Planning Instruction to Meet the Instructional Shifts of the Next Generation Science Standards

Chelsea Cochrane

Science Coordinator

chelsea.cochrane@sdcoe.net

John Spiegel

Science Coordinator

john.spiegel@sdcoe.net

Twitter: @sdngss

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3-Day NGSS Academy

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January 13-14

February 18

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Welcome and Introductions

• Who you are
• Where you teach
• What grade levels and subjects?
• Where are you with NGSS?
• Brand new to NGSS and have a lot to learn
• Familiar but have a lot to learn
• Experienced but have a lot to learn
• Expert but have a lot to learn

Stay Connected with Social Media

#sdscience

@sdngss

#NGSS

#CANGSS

NGSS 3-Day Academy Learning Intentions

• Understand the instructional shifts in the NGSS and the impacts on teaching and learning. (Days 1-2)
• Understand how to organize NGSS performance expectations into a coherent three-dimensional unit of instruction. (Days 1-2)
• Understand how to use an instructional model to plan lessons and assess student learning with the shifts of NGSS in mind. (Day 3)

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Overview of the Academy

Day 1

• What does an NGSS lesson look like?
• What are the Shifts in the NGSS?
• What is 3-Dimensional Learning?
• Why Disciplinary Core Ideas?
• Planning Instruction for the NGSS (Part 1)

Day 2

• Planning Instruction for the NGSS (Parts 2-4)

Day 3

• Using an Instructional Model to Plan Instruction
• Plan a NGSS Fortified Lesson

Next Generation Science Standards

What questions do you bring today about the NGSS?

Exploring Two Classroom Scenarios

We are going to analyze two classrooms lessons (learning sequences) on the same topic.

Lesson is defined as several days of instruction builds student understanding of a topic.

Divide into groups and number off 1 to 7 �(you may have more than one number depending on your group size)

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Classroom Scenario A (Mr. Coles)

• Read Classroom Scenario A
• Individually highlight your assigned day(s)
• What is the teacher doing? (highlight in yellow)
• What are students doing? (highlight in pink)
• What is the science in this lesson? (underline)
• As a group, chart what you highlighted for your assigned day(s)

Classroom Scenario A (Mr. Coles)

Gallery Walk and Talk

• How would you describe this classroom?

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Individual Reflection

• How is this classroom similar or different from your own classroom?

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Classroom Scenario B (Ms. Rivera)

• Read Classroom Scenario B
• Individually highlight your assigned day(s)
• What is the teacher doing? (highlight in yellow)
• What are students doing? (highlight in pink)
• What is the science in this lesson? (underline)
• As a group, chart what you highlighted for your assigned day(s)

Classroom Scenario B (Ms. Rivera)

Gallery Walk and Talk

• How would you describe this classroom?

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Individual Reflection

• How is this classroom similar or different from your own classroom?

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What are the instructional shifts in the NRC Framework and NGSS?

• Focus on explaining phenomena or designing solutions to problems.
• 3-Dimensional Learning
• Instruction builds towards performance expectations
• Coherence: building and applying ideas across time
• Engineering is both a practice and a DCI

What is 3-dimensional learning?

What is 3-dimensional learning?

Students use Disciplinary Core Ideas, Crosscutting Concepts, and Science and Engineering Practices to explore, examine, and explain how and why phenomena occur and to design solutions to problems.

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Comparing the Two Scenarios

Which of the two classroom scenarios best represents three-dimensional learning?

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What evidence can you use to justify your claim?

Why Disciplinary Core Ideas?

At what temperature does water boil?

Why Disciplinary Core Ideas?

At what temperature does water boil?

• Why does water boil at 100℃?
• Why does water, H₂0, a relatively light molecule boil at 100℃ when carbon dioxide, CO₂, a much heavier molecule compared to water, boils at a much lower temperature -57℃?

Let’s examine the boiling point �of water a bit more

• There is a single quantity called energy due to the remarkable fact that a system’s total energy is conserved.
• Energy is best understood at the microscopic scale, at which it can modeled as either motions of particles or as stored force fields.

• A range of electrical forces with varying strengths tend to dominate the interactions between objects and/or matter.

What’s the point?

Electrical Interactions is a core idea (PS2.B) in NGSS, yet few of our students today understand this essential idea!

Moreover, NGSS focuses on students making sense of diverse phenomena by using this core idea.

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How are all these phenomena or events related?

A range of electrical forces with varying strengths tend to dominate the interactions between objects and/or matter.

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NGSS Implementation Pathway

Learn more about the NGSS Implementation Model at

ngss.sdcoe.net/NGSS-Implementation-Pathway

Planning Instruction �to Meet NGSS PE’s

Part 1�Bundling, Unpacking, and Inspecting the Performance Expectations / Create a Concept Flow

Part 4�Review and Reflect

Part 2�Develop Learning Performances and Evidence for Assessments

Part 3�Develop a Storyline and Plan Lesson Sequence

Step 1: Bundle the Performance Expectations

Step 2: Inspect the Performance Expectations

Step 3: Inspect the DCIs, SEPs, and CCCs

Step 4: Examine Closely the Dimensions and PEs

Part 1�Bundling, Unpacking, and Inspecting the Performance Expectations / Create a Concept Flow

Step 5: Select Phenomena, SEPs, and CCCs

Step 6: Develop Learning Performances

Step 7: Determine Acceptable Evidence for Assessing Learning Performances

Part 2�Develop Learning Performances and Evidence for Assessments

Step 8: Explore CCSS/ELD Connections

Step 9: Construct the Storyline

Step 10: Review and Reflect

Part 3

Develop a Storyline and Plan Lesson Sequence

Part 4

Review and Reflect

Planning Instruction �to Meet NGSS PE’s

Part 1�Bundling, Unpacking, and Inspecting the Performance Expectations / Create a Concept Flow

Part 4�Review and Reflect

Part 2�Develop Learning Performances and Evidence for Assessments

Part 3�Develop a Storyline and Plan Lesson Sequence

Step 1: Bundle the Performance Expectations

Step 2: Inspect the Performance Expectations

Step 3: Inspect the DCIs, SEPs, and CCCs

Step 4: Examine Closely the Dimensions and PEs

Part 1�Bundling, Unpacking, and Inspecting the Performance Expectations / Create a Concept Flow

What is a performance expectation?

Performance expectations specify what students should know, understand, and be able to do at the end of a grade level.

Instruction develops student understanding over time toward a performance expectation.

Anatomy and Architecture

Step 1

Bundle the Performance Expectations

Q: What performance expectations are related and can be bundled to be included in instruction within a unit?

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A bundle is a set of 2-4 related performance expectations. A unit should build student understanding toward these performance expectations.

Example Arrangements of PEs

Middle School

• Integrated DCI Arrangement
• Integrated Topic Arrangement
• Discipline Specific DCI Arrangement
• CA Science Framework DRAFT Instructional Segments

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High School

• DCI Arrangement
• Topic Arrangement
• CA Science Framework DRAFT Instructional Segments

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Available at: ngss.sdcoe.net

Step 1

Bundle the Performance Expectations

In your group:

1. Review the topic and DCI arrangements of the NGSS.
2. Pick a topic or DCI for planning your instruction.
3. What performance expectations are related and can be included in an instructional unit?

Make sure you have a copy of your bundle of PEs as an editable GoogleDoc.

Available at: ngss.sdcoe.net

Lunch

#sdscience

@sdngss

#NGSS

#CANGSS

Step 1: Bundle the Performance Expectations

Step 2: Inspect the Performance Expectations

Step 3: Inspect the DCIs, SEPs, and CCCs

Step 4: Examine Closely the Dimensions and PEs

Part 1�Bundling, Unpacking, and Inspecting the Performance Expectations / Create a Concept Flow

Step 2

Inspect the Performance Expectations

Q: What are the Performance Expectations (PEs) and how are they related to instructional design?

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A PE contains three parts:

• A 3-dimensional statement about what students should know and be able to do as an assessment of learning
• Clarification statement
• Assessment boundary

Performance Expectation Example

Performance Expectation Example

MS-ESS2-6

Grade 6�CA Integrated Model

Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

Performance Expectation Example

MS-ESS2-6

Grade 6�CA Integrated Model

Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

Science and Engineering Practice

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Developing and Using Models

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Performance Expectation Example

MS-ESS2-6

Grade 6�CA Integrated Model

Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

Disciplinary Core Idea

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ESS2: Earth’s Systems

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ESS2.C: The Roles of Water in Earth’s System Processes

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ESS2.D: Weather and Climate

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Performance Expectation Example

MS-ESS2-6

Grade 6�CA Integrated Model

Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

Crosscutting Concept

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System and System Models

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Step 2

Inspect the Performance Expectations

In your group:

• Carefully read the PEs, clarification statements, and assessment boundaries.
• Highlight in yellow key words, phrases, and statements that help identify what students should know and understand.
• Highlight in orange any words or statements that clarify what might be included as instructional resources or strategies.
• Highlight in pink any words or statements that detail what should not be included.

Step 1: Bundle the Performance Expectations

Step 2: Inspect the Performance Expectations

Step 3: Inspect the DCIs, SEPs, and CCCs

Step 4: Examine Closely the Dimensions and PEs

Part 1�Bundling, Unpacking, and Inspecting the Performance Expectations / Create a Concept Flow

Step 3

Inspect the DCIs, SEPs, and CCCs

Q: What are the DCIs, SEPs, and CCCs coded to the PEs and how will they drive instruction?

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Abbreviations:

• DCI - Disciplinary Core Idea
• SEP - Science and Engineering Practice
• CCC - Crosscutting Concept

Example of Dimensions Boxes

Step 3

Inspect the DCIs, SEPs, and CCCs

In your group:

• Carefully read the dimensions boxes (DCIs, SEPs, and CCCs)
• Highlight in yellow key words, phrases, and statements that help identify what students should know and understand.
• Highlight in purple any words or statements that clarify what students should do as part of a unit.

Step 1: Bundle the Performance Expectations

Step 2: Inspect the Performance Expectations

Step 3: Inspect the DCIs, SEPs, and CCCs

Step 4: Examine Closely the Dimensions and PEs

Part 1�Bundling, Unpacking, and Inspecting the Performance Expectations / Create a Concept Flow

Step 4

Examine Closely the Dimensions and PEs

Unpacking the Disciplinary Core Ideas

Q: What content ideas do students need to know and apply?

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Take into consideration prior performance expectations

Q: What prior knowledge and experiences about those ideas did students develop in previous grade levels?

Examples of Connections

Appendix E - K-12 Disciplinary Core Ideas Progressions

Connections Box - Disciplinary Core Ideas

Progressions are available at ngss.sdcoe.net

Step 4

Examine Closely the Dimensions and PEs

In your group:

• Using yellow sticky notes, generate conceptual statements about what students need to know and apply based on a deeper analysis of DCIs
1. the standards documents (PEs and dimensions boxes)
2. NGSS Resources (available at ngss.sdcoe.net)
• Organize your sticky notes into a sequence that will make up how concepts flow through the unit
• big ideas go left to right in sequence
• smaller ideas go under the big ideas

Step 4

Examine Closely the Dimensions and PEs

In your group:

3. Using blue sticky notes, identify what Science and Engineering Practices students will need to develop to support the knowledge-in-use called for in the bundled PEs:
1. the standards documents (PEs and dimensions boxes)
2. NGSS Resources (available at sites.google.com)

4. Add the blue sticky notes to your concept flow where you think students would use these practices in the instructional sequence.

Step 4

Examine Closely the Dimensions and PEs

In your group:

5. Using green sticky notes, identify what Crosscutting Concepts students will need to develop based on a deeper analysis of:
• the standards documents (PEs and dimensions boxes)
• NGSS Resources (available at sites.google.com)
6. Add the green sticky notes to your concept flow where you think students would use these crosscutting concepts in the instructional sequence.

Closing

• Make sure your work is clearly organized on chart paper
• Clean up your table and put all supplies away

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• Complete Gots and Needs

Planning Instruction to Meet the Instructional Shifts of the Next Generation Science Standards

Chelsea Cochrane

Science Coordinator

chelsea.cochrane@sdcoe.net

John Spiegel

Science Coordinator

john.spiegel@sdcoe.net

Twitter: @sdngss

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3-Day NGSS Academy

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Day 2

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Welcome Back!

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#sdscience @sdngss

Gots and Needs / Questions

NGSS 3-Day Academy Learning Intentions

• Understand the instructional shifts in the NGSS and the impacts on teaching and learning. (Days 1-2)
• Understand how to organize NGSS performance expectations into a coherent three-dimensional unit of instruction. (Days 1-2)
• Understand how to use an instructional model to plan lessons and assess student learning with the shifts of NGSS in mind. (Day 3)

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Overview of the Academy

Day 1

• What does an NGSS lesson look like?
• What are the Shifts in the NGSS?
• What is 3-Dimensional Learning?
• Why Disciplinary Core Ideas?
• Planning Instruction for the NGSS (Part 1)

Day 2

• Planning Instruction for the NGSS (Parts 2-4)

Day 3

• Using an Instructional Model to Plan Instruction
• Plan a NGSS Fortified Lesson

Review Work From Yesterday

• What is the title of your unit or bundle?
• What performance expectations (PEs) make up your bundle?
• If you had to explain to your administrator your chart, what would you say? Walk him or her through it.

Planning Instruction �to Meet NGSS PE’s

Part 1�Bundling, Unpacking, and Inspecting the Performance Expectations / Create a Concept Flow

Part 4�Review and Reflect

Part 2�Develop Learning Performances and Evidence for Assessments

Part 3�Develop a Storyline and Plan Lesson Sequence

Planning Instruction �to Meet NGSS PE’s

Part 1�Bundling, Unpacking, and Inspecting the Performance Expectations / Create a Concept Flow

Part 4�Review and Reflect

Part 2�Develop Learning Performances and Evidence for Assessments

Part 3�Develop a Storyline and Plan Lesson Sequence

Step 5: Select Phenomena, SEPs, and CCCs

Step 6: Develop Learning Performances

Step 7: Determine Acceptable Evidence for Assessing Learning Performances

Part 2�Develop Learning Performances and Evidence for Assessments

Step 5

Select Phenomena, SEPs, and CCCs

Brainstorm Phenomena

Q: What phenomena can students explore, investigate, or explain related to the identified concepts in your unit?

Identify Driving Questions

Q: What questions will guide student investigation or exploration of the phenomena?

Select SEPs and CCCs

Q: What SEPs and CCCs will students need to use to explore, investigate, or explain the phenomena?

What is phenomena?

Come up with a definition and an example.

What is phenomena?

Phenomena is an observable, repeatable event or instance that can be explored, investigated, or explained.

Phenomena do not have to be phenomenal, but should be engaging to students and make them wonder and ask questions or identify a problem to be solved.

Some Phenomena

Some Phenomena

Sept 27, 2015

#SuperBloodMoon

Example Brainstormed Phenomena

-marine layer

-cloud patterns on Earth

-cloud formations

-hurricane Katrina

-extreme weather events; tornado, hurricane, pineapple express, cyclone, tsunami

-jet stream

-monsoons in Arizona

-offshore breeze

-santa ana conditions

-el nino

-weather reports

-time difference between cross country flights going east to west, versus west to east

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Step 5

Select Phenomena, SEPs, and CCCs

In your group:

• Brainstorm possible phenomena
• Using pink sticky notes, brainstorm possible phenomena (one per sticky note) that might be observed, explored, or investigated in the unit you are developing.
• Place the pink sticky notes on your concept flow near ideas that would be needed to explain the brainstormed phenomena.

The Phenomena Chart

Example Phenomena - Monsoons

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Example Phenomena Chart

Step 5

Select Phenomena, SEPs, and CCCs

In your group:

Complete several phenomena charts to identify possible phenomena that might be part of the unit in development.

Step 5: Select Phenomena and Practices

Step 6: Develop Learning Performances

Step 7: Determine Acceptable Evidence for Assessing Learning Performances

Part 2�Develop Learning Performances and Evidence for Assessments

Step 6

Develop Learning Performances

Q: What are learning performances and how will they build to meet PEs?

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Learning performances are three dimensional learning goals or objectives for lessons. They:

• guide lesson development to promote student learning
• blend DCIs, SEPs, and CCCs (three-dimensional)
• support teachers in designing lessons and assessments
• build toward the bundle of PEs

Example Learning Performance

Explain why sudden changes in weather may occur when different air masses collide.

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Step 6

Develop Learning Performances

In your group:

• Develop learning performances (SEP + DCI + CCC) from your Phenomena Chart.
• Do your learning performances build understanding toward the bundled PEs?
• Record your learning performances on your Phenomena Chart.

Sharing Learning Performances

On a sheet of chart paper, write out your learning performance(s) for your focus phenomena. Post on wall.

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Write your learning performances with a black marker.

Analyzing Learning Performances

Visit another group. Using highlighters, identify (underline and label) the three dimensions in the learning performance(s)

• Orange - Concept
• Blue - Science and Engineering Practice
• Green - Crosscutting Concept

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Is the language of this learning performance clear? Is the statement three-dimensional? Provide any feedback on a sticky note.

Step 5: Select Phenomena and Practices

Step 6: Develop Learning Performances

Step 7: Determine Acceptable Evidence for Assessing Learning Performances

Part 2�Develop Learning Performances and Evidence for Assessments

Step 7

Determine Acceptable Evidence for Assessing Learning Performance

Q: What assessment will provide evidence of the understanding and/or accomplishment of the learning performance?

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• What kind of tasks will be accomplished by students?
• What are the relevant questions for assessing students?
• How might a current assessment you use be adapted to assess three-dimensional learning?

Example Assessment Prompt

Based on what you have learned, write at least�one claim about what happens when air masses collide and the observable weather that results. Provide three pieces of evidence to support your claim. How does your evidence support your claim?

NGSS Performance Expectations and�Evidence Statements

• PEs are assessable statements of what students should and be able to do at the end of year
• PEs represent the integration of the three dimensions (SEPs, CCCs, DCIs)
• Both student learning and assessment around NGSS should be three-dimensional
• NGSS Evidence Statements are meant to show what it might look like when students are doing the PE

General Observable Features of the SEPs

• In the structure of the PE, the practice dimension provides the means by which students outwardly demonstrate their understanding of the content and concepts.
• The organizing structure created for each practice is listed in the Appendix of the Front Matter document.

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Evidence Statements Available at:

www.nextgenscience.org/resources

Step 7

Determine Acceptable Evidence for Assessing Learning Performance

In your group:

• Review your learning performances.
• Review the Evidence Statements and determine what observable features might be included in an assessment.
• Brainstorming: What assessment items or tasks would provide acceptable evidence that students could present?
• Develop one item or task based on your brainstorming.

Planning Instruction �to Meet NGSS PE’s

Part 1�Bundling, Unpacking, and Inspecting the Performance Expectations / Create a Concept Flow

Part 4�Review and Reflect

Part 2�Develop Learning Performances and Evidence for Assessments

Part 3�Develop a Storyline and Plan Lesson Sequence

Step 8: Explore CCSS/ELD Connections

Step 9: Construct the Storyline

Part 3

Develop a Storyline and Plan Lesson Sequence

Step 8

Explore CCSS/ELD Connections

Q: What are the CA Standards for Mathematics and Literacy related to performance expectations? What ELD standards are related to performance expectations?

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• What connections can be made between the PEs and the CCSS/ELD standards?
• How might these standards be included in a unit of instruction?

CCSS Connections Example

Step 8

Explore CCSS/ELD Connections

In your group:

• Review the CCSS connections for your bundled PEs.
• What information provides clues for what might be included in a unit of instruction?
• How will the CCSS be incorporated into the unit your are developing?
• How will ELD standards be incorporated into the unit you are developing?

Step 8: Explore CCSS Connections

Step 9: Construct the Storyline

Part 3

Develop a Storyline and Plan Lessons

Step 9

Construct the Storyline

Q: What is the storyline that helps learners apply what they know and build new sophisticated ideas from simpler ideas?

• Imagine the lessons as occurring in your classroom. A lesson may take several days to complete.
• Construct the possible storyline. What should be introduced to students first? How would the ideas and practices develop over time? What are the potential difficulties students may encounter?

Step 9

Construct the Storyline

In your group:

• Construct the storyline for instruction based on your bundled PEs and the learning performances you have identified.
• Complete the table to guide your thinking.

Document available at: https://goo.gl/vsHHLj

Planning Instruction �to Meet NGSS PE’s

Part 1�Bundling, Unpacking, and Inspecting the Performance Expectations / Create a Concept Flow

Part 4�Review and Reflect

Part 2�Develop Learning Performances and Evidence for Assessments

Part 3�Develop a Storyline and Plan Lesson Sequence

Step 10

Review and Reflect

Q: How do the lessons and tasks help students move toward an understanding of the bundled performance expectation(s)?

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• Check all steps of the planning process.
• Reflect on the plan

Step 10

Review and Reflect

With a partner...

• What performance expectation(s) are you building understanding toward?
• Describe the phenomena that being explored or investigated?
• What essential question is driving the lesson or unit based on the phenomena?

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Step 10

Review and Reflect

1. To what degree does the unit or lesson sequence provide opportunities to develop and use specific elements of the Science and Engineering Practice(s) to make sense of phenomena and/or to design solutions to problems?

Step 10

Review and Reflect

2. To what degree does the unit or lesson sequence provide opportunities to develop and use specific elements of the Disciplinary Core Idea(s) to make sense of phenomena and/or to design solutions to problems?

Step 10

Review and Reflect

3. To what degree does the unit or lesson sequence provide opportunities to develop and use specific elements of the Crosscutting Concept(s) to make sense of phenomena and/or to design solutions to problems?

Step 10

Review and Reflect

4. To what degree does the unit or lesson sequence ensure the three dimensions work together to support students to make sense of phenomena and/or to design solutions to problems?

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Capturing Your Work and Next Steps

• Organize any charts and papers.
• Take images or summarize notes to capture work.
• Make sure all information is shared and available to everyone in your group.

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For Day 3�We will focus on planning a lesson using your storyline. You will want to be able to review it all when you come back.

Bring resources or ideas to do your lesson planning!

Closing and The Road Ahead

What are the instructional shifts in the NRC Framework and NGSS?

• Focus on explaining phenomena or designing solutions to problems.
• 3-Dimensional Learning
• Instruction builds towards performance expectations
• Coherence: building and applying ideas across time
• Engineering is both a practice and a DCI

NGSS Academy Reflection - Day 2

Thinking about the work you have done to plan for NGSS…

• What have been your successes?
• What have been your struggles?
• What have you learned about NGSS in the process?

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Respond to the questions at:

http://goo.gl/forms/19XLXpabyp

NGSS Timeline

April 2013 NGSS Released

Sept 2013 NGSS Adopted by CA

Nov 2014 NGSS Systems Implementation Plan

2015 Draft of CA Curriculum Framework

Winter 2015 60-Day Public Review of CA Science Framework

Spring 2016 Science Assessment Plan

Summer 60-Day Public Review of CA Science Framework

Fall 2016 CA Curriculum Framework Adopted

2017-2018 K-8 Curriculum Materials List

2017-2019 New Science Assessments

How will science education �change with NGSS?

Discuss at your table the implications of the identified less/more statements for science in your classroom.

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How Will Science Education Change with NGSS?

NGSS Resources

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http://ngss.sdcoe.net/NGSS-Resources

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Presentation for the last two days:

http://bit.ly/1LPPEf8

Acknowledgements

CA NGSS Rollout Materials and Resources

+ all the brilliant minds that went into making� them

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Michigan State University NGSS Materials and the work of Joe Krajcik.