Investigating the Next Generation Science Standards (NGSS)

1. Investigating the Next Generation Science Standards (NGSS) Kevin Anderson, Ph.D.

2. Why NGSS? • Current Standards are out of date • Advances in science& technology • Advances in understanding of learning • Links to CCSS • College & Career Readiness • More authentic science learning • STEM integration • Global competitiveness and job market

3. Building on the Past; Preparing for the Future 1990s-2009 Phase I Phase II 1990s 7/2011 – April 2013 1/2010 - 7/2011

4. State-led Effort • The federal government is not involved in this effort. • It is state-led, and states will decide whether or not to adopt the standards. • The work undertaken by the NRC and Achieve is being supported by the Carnegie Corporation of New York. • No federal funds have been used to develop the standards.

5. NGSS Standards Walk-Through Meaningful Logo

7. Performance Expectations

8. Foundation Boxes

9. Science & Engineering Practices Asking questions and defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating, and communicating information

10. Science & Engineering Practices

11. Disciplinary Core Ideas

12. Disciplinary Core Ideas

13. Crosscutting Concepts

14. Crosscutting Concepts Patterns Cause and effect: Mechanism and explanation Scale, proportion, and quantity Systems and system models Energy and matter: Flows, cycles, and conservation Structure and function Stability and change

15. Connections Boxes

16. Activity #1 – Group Review of a Lesson TASK: • Find the sample lesson on sound waves and the 1-PS4 and 4-PS4 standards • Complete the lesson review for each dimension after we discuss it • Disciplinary Core Ideas • Science & Engineering Practices • Crosscutting Concepts

17. Disciplinary Core Ideas

18. Activity #1 – Group Review of a Lesson TASK: • Complete the lesson review for Disciplinary Core Ideas

19. Science & Engineering Practices Asking questions and defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating, and communicating information

20. Activity #1 – Group Review of a Lesson TASK: • Complete the lesson review for Science & Engineering Practices

21. Group review of lesson • Science vs. engineering practices? What is the goal of the activity? • Is it to answer a question? If so, they are likely doing science. • Is the purpose to define and solve a problem? If so, they are likely doing engineering.

22. Crosscutting Concepts Patterns Cause and effect: Mechanism and explanation Scale, proportion, and quantity Systems and system models Energy and matter: Flows, cycles, and conservation Structure and function Stability and change

23. Activity #1 – Group Review of a Lesson TASK: • Complete the lesson review for Crosscutting Concepts

24. Activity #1 – Group Review of a Lesson TASK: • Complete and discuss the final lesson review questions for… • Evidence of Learning • Performance Expectations

25. Goals for the Day Be able to understand and use the structure of the NGSS Compare and contrast the WMAS and NGSS Connect engineering ideas to your curriculum and instruction Build math and ELA connections to the NGSS Use an NGSS standard to design instruction Explore progressions of DCI, Practices and CCC Consider assessment models

26. AGENDA 8:00-9:00 Structure of the NGSS 9:00-9:45 Conceptual Shifts and What is a Standard 9:45-9:50 Quick Break 9:50-10:45 Engineering and the NGSS 10:45-11:45 Math and ELA and the NGSS 11:45-12:25 Lunch 12:25-1:05 Finish Math and ELA connections 1:05-1:45 Understanding by Design in the NGSS 1:45-2:05 Walk and observe – PBL and the NGSS 2:05-3:05 What I’ll be teaching 3:05-3:30 Summing up and next steps

28. Activity #1 – What is Different about NGSS? TASK: Look at the provided WI Model Academic Standards & NGSS Standards Pages

29. Activity #2 – What is Different about NGSS? TASK: How are the NGSS similar & different from old standards? Compare & contrast instruction under these standards as well. Discuss the changes that you see coming and be prepared to share out.

30. What is different about NGSS? Appendix A – Conceptual Shifts • Shift 1 - NGSS Reflects “Real Science” • Shift 5 - Nature of Science & Engineering are Integrated K-12

31. What is different about NGSS? Appendix A – Conceptual Shifts Shift 3 – NGSS Builds Coherently K-12 Shift 4 – NGSS Focuses on Deeper Understanding & Application

32. What Is Different About NGSS? Appendix A – Conceptual Shifts Shift 2 - NGSS is not a curriculum Shift 6 - NGSS & Common Core are aligned

33. Activity # 3 – How will NGSS change teaching and learning? TASK: Take a few minutes to reflect on the conceptual shifts presented. Think-Pair-Share – Answer the questions on each page…discuss with a neighbor…be prepared to share.

34. Activity #4 – What is a Standard? TASK: • Frayermodel – “standards” • Briefly discuss and describe examples, non-examples, the purpose and definition of the term, “standards”

35. Engineering in the NGSS Engineering is… • Cyclical problem-solving • Based on a context (a story) • Built upon science, math and technology know-how • Dependent on effective communication and coordination • Not a competition or just building something

36. Engineering in the NGSS Problem/Context: • Moved to a new state and brought my berry plant, but the berries aren’t growing. • Need to design a pollinator • 2-LS2 and 2-LS4 • Engineering is Elementary!

37. Engineering in the NGSS Challenge: • Design a hand-held pollinator for this berry flower • Draw (model) your design • What materials would you use? • What else would you like to know? • How would you test your design? • Brief gallery walk

38. CCSS ELA & Mathematics and the NGSS The practices among these subjects overlap. • What are the important practice connections you see in these subjects? • What other connections would you add? • What does this suggest for your teaching?

39. CCSS Mathematics and the NGSS Foundations of Integration • Belief in the importance of doing it. • Time in the day – overlap math and science and writing/reading time – PBL! • Plan out the goals for each, find the overlaps. • Build from curriculum examples - start small! • Collaborate – don’t try to do it all yourself.

40. CCSS Mathematics and the NGSS Key Connections - #1 Science Provides the Context • CCSS 3 MD-2 “e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem” – what? Use a real beaker! • CCSS 3MD-3 connecting to NGSS 3-ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. • See sample weather lesson.

41. CCSS Mathematics and the NGSS Key Connections #2 – Math is a tool • Math provides the tools to answer the science question, to solve the engineering problem. • Look over the rock flooring example lesson. • What math and science connections can you find or create? • NGSS MS-ESS1, MS-ESS2, MS-ETS1 • CCSS 3.MS, 6.G

42. CCSS Mathematics and the NGSS Key Connections #3 – You find one • Look at the science standards at your grade level. • What science concepts require math? • What math concepts that you teach would be more clear (and build better conceptual understanding) with a science connection? • Brief share.

43. CCSS Mathematics and the NGSS Key Connections #4 – Relationships • Math • Linear or nonlinear relationships • Science • Direct vs. inverse relationships • Ex. growth rate of plants under different conditions (in class, school garden, prairie)

44. CCSS Mathematics and the NGSS Key Connections #4 – Modeling • What is mathematical modeling? • What is scientific modeling? • In both you’re making sense of a question or problem. It’s active, not passive. It’s predicting, not reporting. • Examples: • WMC article • Bromine gas expansion

45. CCSS Mathematics and the NGSS Shayna had a small bottle of Bromine gas. The bottle was closed with a cork. She tied a string to the cork, and then placed the bottle inside a larger bottle. She sealed the large bottle shut (Figure 1). Next, Shayna opened the small bottle by pulling the string connected to the cork. Figure 2 shows what happened after the cork of the small bottle was opened. 1. Draw a model that shows what is happening in this experiment. 2. Explain in writing what is happening in your model. Figure 1

46. CCSS ELA and the NGSS Key Connections #1 – Notebooking • What is a science notebook? • Structure • First 3 pages blank for your table of contents • Number every page (upper right or left corner) of the notebook except your table of contents • Use pencil or colored pencil on both sides of page • Date each page at the start of an investigation

47. CCSS ELA and the NGSS Key Connections #1 – Notebooking • What is put in a science notebook? Observations and Questions structured or not

48. CCSS ELA and the NGSS Key Connections #1 – Notebooking • What is put in a science notebook? Data tables and analyses Conclusions

49. CCSS ELA and the NGSS Key Connections #1 – Notebooking • What is put in a science notebook? Diagrams (ABCD): Accurate Big Colorful Detailed

50. CCSS ELA and the NGSS Key Connections #1 – Notebooking • What is put in a science notebook? Diagrams: Flaps and Foldables