Hilary Dito

STEAM Coordinator

Contra Costa County Office of Education

OutcomesOutcomes Understand the big shifts of

NGSS

Describe the 3 dimensions of science learning

Dissect the architecture of Performance Expectations

Discuss Next Steps

July 2011

1990s - 2010

April 2013

NGSS Development ProcessDesign Phase

Awareness Phase

Implementation Phase

• NGSS Released• Adopted by states (CA

Sept. 2013)• Middle School Sequence• CDE development of

Implementation Plan

• Framework for K-12 Science Education

• NGSS Development by Lead States

• Public drafts and comments

• CA Framework development (2014-2015)

• Instructional Shifts• Curriculum Development• Professional Learning• Assessments

TransitionPhase

States Adopting NGSS (as of Feb 26, 2014)RI, KS, KY, MD, VT, CA, DE, WA, D.C., and NVMap from www.nsta.org

CA StateTests (aka AB484)• Outlines CA State Assessment for 2013-14

• SBAC Field Test in ELA and Math: • Grades 3-8, all students• Grades 9 and 10, scientific sample• Grade 11, scientific sample all others encouraged• Computer Administered; Not Computer Adaptive; No

paper or pencil option

• Science Testing (for NCLB)• CST, CMA and CAPA -grades 5, 8, & 10• New assessments will be developed aligned to NGSS

“as soon as feasibly possible”

These new standards shift the focus

from memorization of facts to having students develop deeper conceptual understanding

of core scientific ideas and be able to apply the practices of science and engineering into real

world problems.

“Science is built up of facts, as a house is built of stones;

but an accumulation of facts is no more a science than a heap of stones is a house.”

~ Henri Poincaré, Science and Hypothesis

Shifts of NGSS

1. Interconnected Nature of Science and the Real World

2. Focus and Coherence

3. Deeper Understanding

4. Science and Engineering

5. College, Career, and Citizenship Readiness

6. Alignment to the Common Core

Real world Focused & Coherent Integrated Within & Across Content

10

How will NGSS change teaching and learning?

Read each shift in Appendix A

•Highlight one sentence

•Underline one phrase

•Circle one word

•Develop a 25 word synopsis with your table

Grade Level Bands

• K-5 grade specific

• 6-8 grade “band”*• CA is a K-8 “curriculum adoption state”• Integrated model – adopted by CA (Nov 2013)• Additional model being developed for LEAs

• 9-12 grade span “band”• Design of HS courses – local decision• Appendix K: Model Course Mapping

Adopted Middle Grades Learning Progression

Framework

• Foundation for creating NGSS• Larger context for science education• Progression of Core Ideas, Practices and

Crosscutting Concepts across grade bands.• Organized by grade bands:

– K-2, 3-5, 6-8, 9-12– “By the end of grade ___”

Framework

• Take a few minutes to read the framework for your discipline.

• Discuss these questions with others at your table.– How is it similar to your current teaching?– How is it different?

Activity developed by:

Three Dimensions

8 Science and Engineering Practices

44 Disciplinary Core Ideas and Component

Ideas• Physical Sciences• Life Sciences• Earth and Space Sciences• Engineering, Technology, and

Applications of Science

7 Crosscutting Concepts

1. Asking questions and defining problems

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations and designing solutions

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Scientific and Engineering Practices

• What are the behaviors of scientists and engineers?• Science Investigation is a balance of Skills and Knowledge• What does it mean to “do” science?

Practices in Action

Watch the video clips and consider the following

•What practices are at the forefront of the lesson?•What practices are supporting the lesson?•What is the teacher doing?•What are the students doing?

CCSS Integration: Classroom Video

CARBON CYCLING: CREATE YOUR OWN BIOLOGY LABLesson Objective: Design and conduct your own biology lab to examine carbon cycling

•Common Core Standards: ELA.RST.9-10.3Run Time: 5 min

Crosscutting Concepts1. Patterns, similarity, and diversity

2. Cause and effect

3. Scale, proportion, and quantity

4. Systems and system models

5. Energy and matter

6. Structure and function

7. Stability and change

Fundamental understanding of science

Connecting ideas across all domains

Modeling

– As a Practice» Develop and use models to describe, explain, predict

– As a Crosscutting Concept» Representation of idea / phenomena

– Models make thinking visible and explicit

Create a model to explain the following:Choice of low gear vs. high gear while riding a 10 speed

bicycle up a hill

Disciplinary Core IdeasLife Science Physical ScienceLS1: From Molecules to Organisms:

Structures and Processes

LS2: Ecosystems: Interactions, Energy, and Dynamics

LS3: Heredity: Inheritance and Variation of Traits

LS4: Biological Evolution: Unity and Diversity

PS1: Matter and Its Interactions

PS2: Motion and Stability: Forces and Interactions

PS3: Energy

PS4: Waves and Their Applications in Technologies for Information Transfer

Earth & Space ScienceEngineering & Technology

ESS1: Earth’s Place in the Universe

ESS2: Earth’s Systems

ESS3: Earth and Human Activity

ETS1: Engineering Design

ETS2: Links Among Engineering, Technology, Science, and Society

Essential Questions frame the main conceptsProgression develops students understanding

PS2: Motion and Stability: Forces and Interactions

K-2 3-5 MS HS

Newton’s third law;

motion det. by sum of forces and

mass of object

Newton’s second law; momentum

Objects at rest have 0 net force; if net force ≠ 0

the object will change its motion

Objects push or pull when connected;

friction

Essential Question: How can one explain and predict interactions between objects and within systems of objects?

PS2.A: Forces and MotionEssential Question: How can one predict an object’s continued motion, changes in motion, or stability?

Progression:

Pra

ctic

es

Content

Crosscutting

Performance Expectations

Science and EngineeringPractices

Disciplinary Core Idea

CrossCutting Concepts

Performance Expectations

Foundation Boxes

Connection Boxes

Architecture of a Standard

Performance Expectation

• What students should know and be able to do after instruction• Communicates a “big idea”• Assessments for and of learning• Includes

• clarification statements (more detail and examples of topics)• assessment boundaries (what is not expected)

Performance Expectation Code:

MS-LS1-6.Grade Level

DCI PE Number

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

Disciplinary Core Idea Code:

LS1-CCore Idea

Component Idea

Aligns the DCI with the PE

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

Decode the following:

MS-PS2-3

ESS1.A

HS-PS3-4

4-LS1-2

ETS2.A

Decode a PE in your discipline/ grade

From Standards to Instruction

• PE’s are not Learning Targets; and they overlap with each other.

• If you try to teach the PE’s as a list of skills, you will never finish them.

• PE’s that aren’t taught in an integrated manner are like Lemony Snicket science: a series of unfortunate events.

Stephen L. Pruitt, Ph.D.Senior Vice President for Content, Research and DevelopmentAchieve

Instruction Builds Toward PEsInstruction Builds Toward PEs

Performance Expectation

So what is next?

Instruction

CA Framework

Assessments

Professional Learning

NATIONAL RESEARCH COUNCILOf the National Academies

July 2011 2011-2013

2014 -

Prepare for the NGSS

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

Thank you to:

The Integrated Middle School Science Project at Alameda County Office of Education for collaboration on this presentation.