Developing the Next Generation Science

Standards

Opportunity

First Point

It was a DRAFT!

Building on the Past; Preparing for the Future

7/2010 – Early 2013

1/2010 - 7/2011

1990s

1990s-2009

Phase IIPhase I

Next Generation Science Standards

What is new?

1.Central role of scientific and engineering practices

2.Organized around crosscutting concepts & core explanatory ideas

3.Organized in learning progressions

What is new?

1.Central role of scientific and engineering practices

2.Organized around crosscutting concepts & core explanatory ideas

3.Organized in learning progressions

Three Dimensions Intertwined

S5. Use mathematics & computational thinkingM6. Attend to precision

M7. Look for & make use of structure

E3. Respond to the varying demands of audience, talk, purpose, & discipline

E1.Demonstrate independence

E7. Come to understand other perspectives & cultures

S2. Develop and use models

M4. Model with mathematics

M1. Make sense ofproblems & persevere in solving them

M8. Look for & expressregularity in repeated reasoning

S1. Ask questions &define problems

S3. Plan & carry outinvestigations

S4. Analyze & interpretdata

E2. Build strong content knowledge

E4. Comprehend as well as critiqueE5. Value evidence

M2. Reason abstractly & quantitativelyM3. Construct viable argument & critique reasoning of

othersS7. Engage in argument from evidence

S6. Construct explanations & design solutionsS8. Obtain, evaluate & communicate informationE6. Use technology & digital media strategically &

capablyM5. Use appropriate tools strategically

MATH SCIENCE

ELA Source: Working Draft v2, 12-06-11 by Tina Cheuk, ell.stanford.edu

Public Releases/Timeline

Goal: To distribute and receive feedback from interested stakeholders; to create a transparent process

The standards opened for review May 11, 2012. The standards and the survey can be accessed at

www.nextgenscience.org The review period ended on June 1, 2012. All draft standards were officially obsolete on June 1,

2012. Public Draft #2 – Late Fall Final Release – First Quarter of 2013

Second Point

It was a DRAFT!

What’s Different about the Next Generation Science Standards?

Change? Sure, if…

Conceptual Shifts in the NGSS

1. K–12 Science Education Should Reflect the Real World Interconnections in Science

2. Using all practices and crosscutting concepts to teach all core ideas all year

3. Science concepts build coherently across K-12

4. The NGSS Focus on Deeper Understanding and Application of Content

5. Integration of science and engineering

6. Coordination with Common Core State Standards

NRC Framework

language from Grade Band Endpoints

Language was based on

Framework and expanded into

Matrices

Language was based on

Framework and expanded into

Matrices

NRC Framework

language from Grade Band Endpoints

Language was based on

Framework and expanded into

Matrices

Language was based on

Framework and expanded into

Matrices

Resources Supporting NGSS

Science and Engineering Practices Matrix Crosscutting Concept Matrix Connections to Engineering, Technology, and

Applications of Science Matrix Nature of Science Matrix All Standards, All Students NSTA website Anita and

http://scitechframework.wordpress.com

Current State Science Standard Sample

a. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

b. Students will use standard safety practices for all classroom laboratory and field investigations.

c. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.

d. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities utilizing safe laboratory procedures.

e. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.

f. Students will communicate scientific ideas and activities clearly.

g. Students will question scientific claims and arguments effectively.

a. Distinguish between atoms and molecules.b. Describe the difference between pure substances

(elements and compounds) and mixtures. c. Describe the movement of particles in solids,

liquids, gases, and plasmas states. d. Distinguish between physical and chemical

properties of matter as physical (i.e., density, melting point, boiling point) or chemical (i.e., reactivity, combustibility).

e. Distinguish between changes in matter as physical (i.e., physical change) or chemical (development of a gas, formation of precipitate, and change in color).

f. Recognize that there are more than 100 elements and some have similar properties as shown on the Periodic Table of Elements.

g. Identify and demonstrate the Law of Conservation of Matter.

Inquiry Standards Content Standards

Standards Comparison:Structure and Properties of Matter

a. Distinguish between atoms and molecules.b. Describe the difference between pure substances

(elements and compounds) and mixtures. c. Describe the movement of particles in solids,

liquids, gases, and plasmas states. d. Distinguish between physical and chemical

properties of matter as physical (i.e., density, melting point, boiling point) or chemical (i.e., reactivity, combustibility).

e. Distinguish between changes in matter as physical (i.e., physical change) or chemical (development of a gas, formation of precipitate, and change in color).

f. Recognize that there are more than 100 elements and some have similar properties as shown on the Periodic Table of Elements.

g. Identify and demonstrate the Law of Conservation of Matter.

a. 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.

b. Plan investigations to generate evidence supporting the claim that one pure substance can be distinguished from another based on characteristic properties.

c. Use a simulation or mechanical model to determine the effect on the temperature and motion of atoms and molecules of different substances when thermal energy is added to or removed from the substance.

d. Construct an argument that explains the effect of adding or removing thermal energy to a pure substance in different phases and during a phase change in terms of atomic and molecular motion.

Current State Middle School Science Standard

NGSS Middle School Sample

Standards Comparison:Structure and Properties of Matter

a. Distinguish between atoms and molecules.b. Describe the difference between pure substances

(elements and compounds) and mixtures. c. Describe the movement of particles in solids,

liquids, gases, and plasmas states. d. Distinguish between physical and chemical

properties of matter as physical (i.e., density, melting point, boiling point) or chemical (i.e., reactivity, combustibility).

e. Distinguish between changes in matter as physical (i.e., physical change) or chemical (development of a gas, formation of precipitate, and change in color).

f. Recognize that there are more than 100 elements and some have similar properties as shown on the Periodic Table of Elements.

g. Identify and demonstrate the Law of Conservation of Matter.

a. 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.

b. Plan investigations to generate evidence supporting the claim that one pure substance can be distinguished from another based on characteristic properties.

c. Use a simulation or mechanical model to determine the effect on the temperature and motion of atoms and molecules of different substances when thermal energy is added to or removed from the substance.

d. Construct an argument that explains the effect of adding or removing thermal energy to a pure substance in different phases and during a phase change in terms of atomic and molecular motion.

Current State Middle School Science Standard

NGSS Middle School Sample

Standards Comparison:Structure and Properties of Matter

a. Distinguish between atoms and molecules.b. Describe the difference between pure substances

(elements and compounds) and mixtures. c. Describe the movement of particles in solids,

liquids, gases, and plasmas states. d. Distinguish between physical and chemical

properties of matter as physical (i.e., density, melting point, boiling point) or chemical (i.e., reactivity, combustibility).

e. Distinguish between changes in matter as physical (i.e., physical change) or chemical (development of a gas, formation of precipitate, and change in color).

f. Recognize that there are more than 100 elements and some have similar properties as shown on the Periodic Table of Elements.

g. Identify and demonstrate the Law of Conservation of Matter.

a. 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.

b. Plan investigations to generate evidence supporting the claim that one pure substance can be distinguished from another based on characteristic properties.

c. Use a simulation or mechanical model to determine the effect on the temperature and motion of atoms and molecules of different substances when thermal energy is added to or removed from the substance.

d. Construct an argument that explains the effect of adding or removing thermal energy to a pure substance in different phases and during a phase change in terms of atomic and molecular motion.

Current State Middle School Science Standard

NGSS Middle School Sample

Using the Next Generation Science

Standards

Performance Expectations

Students who demonstrate understanding can: Evaluate data to explain resource availability and other

environmental factors that affect carrying capacity of ecosystems.

Design solutions for creating or maintaining the sustainability of local ecosystems.

Construct arguments from evidence about the effects of natural biological or physical disturbances in terms of the time needed to reestablish a stable ecosystem and how the new system differs from the original system.

Use evidence to construct explanations and design solutions for the impact of human activities on the environment and ways to sustain biodiversity and maintain the planet’s natural capital.

Provide evidence to support explanations of how elements and energy are conserved as they cycle through ecosystems and how organisms compete for matter and energy.

Lake Algae

On June 1, a fast growing species of algae is accidentally introduced into a lake in a city park. It starts to grow and cover the surface of the lake in such a way that the area covered by the algae doubles every day. If it continues to grow unabated, the lake will be totally covered and the fish in the lake will suffocate. At the rate it is growing, this will happen on June 30.

a. When will the lake be covered half-way?

b. On June 26, a pedestrian who walks by the lake every day warns that the lake will be completely covered soon. Her friend just laughs. Why might her friend be skeptical of the warning?

Lake Algae

c. On June 29, a clean-up crew arrives at the lake and removes almost all of the algae. When they are done, only 1% of the surface is covered with algae. How well does this solve the problem of the algae in the lake?

d. Write an equation that represents the percentage of the surface area of the lake that is covered in algae as a function of time (in days) that passes since the algae was introduced into the lake. Fully explain the equation and your justifications for the relationships expressed in the equation.

Lake Algae

e. Using the available data, construct an argument that supports or refutes the problem’s claim that the fish will suffocate if the algae species is allowed to grow unabated. Your argument should use evidence to discuss regarding resource availability and other environmental factors specifically including competition for resources.

f. Given the disturbance created by the algae, design a solution to ensure the stability of the lake ecosystem. Be sure to include claims with supporting evidence as to the time needed to return the lake to a stable state and an analysis of the impact of human intervention on the ecosystem. The design should be fully supported in a written report or oral presentation.

CCSS Mathematics Content

CCSS Mathematics• A-CED.1 Create equations and inequalities in one variable and use

them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. – Evidence: Create an exponential equation, which includes

determining p0

• F-BF.1 Write a[n accurate exponential] function that describes the relationship between two quantities– Evidence: Accurately writes a function that explains the

relationship between algae and time• F-LE.2 Construct an [accurate] exponential function, given a

description of a relationship – Evidence: Accurately constructs the function for algae versus

time

What Can or Should We Do Now?

Understand the Framework

Focus on the Vision of the Framework

Focus on understanding the Science and Engineering Practices

Last Point

It was a DRAFT!

Contact Information

Stephen Pruitt, Ph.D.Vice President, Content, Research and

Developmentspruitt@achieve.org

www.nextgenscience.org