1. Overview and updates September 2013

2. 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

3. States Adopting NGSS (as of September 2013) RI, KS, KY, MD, VT, CA, DE Map from www.nsta.org

4. 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

5. Moving from Current CA standards to NGSS-CA* *Presentation to the State Board of Education, July 10, 2013

6. Moving from Current CA standards to NGSS-CA* *Presentation to the State Board of Education, July 10, 2013

7. 1998 CA Standards vs. NGSS

8. 1998 CA Standards vs. NGSS

9. 1998 CA Standards vs. NGSS

10. 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

11. Middle Grade Learning Progression* *Presented to the CA State Board of Education in July 2013; will be acted on in November

12. Architecture of a Standard Performance Expectations Foundation Boxes Connection Boxes

13. Performance Expectation • What students should know and be able to do after instruction • Communicates a “big idea” • Includes clarification statements and assessment boundary statements

14. 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

15. 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

16. Disciplinary Core Ideas

17. 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

18. 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.

19. 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

20. 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

21. CA Framework Assessments Instruction Teacher Preparation and development NATIONAL RESEARCH COUNCIL Of the National Academies July 2011 2011-2013 2014 -

22. 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