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Next Generation Science Standards (NGSS)

Next Generation Science Standards (NGSS). Barbra Hoffman RISE Educational Services. NGSS Objectives. Introduction to the NGSS Shifts Dig in to the NGSS Standards Explore NGSS Lesson. Implementation Schedule http:// www.cascience.org. NGSS Conceptual Shifts.

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Next Generation Science Standards (NGSS)

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  1. Next Generation Science Standards (NGSS) Barbra Hoffman RISE Educational Services

  2. NGSS Objectives • Introduction to the NGSS Shifts • Dig in to the NGSS Standards • Explore NGSS Lesson

  3. Implementation Schedulehttp://www.cascience.org

  4. NGSS Conceptual Shifts 1. Reflect the Interconnectedness Nature of Science as it is Practiced and Experienced in the Real World • Vision of the Framework • Science and Engineering Practices • Crosscutting Concepts • Disciplinary Core ideas

  5. 2. Student Performance Expectations-NOT Curriculum • Clarifies the expectations of what students will know and be able to do at the end of the grade or grade band • Ex: Construct models to explain changes in nuclear energies during the processes of fission, fusion, and radioactive decay and the nuclear interactions that determine nuclear stability

  6. 3. Science Concepts in the NGSS Build Coherently from K-12 • The Framework identified a basic set of core ideas that are meant to be understood by High School completion • Focus and Coherence are a priority • Progressions in the NGSS assume previous material has been learned • “Interconnections over years rather than weeks or months” (2011). A Framework for K-12 Science Education: Practices, crosscutting concepts, and core ideas. (p.26).

  7. 4. Deeper Understanding of Content as well as Application of Content • Framework identified smaller set of DCIs, so NGSS are written to focus on the same • Focus is on core ideas, not the facts associated with them • Learn the core ideas through engaging in scientific and engineering practices

  8. 5. Science and Engineering are Integrated in the NGSS, from K-12 • Raises engineering design to the same level as scientific inquiry in classroom instruction • Aspirational: Needed to address world challenges • Practical: Provides opportunities for students to deepen their understanding of science

  9. 6. Prepare Students for College, Career, and Citizenship • Communication • Critical Thinking • Creativity • Collaboration

  10. 7. NGSS and CCSS Alignment Shift • NGSS aligned with ELA CCSS and Mathematics CCSS • Comprehensive Education • Language and Literacy in NGSS

  11. And…

  12. Science/Engineering Practices LS1 LS2 LS3 LS4 ES1 ES3 PS1 PS2 PS3 PS4 • ES2 ET1

  13. NGSS

  14. Standards Layout Example • MS-LS1-1. • Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. [Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or many and varied cells.]California Edition

  15. Dig In • Organization Introduction • Elementary/Middle School/High School • Domains: 3 Sciences and Engineering and Technology • Domains organized in DCIs: Standards • Standards Deconstructed: Component Ideas (Letters) • Science and Engineering Practices added • Under Standards: 3 Dimensions stepped out Foundational Elements

  16. NGSS Dimensions

  17. Dimension 1: Practices • Describes the major practices that scientists employ • Describes a key set of practices that engineers use as they design and build systems • Goal is students will engage in practices, not merely learn about them second hand.

  18. 2. Discipline Core Ideas (DCIs) • Reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas (National Academy of Sciences) • Were developed on the grade-band end points identified in the Framework • Provide learning progressions

  19. Dimension 2: Disciplinary Core Ideas • Have broad importance across multiple sciences or engineering disciplines or be an organizing principal of a single discipline • Provide a key tool for understanding or investigating more complex ideas and solving problems • Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge • Be teachable and learnable over multiple grades at increasing levels of depth and sophistication

  20. Dimension 3: Crosscutting Concepts • 1. Patterns • 2. Cause and Effect • 3. Scale, Proportion, and Quantity • 4. Systems and System Models • 5. Energy and Matter in Systems • 6. Structure and Function • 7. Stability and Change of Systems

  21. Differentiation: Appendix D • EL • Girls • GATE • SED • SWID

  22. Common Core State Standards Connections • ELA/Literacy • RST: Reading in Science and Technical Subjects • RH: Reading in History • WHST: Writing in Science/History/Technical Subjects • SL: Speaking/Listening • Mathematics • MP: Math Practices • RP: Ratio and Proportions • SP: Statistics and Probability

  23. Science and Engineering Practices • 1. Asking questions and defining problems • 2. Developing and Using Models • 3. Planning and carrying out investigations • 4. Analyzing and interpreting data • 5. Using Mathematical and computational thinking • 6. Construction explanations and designing solutions • 7. Engaging in argument from evidence • 8. Obtaining, evaluating, and communicating information

  24. Standards for Mathematical Practice

  25. Digging into a Lesson Grade: Domain: DCI-Component Grade 3: Life Science: From Molecules to Organisms: Structures and Processes-Growth and Development of Organisms • 3-LS1-B

  26. Life Cycles are like Snowflakes…..

  27. Objective: 3-LS1-1. Students will develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death

  28. Review -unique: being the only one of its kind; unlike anything else. -diverse: showing a great deal of variety; very different

  29. organism-an individual living thing • animal, plant, or human

  30. Big Idea

  31. Life Cycles: Same Stages

  32. man

  33. Steps • 1. Write your chosen organism • 2. Draw the Life Cycle of your organism • 3. Write your medium of choice (Clay, crayons, markers) • 4. Develop a model of your organism’s Life Cycle • 5. Describe the organism’s life cycle including how the commonalities of the life cycle stages and the how it is unique

  34. rooster

  35. plant

  36. pig

  37. frog

  38. Closure 1. What did we learn in this lesson? • What is an organism? What are the common elements of life cycles of organisms? • What are the steps to develop a model to describe how an organism’s life cycle is like other life cycles and unique? • How is a snowflake like a life cycle?

  39. Independent Practice • Develop models for 2 organisms’ life cycles and describe them

  40. What DCI declarative lesson needed to be taught before this procedural lesson? • LS1.B: Growth and Development of Organisms • Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.

  41. Wrap Up • Name the 4 NGSS domains. • Discuss the two ways that a standard should be taught? • Share one major shift in the NGSS.

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