ETS1: Engineering DesignETS1.A: Defining and
Delimiting an Engineering Problem
ETS1.B: Developing Possible Solutions
ETS1.C: Optimizing the Design Solution
ETS2: Links Among Engineering, Technology, Science, and Society
ETS2.A:Interdependence of Science, Engineering, and Technology
ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World
Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas
Integration of the Three Dimensions
Core IdeasPractices
Crosscutting Concepts
The practices are the processes of building and using the core ideas to make sense of the natural and designed world, and the cross cutting concepts hold the discipline together.
Instruction
Curricula
Assessments
Teacher Development
Developing the Standards
2011-2013
July 2011
Developing the Standards
2011-2013
About Achieve
Created in 1996 by the nation's governors and corporate leaders, Achieve is an independent, bipartisan, non-profit education reform organization that helps states raise academic standards and graduation requirements, improve assessments and strengthen accountability.
Achieve is involved in implementation of the Common Core State Standards (CCSS) effort and the Partnership for Assessment of Readiness for College and Careers (PARCC) Consortium.
NGSS Lead State Partners
Lead states and writers identified
Summer 2011
Writing Team Begins WorkSummer 2011
State Draft
Fall 2011
Writing Team Reacts to Review
Winter 2011
State and Critical
Stakeholder Draft
Winter 2012
Writing Team Reacts to Review
Spring-Summer 2012
Public Draft
January 2013
Public Draft
May 2012
State and Critical
Stakeholder Draft
Fall 2012
Writing Team Reacts to Review
Fall 2012
Writing Team Reacts to Review
Winter 2013
Final State Draft
Winter 2013
Achieve Edits Final Document
Winter 2013
NGSS Released for AdoptionSpring 2013
Development Process
Writing Team Reacts to Review
Winter 2012
Lead states and writers identified
Summer 2011
Writing Team Begins WorkSummer 2011
State Draft
Fall 2011
Writing Team Reacts to Review
Winter 2011
State and Critical
Stakeholder Draft
Winter 2012
Writing Team Reacts to Review
Spring-Summer 2012
Public Draft
January 2013
Public Draft
May 2012
State and Critical
Stakeholder Draft
Fall 2012
Writing Team Reacts to Review
Fall 2012
Writing Team Reacts to Review
Winter 2013
Final State Draft
Winter 2013
Achieve Edits Final Document
Winter 2013
NGSS Released for AdoptionSpring 2013
Development Process
Writing Team Reacts to Review
Winter 2012
TOMORROW!
We are getting ready
for this!
Inside the NGSS BoxWhat is Assessed
A collection of several performance expectations describing what students
should be able to do to master this standard
Foundation BoxThe practices, core disciplinary
ideas, and crosscutting concepts from the Framework
for K-12 Science Education that were used to form the performance expectations
Connection BoxOther standards in the Next
Generation Science Standards or in the Common Core State
Standards that are related to this standard
Performance ExpectationsA statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned.
Title and CodeTwo sets of performance expectations at different grade levels may use the same name if they focus on the same topic. The code, however, is a unique identifier for each standard based on the grade level, content area, and topic of the standard.
Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem
Disciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives.
Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all.
Lowercase LettersLowercase letters at the end of practices, core ideas, and crosscutting Concepts designate which Performance expectation incorporates them.
Assessment BoundaryA statement that provides guidance about the scope of the performance expectation at a particular grade level.
Clarification StatementA statement that supplies examples or additional clarification to the performance expectation.
Closer Look at a Performance Expectation
Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed.
They are not instructional strategies or objectives for a lesson.
Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]
Closer Look at a Performance Expectation
Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]
Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed.
They are not instructional strategies or objectives for a lesson.
Closer Look at a Performance Expectation
Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]
Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed.
They are not instructional strategies or objectives for a lesson.
Closer Look at a Performance Expectation
Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]
Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed.
They are not instructional strategies or objectives for a lesson.
• You can turn off notifications of others arriving: Edit -> Preferences -> General -> Visual notifications
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Before We Get to Your Questions…
33
Q & A
The Review
Keep in Mind
Depth of review is more important thancovering many or all the standards!!
NSTA Guide for Leading a Study Groupon Next Generation Science Standards
Located online at www.nsta.org/ngss
Sample Agendas (half-day & full-day)
Facilitator Guide
Suggested Questions
Checklist
NSTA Guide for Leading a Study Groupon Next Generation Science Standards
1. Determine scope in terms of topic(s) and grade level(s)
2. Establish starting time, duration, and location
– Internet access?
3. Select and invite participants
4. Assign teams to specific standards
5. Prepare participants– Be familiar with Framework and other standards– Send background reading/resources, agenda, questions
6. Facilitate meeting
7. Collect group feedback and fill out Achieve survey or encourage members to provide individual feedback
Checklist for Planning an NGSS Study Group
Check List for Planning an NGSS Study Group
1. Determine scope in terms of topic(s) and grade level(s)
2. Establish starting time, duration, and location – Internet access?
3. Select and invite participants
4. Assign teams to specific standards
5. Prepare participants– Be familiar with Framework and other standards– Send background reading/resources, agenda,
questions
6. Facilitate meeting
7. Collect group feedback and fill out Achieve survey or encourage members to provide individual feedback
Check List for Planning an NGSS Study Group
1. Determine scope in terms of topic(s) and grade level(s)
2. Establish starting time, duration, and location – Internet access?
3. Select and invite participants
4. Assign teams to specific standards
5. Prepare participants– Be familiar with Framework and other standards– Send background reading/resources, agenda,
questions
6. Facilitate meeting
7. Collect group feedback and fill out Achieve survey or encourage members to provide individual feedback
Check List for Planning an NGSS Study Group
1. Determine scope in terms of topic(s) and grade level(s)
2. Establish starting time, duration, and location – Internet access?
3. Select and invite participants
4. Assign teams to specific standards
5. Prepare participants– Be familiar with Framework and other standards– Send background reading/resources, agenda,
questions
6. Facilitate meeting
7. Collect group feedback and fill out Achieve survey or encourage members to provide individual feedback
Organization of the Core Ideas in the Framework
Life Science Earth & Space Science Physical Science LS1: From Molecules to Organisms: Structures and
ProcessesLS1.A: Structure and FunctionLS1.B: Growth and Development of OrganismsLS1.C: Organization for Matter and Energy Flow in
OrganismsLS1.D: Information Processing
LS2: Ecosystems: Interactions, Energy, and DynamicsLS2.A: Interdependent Relationships
in EcosystemsLS2.B: Cycles of Matter and Energy Transfer in EcosystemsLS2.C: Ecosystem Dynamics, Functioning, and ResilienceLS2.D: Social Interactions and Group Behavior
LS3: Heredity: Inheritance and Variation of TraitsLS3.A: Inheritance of TraitsLS3.B: Variation of Traits
LS4: Biological Evolution: Unity and Diversity
LS4.A: Evidence of Common Ancestry and DiversityLS4.B: Natural SelectionLS4.C: AdaptationLS4.D: Biodiversity and Humans
ESS1: Earth’s Place in the UniverseESS1.A: The Universe and Its
StarsESS1.B: Earth and the Solar
SystemESS1.C: The History of Planet
Earth
ESS2: Earth’s SystemsESS2.A: Earth Materials and
SystemsESS2.B: Plate Tectonics and
Large-Scale System InteractionsESS2.C: The Roles of Water in
Earth’s Surface ProcessesESS2.D: Weather and ClimateESS2.E: Biogeology
ESS3: Earth and Human ActivityESS3.A: Natural ResourcesESS3.B: Natural HazardsESS3.C: Human Impacts on
Earth SystemsESS3.D: Global Climate
Change
PS1: Matter and Its InteractionsPS1.A: Structure and Properties of MatterPS1.B: Chemical ReactionsPS1.C: Nuclear Processes
PS2: Motion and Stability: Forces and Interactions
PS2.A: Forces and MotionPS2.B: Types of InteractionsPS2.C: Stability and Instability in
Physical Systems
PS3: EnergyPS3.A:Definitions of EnergyPS3.B: Conservation of Energy and Energy TransferPS3.C: Relationship Between Energy
and ForcesPS3.D:Energy in Chemical Processes
and Everyday Life
PS4: Waves and Their Applications in Technologies for Information Transfer
PS4.A:Wave PropertiesPS4.B: Electromagnetic RadiationPS4.C: Information Technologies
and Instrumentation
Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas
Review of Standards in Different Grades & Topics
Life Science
Earth & Space
Science
Physical Science
K-2
3-5
6-8
9-12
Review of Standards in Different Grades & Topics
Life Science
Earth & Space
Science
Physical Science
K-2
3-5
6-8
9-12
Review of Standards in Different Grades & Topics
Life Science
Earth & Space
Science
Physical Science
K-2
3-5
6-8
9-12
Size and Scope of the Study Group
Life Science
Earth & Space
Science
Physical Science
K-22-3 Team Members
2-3 Team Members
2-3 Team Members
3-5
6-82-3 Team Members
2-3 Team Members
2-3 Team Members
9-122-3 Team Members
2-3 Team Members
2-3 Team Members
In this configuration, you need a minimum of 18 people to examine all of the standards
Check List for Planning an NGSS Study Group
1. Determine scope in terms of topic(s) and grade level(s)
2. Establish starting time, duration, and location – Internet access?
3. Select and invite participants
4. Assign teams to specific standards
5. Prepare participants– Be familiar with Framework and other
standards– Send background reading/resources, agenda,
questions
6. Facilitate meeting
7. Collect group feedback and fill out Achieve survey or encourage members to provide individual feedback
Background Resources
NSTA Reader’s Guide to the Framework
NSTA Journal Articles about the Framework and the Standards
Next Generation
Science Standards
Links to all resources located at www.nsta.org/ngss
Check List for Planning an NGSS Study Group
1. Determine scope in terms of topic(s) and grade level(s)
2. Establish starting time, duration, and location – Internet access?
3. Select and invite participants
4. Prepare participants– Be familiar with Framework and other standards– Send background reading/resources, agenda,
questions
5. Form teams and assign teams to specific standards
6. Facilitate meeting
7. Collect group feedback and fill out Achieve survey or encourage members to provide individual feedback
Full Day Agenda Introduction and Review of Day and Task (45 minutes)
Section I: Taking a Close Look at Performance Expectations (90 minutes)
Section II: Progression Across All Grade Levels (90 minutes – divided before and after lunch)
Lunch
Section III: Engineering Design (45 minutes)
Section IV: Nature of Science (45 minutes)
Wrap Up (30 minutes)
Handouts
Standards
NGSS MatrixHandout
Inside the BoxHandout
Study Group Questions from NSTA
Guide
Organization of the Performance Expectations
NGSS is Organized in TWO different waysBy Disciplinary Core Idea as shown in the FrameworkBy Topic as used by the Writers
The Performance Expectations are coded by the Disciplinary Core Ideas
NGSS Organized by Topic
Note: The core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas
NGSS Organized by Topic
NGSS Organized by Core Ideas
Life Science Earth & Space Science Physical ScienceK-LS1 From Molecules to Organisms: Structures and
Processes1-LS1 From Molecules to Organisms: Structures and
Processes3-LS1 From Molecules to Organisms: Structures and
Processes4-LS1 From Molecules to Organisms: Structures and
Processes
MS-LS1 From Molecules to Organisms: Structures and Processes
HS-LS1 From Molecules to Organisms: Structures and Processes
1-ESS1 Earth’s Place in the Universe
4-ESS1 Earth’s Place in the Universe
5-ESS1 Earth’s Place in the Universe
MS-ESS1 Earth’s Place in the Universe
HS-ESS1 Earth’s Place in the Universe
K-PS1 Matter and Its Interactions2-PS1 Matter and Its Interactions5-PS1 Matter and Its Interactions
MS-PS1 Matter and Its Interactions
HS-PS1 Matter and Its Interactions
2-LS2 Ecosystems: Interactions, Energy, and Dynamics
3-LS2 Ecosystems: Interactions, Energy, and Dynamics
5-LS2 Ecosystems: Interactions, Energy, and Dynamics
MS-LS2 Ecosystems: Interactions, Energy, and Dynamics
HS-LS2 Ecosystems: Interactions, Energy, and Dynamics
K-ESS2 Earth’s Systems2-ESS2 Earth’s Systems3-ESS2 Earth’s Systems4-ESS2 Earth’s Systems5-ESS2 Earth’s Systems
MS-ESS2 Earth’s Systems
HS-ESS2 Earth’s Systems
2-PS2 Motion and Stability: Forces and Interactions3-PS2 Motion and Stability: Forces and Interactions5-PS2 Motion and Stability: Forces and Interactions
MS-PS2 Motion and Stability: Forces and Interactions
HS-PS2 Motion and Stability: Forces and Interactions
1-LS3 Heredity: Inheritance and Variation of Traits3-LS3 Heredity: Inheritance and Variation of Traits
MS-LS3 Heredity: Inheritance and Variation of Traits
HS-LS3 Heredity: Inheritance and Variation of Traits
K-ESS3 Earth and Human Activity
3-ESS3 Earth and Human Activity
3-ESS3 Earth and Human Activity
4-ESS3 Earth and Human Activity
5-ESS3 Earth and Human Activity
MS-ESS3 Earth and Human Activity
HS-ESS3 Earth and Human Activity
K-PS3 Energy2-PS3 Energy4-PS3 Energy5-PS3 Energy
MS-PS3 Energy
HS-PS3 Energy
2-LS4 Biological Evolution: Unity and Diversity3-LS4 Biological Evolution: Unity and Diversity
MS-LS4 Biological Evolution: Unity and Diversity
HS-LS4 Biological Evolution: Unity and Diversity
1-PS4 Waves and Their Applications in Technologies for Information Transfer
4-PS4 Waves and Their Applications in Technologies for Information Transfer
5-PS4 Waves and Their Applications in Technologies for Information Transfer
MS-PS4 Waves and Their Applications in Technologies for Information Transfer
HS-PS4 Waves and Their Applications in Technologies for Information Transfer
Note: The core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas
NGSS Organized by Core Ideas
Note: The core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas
NSSS Organized by Disciplinary Core Idea
Other details
Refreshments!
Computer with Internet
Looking at the Study GroupQuestions from the NSTA Guide
Section I: Taking a close look at one set of performance expectationsA. Clarity and specificityB. Integration of the three dimensions in the performance expectationsC. Coherence of performance expectationsD. Achievability and preparedness E. Instructional implications of the performance expectations
Section II: Checking for a progression across all grades
Performance Expectations Practices Disciplinary Core Ideas Crosscutting Concepts
Section III: Engineering Design
Note: The engineering design disciplinary core ideas have been integrated into the core ideas of physical sciences, life sciences and Earth and space sciences.
The performance expectations in which the engineering core ideas have been integrated are indicated with *.
Section III: Engineering Design
* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice, Disciplinary Core Idea, or Crosscutting Concept.
Section III: Engineering Design
* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice, Disciplinary Core Idea, or Crosscutting Concept.
Section III: Engineering Design
Section III: Engineering Design
Section IV: Nature of Science
In the review of the May 2012 Public Draft of NGSS, NSTA recommended that:
The NGSS should include a section on Connections to the Nature and History of Science in a manner similar to the Connections to Engineering, Technology, and Applications of Science.
The writers have made nature of science more prominent in the performance expectations by inserting nature of science in both the practices and crosscutting concepts.
Section IV: Nature of Science
Section IV: Nature of Science
Reminder
Depth of review is more important thancovering many or all the standards!!
Check List for Planning an NGSS Study Group
1. Determine scope in terms of topic(s) and grade level(s)
2. Establish starting time, duration, and location – Internet access?
3. Select and invite participants
4. Assign teams to specific standards
5. Prepare participants– Be familiar with Framework and other standards– Send background reading/resources, agenda,
questions
6. Facilitate meeting
7. Collect group feedback and fill out Achieve survey or encourage members to provide individual feedback
• You can turn off notifications of others arriving: Edit -> Preferences -> General -> Visual notifications
• You can minimize OR detach and expand chat panel Left arrow = minimize; right menu = detach
• Continue the discussion in the Community Forums http://learningcenter.nsta.org/discuss
Before We Get to Your Questions…
72
Q & A
Resources about NGSS
Resources related to the NGSS and Framework
NGSS Websitewww.nextgenscience.org
National Research Councilhttp://www7.nationalacademies.org/bose/Standards_Framework_Homepage.html
NSTA’s Home Pagewww.nsta.org
77
NSTA Website (nsta.org/ngss)
NSTA Print Resources
NSTA Reader’s Guide to the Framework
NSTA Journal Articles about the Framework and the Standards
Community Forums
NSTA National Conference
The conference will include a number of sessions about the K–12 Framework and the highly anticipated Next Generation Science Standards.
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The place to be to learn about
Introduction to the Next Generation Science Standards (NGSS) Second Public Draft
This Wednesday, January 9th
LATER TIME: 7:30 to 9:00 pm ET
Dr. Pruitt will lead participants through the document, describing its scope, architecture, and online viewing features. He will also discuss how you can provide feedback to the writers on the draft.
Throughout the years, ExploraVision has reached thousands of students across the United States and Canada. This program has positively impacted young people by broadening their definition of science and motivating students to use their imagination to the best of their abilities.
Young people have vivid imaginations , and ExploraVision harnesses that power and challenges students to bring that vision to life. Toshiba’s investment in ExploraVision means that thousands of students are introduced to science in a different way. New for 2013, ExploraVision is now more closely aligned with the NRC Framework for K-12 Science Education!
STUDENTS COMPETING FOR PRIZES GREAT TEACHER PRIZES TOO!
REGISTER TODAY AND LEARN MORE BY VISITING: EXPLORAVISION.ORG
OR EMAIL ERIC CROSSLEY AT: [email protected]
COMPETITION DEADLINE: JANURARY 31, 2013
***OVER $240,000 IN PRIZES***
Last Fall’s Web Seminar Series on Practices
Topic Speaker
1 Asking Questions and Defining Problems Brian Reiser
2 Developing and Using Models Christina Schwarz and Cindy Passmore
3 Planning and Carrying Out Investigations Rick Duschl
4 Analyzing and Interpreting Data Ann Rivet
5 Using Mathematics and Computational Thinking Robert Mayes and Bryan Shader
6Constructing Explanations and Designing Solutions
Katherine McNeill and Leema Berland
7 Engaging in Argument from Evidence Joe Krajcik
8Obtaining, Evaluating and Communicating Information
Philip Bell, Leah Bricker, and Katie Van Horne
All are archived on the NSTA website
Upcoming Web Seminars About NGSS
Engineering Practices in the NGSSMariel Milano, Orange County Public Schools & NGSS Writer6:30-8:00, on Tuesday, January 15th
Using the NGSS Practices in the Elementary GradesHeidi Schweingruber, National Research Counciland Deborah Smith, Pennsylvania State University6:30-8:00, on Tuesday, January 29th
Connections between the Practices in NGSS, Common Core Math, and Common Core ELASarah Michaels, Clark University and author of Ready, Set, Science6:30-8:00, on Tuesday, February 12th
Web Seminars on Crosscutting ConceptsFeb. 19: Patterns
March 5: Cause and effect: Mechanism and explanation
March 19: Scale, proportion, and quantity
April 2: Systems and system models
April 16: Energy and matter: Flows, cycles, and conservation
April 30: Structure and function
May 14: Stability and change
All sessions will take place from 6:30-8:00 on Tuesdays
The End
Harold PrattPast President of NSTA
Thanks to today’s presenters…
Ted WillardDirector of NSTA’s efforts around NGSS
87
Thank you to the sponsor of today’s web seminar:
This web seminar contains information about programs, products, and services offered by third parties, as well as links to third-party websites. The presence of a listing or such information does not constitute an endorsement by NSTA of a
particular company or organization, or its programs, products, or services.88
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National Science Teachers AssociationGerry Wheeler, Interim Executive Director
Zipporah Miller, Associate Executive Director, Conferences and Programs
Al Byers , Ph.D., Assistant Executive Director, e-Learning and Government Partnerships
Flavio Mendez, Senior Director, NSTA Learning Center
NSTA Web SeminarsBrynn Slate, Manager
Jeff Layman, Technical Coordinator
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Upcoming Programs
Analyzing Solar Energy Graphs: MY NASA DATAJanuary 8, 2013
How to Avoid Disqualification in ExploraVisionJanuary 9, 2013
Introduction to the Next Generation Science Standards (NGSS) Second Public DraftJanuary 9, 2013
Register at http://learningcenter.nsta.org/webseminars