Frameworks Book Study Course

1. Frameworks Book Study Course Elluminate Webinar – March 21, 2013 Outcomes: Discuss final course project: questions, concerns, ideas Review “how to read” the NGSS documents, in preparation for the final release next week!

2. Upcoming Weeks… • Week 8: Mar 21 - Mar 27– watch Stephen Pruittwebinar, review resources fromwiki • SKIP Mar 28 - Apr 10 for SPRING BREAK – read NGSS standardsafter release? • Week 9: Apr 11 - Apr 17– Read Chapter10 – Implementation; two short articles. Postthe DCI, CCC, andSE Practice(s) chosenforyourvideotapedlesson • Weeks 10 and 11: Apr 18 - May 1– work on your videotape/paper/share out; upload your lesson plan and paper to Edmodo by May 1

3. Upload to Edmodo

4. Final Project: • Videotape a science lesson, where you have chosen a DCI area and incorporated one or more of the Practices. • Write an explanation (1-2 pages) of which DCI you focused on and how the practices where incorporated, what you did in the lesson to use the practices effectively, the student outcomes you witnessed, and reflect on what you have learned (and would carry with you into curriculum writing/instructing new standards). • Be prepared to share out snippets of your video, and overall reflections from your paper – in small group at our final meeting.

5. Some project questions… • Can you do co-teaching? • Can you do a mathematics focused lesson? • Does the DCI chosen have to be what is currently being taught in science class? • What are the videos, lesson plans, and papers being used for? • What do we need to do for the final meeting “share out?”

6. Final Meeting May 2: Face to Face meeting (4:30-6:30pm, IlchesterES - Media Center)Each participant will have 5-6 min. to share: • Break out into primary/intermediate • Share snippets of your video • Discuss overall reflection/findings

7. NGSS – Almost here! • We are still being told “by the end of March”…but we were also reminded that March has 31 days!  • As soon as I get the news of release, I will email you links to all the resources and information! • So in order to prepare you for that document, let’s talk a little about the NGSS layout and components…

9. Key Points • This isn’t going to be easy • It’s worth doing • When doing PD on NGSS, start with the Scientific and Engineering Practices • When reading NGSS, start with the Disciplinary Core Ideas • There are still a lot of decisions to make • It’s going to take time

10. Developing the Standards

11. Developing the Standards Assessments Curricula Instruction Teacher Development July 2011 2011-2013

12. A Framework for K-12 Science Education Three-Dimensions: • Scientific and Engineering Practices • Crosscutting Concepts • Disciplinary Core Ideas

13. Handout about the Three Dimensions

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. Disciplinary Core Ideas

16. 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

17. Conceptual Shifts in NGSS • K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World.

18. Conceptual Shifts in NGSS • K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World. • The Next Generation Science Standards are student performance expectations – NOT curriculum.

19. Conceptual Shifts in NGSS • K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World. • The Next Generation Science Standards are student performance expectations – NOT curriculum. • The science concepts build coherently from K-12.

20. Conceptual Shifts in NGSS • K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World. • The Next Generation Science Standards 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.

21. Conceptual Shifts in NGSS • K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World. • The Next Generation Science Standards 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.

22. Conceptual Shifts in NGSS • K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World. • The Next Generation Science Standards 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 and Common Core State Standards (Mathematics and English Language Arts) are Aligned.

23. Appendices A Conceptual Shifts B Responses to May Public Feedback C College and Career Readiness DAll Standards, All Students EDisciplinary Core Idea Progressions in the NGSS FScience and Engineering Practices in the NGSS GCrosscutting Concepts in the NGSS HNature of Science IEngineering Design, Technology, and the Applications of Science in the NGSS JModel Course Mapping in Middle and High School K Connections to Common Core State Standards in Mathematics

24. Appendices A Conceptual Shifts BResponses to May Public Feedback C College and Career Readiness DAll Standards, All Students EDisciplinary Core Idea Progressions in the NGSS F Science and Engineering Practices in the NGSS GCrosscutting Concepts in the NGSS HNature of Science IEngineering Design, Technology, and the Applications of Science in the NGSS JModel Course Mapping in Middle and High School KConnections to Common Core State Standards in Mathematics

25. Appendices A Conceptual Shifts BResponses to May Public Feedback C College and Career Readiness DAll Standards, All Students EDisciplinary Core Idea Progressions in the NGSS FScience and Engineering Practices in the NGSS GCrosscutting Concepts in the NGSS HNature of Science IEngineering Design, Technology, and the Applications of Science in the NGSS JModel Course Mapping in Middle and High School KConnections to Common Core State Standards in Mathematics

26. Inside the Box

28. Performance Expectations:

29. 3 Dimensions: Practices, DCI, CCC

30. Connections to Common Core:

32. Inside the NGSS Box Title and CodeThe titles of standard pages are not necessarily unique and may be reused at several different grade levels . The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses. Performance ExpectationsA statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned. Clarification StatementA statement that supplies examples or additional clarification to the performance expectation. What is AssessedA collection of several performance expectations describing what students should be able to do to master this standard Assessment BoundaryA statement that provides guidance about the scope of the performance expectation at a particular grade level. Engineering Connection (*)An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation. Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations 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. Connections to Engineering, Technology and Applications of ScienceThese connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework. Connection Box Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard Connections to Nature of ScienceConnections are listed in either the practices or the crosscutting connections section of the foundation box. Codes for Performance ExpectationsCodes designate the relevant performance expectation for an item in the foundation box and connection box. In the connections to common core, italics indicate a potential connection rather than a required prerequisite connection. Based on the January 2013 Draft of NGSS

33. Inside the NGSS Box Title and CodeThe titles of standard pages are not necessarily unique and may be reused at several different grade levels . The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses. What is AssessedA collection of several performance expectations describing what students should be able to do to master this standard Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations Connection Box Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard Based on the January 2013 Draft of NGSS

34. Inside the NGSS Box Performance ExpectationsA statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned. Clarification StatementA statement that supplies examples or additional clarification to the performance expectation. What is AssessedA collection of several performance expectations describing what students should be able to do to master this standard Assessment BoundaryA statement that provides guidance about the scope of the performance expectation at a particular grade level. Engineering Connection (*)An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation. Based on the January 2013 Draft of NGSS

35. Inside the NGSS Box Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations 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. Based on the January 2013 Draft of NGSS

36. Inside the NGSS Box Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations Connections to Engineering, Technology and Applications of ScienceThese connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework. Connections to Nature of ScienceConnections are listed in either the practices or the crosscutting connections section of the foundation box. Based on the January 2013 Draft of NGSS

37. Inside the NGSS Box Codes for Performance ExpectationsCodes designate the relevant performance expectation for an item in the foundation box and connection box. In the connections to common core, italics indicate a potential connection rather than a required prerequisite connection. Based on the January 2013 Draft of NGSS

38. Inside the NGSS Box Title and CodeThe titles of standard pages are not necessarily unique and may be reused at several different grade levels . The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses. Performance ExpectationsA statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned. Clarification StatementA statement that supplies examples or additional clarification to the performance expectation. What is AssessedA collection of several performance expectations describing what students should be able to do to master this standard Assessment BoundaryA statement that provides guidance about the scope of the performance expectation at a particular grade level. Engineering Connection (*)An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation. Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations 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. Connections to Engineering, Technology and Applications of ScienceThese connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework. Connection Box Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard Connections to Nature of ScienceConnections are listed in either the practices or the crosscutting connections section of the foundation box. Codes for Performance ExpectationsCodes designate the relevant performance expectation for an item in the foundation box and connection box. In the connections to common core, italics indicate a potential connection rather than a required prerequisite connection. Based on the January 2013 Draft of NGSS

39. An Analogy between NGSS and Cooking Kitchen Tools & Equipment(Practices) Preparing a Meal (Performance Expectation) Basic Ingredients (Core Ideas) Herbs, Spices, & Seasonings (Crosscutting Concepts)

40. Closer Look at NGSS

41. Closer Look at NGSS (Kindergarten)

42. Closer Look at NGSS (Kindergarten) Note: 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.

43. Closer Look at NGSS (Kindergarten) Note: 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.

44. Closer Look at NGSS (Kindergarten) Note: 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.

45. Closer Look at NGSS (Kindergarten) Note: 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.

46. Closer Look at NGSS (Kindergarten)

47. Closer Look at a NGSS (Grade 2) * The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice, Disciplinary Core Idea, or Crosscutting Concept.

48. Closer Look at a NGSS (Grade 2) * The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice, Disciplinary Core Idea, or Crosscutting Concept.

49. Closer Look at NGSS (Grade 5)