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NGSS: Integrating the �Three Dimensions

Stacia Fletcher

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Warm-up:

On a sticky note, write down one science lesson you love doing with your kids.

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Back to Back, Front to Front

Can be used as an assessment – formative or summative, or a debrief!

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Essential Questions

What are the NGSS and how do they fit in with Common Core?
How are they different than the old standards and why did they change?
What does three-dimensional learning look like?
How in the world do I READ the standards?
What are some of the resources that I can use for planning and instruction?

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True or false…

Scientific ideas are absolute and unchanging.
The process of science is purely analytic and does not involve creativity.
Science is complete.
Science is a solitary pursuit.
Science is boring.

UC Museum of Paleontology, Misconceptions About Science. Retrieved from http://undsci.berkeley.edu/teaching/misconceptions.php

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More misconceptions about science

Because scientific ideas are tentative and subject to change, they can't be trusted.
Scientific ideas are judged democratically based on popularity.
Scientists are judged on the basis of how many correct hypotheses they propose (i.e., good scientists are the ones who are "right" most often).
Science is a collection of facts.

UC Museum of Paleontology, Misconceptions About Science. Retrieved from http://undsci.berkeley.edu/teaching/misconceptions.php

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The “Old” Science Standards in Oregon

Facts about science

Doing science

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Why is science taught this way?

Testing
Standards

Image: Alberto G, CC BY 2.0

California Department of Education, 2000. Science Content Standards for California Public Schools.

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17 states plus DC have adopted so far

States that have adopted the NGSS, as of February 2016

Arkansas

California

Connecticut

Delaware

Hawaii

Illinois

Iowa

Kansas

Kentucky

Maryland

Michigan

Nevada

New Jersey

Oregon

Rhode Island

Vermont

Washington

Washington DC

Map from amcharts.com

State list: Cindy Workosky (2016), Hawaii Adopts the Next Generation Science Standards. Retrieved from http://ngssblog.nsta.org/2016/02/18/hawaii-adopts-the-next-generation-science-standards/

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Who is leading the development of the NGSS?

Achieve is an independent, bipartisan, non-profit (established in 1996), working in partnership with other organizations.�
The federal government is not involved in the NGSS

No federal funds have or will be used to develop the standards.
NRC and Achieve are supported by the Carnegie Corporation of New York.

Achieve.org

Achieve

National Science Teachers Association (NSTA)

American Association for the Advancement of Science (AAAS)

National Research Council (NRC)

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Implementation timeline: the big picture

2013 – 2016	Awareness	an introduction to the NGSS, the initial planning of systems implementation, and establishment of collaborations
2015 – 2018	Transition	building foundational resources, implementing needs assessments, establishing new professional learning opportunities, and expanding collaborations between all stakeholders.
2016 – 2019	Implementation	expands the new professional learning support, fully aligns curriculum, instruction, and assessments, and effectively integrates these elements across the field.

California Science Teachers Association (2016). Next Generation Science Standards Timeline for New Science Standards for California. Retrieved from http://www.cascience.org/csta/ngss_timeline.asp

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Math

Science

ELA

M1: Make sense of problems �and persevere in solving them

M2: Reason abstractly & �quantitatively

M6: Attend to precision

M7: Look for & make �use of structure

M8: Look for & �make use of �regularity �in repeated �reasoning

S1: Ask questions and define �problems

S3: Plan & carry out investigations

S4: Analyze & interpret data

S6: Construct explanations & design solutions

M4. Models � with mathematics

S2: Develop & use models

S5: Use mathematics & computational thinking

E1: Demonstrate independence in reading complex �texts, and writing and speaking about them

E7: Come to understand other perspectives �and cultures through reading, listening, � and collaborations

E6: Use �technology �& digital media strategically & �capably

M5: Use appropriate tools strategically

E2: Build a strong base of knowledge through content rich texts

E5: Read, write, and speak �grounded in evidence

M3 & E4: Construct viable �arguments and critique �reasoning of others

S7: Engage in �argument from � evidence

S8: Obtain, � evaluate, & � communicate � information

E3: Obtain, synthesize, � and report findings clearly �and effectively in response �to task and purpose

Cheuk, T. (2013). Relationships and convergences among the mathematics, science, and ELA practices. Stanford University. http://ell.stanford.edu/sites/default/files/VennDiagram_practices_v11%208-30-13%20color.pdf

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Next Generation Science Standards (NGSS)

Disciplinary Core Ideas

(facts)

Science and Engineering Practices

(doing science)

Crosscutting Concepts

(connecting science)

*

is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product.

*

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The 3 Dimensions of the NGSS

Student Performance Expectation (PE)

This symbol actually

means something!

Disciplinary

Core Ideas

(facts)

Science & Engineering Practices

(doing science)

Crosscutting Concepts

(connecting science)

Adapted from NSTA

is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product.

*

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Understanding the NGSS is a piece of cake

Baking Tools & Techniques

Science & Engineering Practices

Disciplinary Core Ideas

Performance Expectation

Crosscutting Concepts

Cake

Frosting

Adapted from NSTA

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Science and Engineering Practices (the tools)

Asking questions and defining problems
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations and designing solutions
Engaging in argument from evidence
Obtaining, evaluating and communicating information

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Cross Cutting Concepts (the frosting)

Patterns
Cause and Effect
Scale, Proportion, and Quantity
System and System Models
Energy and Matter
Structure and Function
Stability and Change

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How do I start?

Phenomena: engage students with a real-life phenomenon that leads them to inquire

Find a phenomenon that ties to a DCI for your grade level

Plan the lesson to incorporate at least one SEP and at least one CCC

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Anchoring Phenomenon:

How does an airplane toilet flush?�https://www.youtube.com/watch?v=VuAB87i74Qo

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Water Bottle Inquiry

Predict: Draw a model showing what you predict will happen when you remove the tape from the hole.

Remove the tape and see what happens!

Draw a second model showing what actually happened - try to include an explanation of why this happened.

1

2

3

Teachers should work in groups of 2-4 for this guided inquiry.

Give each group a water bottle with a hole in it (or three) with tape covering the hole(s), filled with water, lid on, sitting in a tub to catch any water that escapes. Each group will also need a large white board (or chart paper) and markers.

The groups should discuss the set up and come to a consensus about what they think will happen when they remove the tape. They should divide their whiteboard or paper into two halves and draw their prediction model on the first half. You may need to discuss how a model might differ from a drawing (represents the unseen using labels, arrows, symbols, color coding, etc.)

Give a set time for the prediction phase - try to have the groups remove the tape around the same time so everyone sees what actually happens around the same time.

Next they remove the tape to see what happens.

Next, instruct each group to draw a second model showing what actually happened. Tell them that you have a short reading passage to help them with their explanation and pass out the reading (have enough copies for partners to share).

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Board Meeting

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Integrating the Three Dimensions

Use worksheet to record:

What CCCs are related to this activity?

What SEPs did you engage in during this activity?

What DCIs were addressed in this activity?

How does the investigation fit with the anchoring phenomenon?

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Modifying Existing Lessons

What can you do with one existing lesson to bring it closer to NGSS?

Before

After

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“…the framework focuses on a limited number of core ideas... Reduction of the sheer sum of details to be mastered is intended to give time for students to engage in scientific investigations and argumentation and to achieve depth of understanding of the core ideas presented.”

No more “mile wide, inch deep”

NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Appendix E: Progressions within the Next Generation Science Standards. Washington, DC: The National Academies Press.

California Department of Education, 2000. Science Content Standards for California Public Schools.

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Learning as a progression

“[The framework] is built on the notion of learning as a developmental progression. It is designed to help children continually build on and revise their knowledge and abilities.”

NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Appendix E: Progressions within the Next Generation Science Standards. Washington, DC: The National Academies Press.

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Disciplinary Core Ideas (DCIs)

Core ideas should:

Have broad importance across multiple sciences or engineering disciplines or be a key organizing principle 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

Be teachable and learnable over multiple grades at increasing levels of depth and sophistication

National Research Council (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington DC: The National Academies Press

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SCIENCE!

Physical Sciences

PS1

PS1.A

PS1.B

PS1.C

PS2

PS2.A

PS2.B

PS2.C

PS3

PS3.A

PS3.B

PS3.C

PS3.D

PS4

PS4.A

PS4.B

PS4.C

Life Sciences

LS1

LS1.A

LS1.B

LS1.C

LS1.D

LS2

LS2.A

LS2.B

LS2.C

LS2.D

LS3

LS3.A

LS3.B

LS4

LS4.A

LS4.B

LS4.C

LS4.D

Earth and Space Sciences

ESS1

ESS1.A

ESS1.B

ESS1.C

ESS2

ESS2.A

ESS2.B

ESS2.C

ESS2.D

ESS2.E

ESS3

ESS3.A

ESS3.B

ESS3.C

ESS3.D

Engineering, Technology, and Applications of Science

ETS1

ETS1.A

ETS1.B

ETS1.C

ETS2

ETS2.A

ETS2.B

Disciplines

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SCIENCE!

PS

PS1

PS1.A

PS1.B

PS1.C

PS2

PS2.A

PS2.B

PS2.C

PS3

PS3.A

PS3.B

PS3.C

PS3.D

PS4

PS4.A

PS4.B

PS4.C

LS

LS1

LS1.A

LS1.B

LS1.C

LS1.D

LS2

LS2.A

LS2.B

LS2.C

LS2.D

LS3

LS3.A

LS3.B

LS4

LS4.A

LS4.B

LS4.C

LS4.D

ESS

ESS1

ESS1.A

ESS1.B

ESS1.C

ESS2

ESS2.A

ESS2.B

ESS2.C

ESS2.D

ESS2.E

ESS3

ESS3.A

ESS3.B

ESS3.C

ESS3.D

ETS

ETS1

ETS1.A

ETS1.B

ETS1.C

ETS2

ETS2.A

ETS2.B

Disciplines

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SCIENCE!

PS

PS1

PS1.A

PS1.B

PS1.C

PS2

PS2.A

PS2.B

PS2.C

PS3

PS3.A

PS3.B

PS3.C

PS3.D

PS4

PS4.A

PS4.B

PS4.C

LS

LS1

LS1.A

LS1.B

LS1.C

LS1.D

LS2

LS2.A

LS2.B

LS2.C

LS2.D

LS3

LS3.A

LS3.B

LS4

LS4.A

LS4.B

LS4.C

LS4.D

ESS

ESS1

ESS1.A

ESS1.B

ESS1.C

ESS2

ESS2.A

ESS2.B

ESS2.C

ESS2.D

ESS2.E

ESS3

ESS3.A

ESS3.B

ESS3.C

ESS3.D

ETS

ETS1

ETS1.A

ETS1.B

ETS1.C

ETS2

ETS2.A

ETS2.B

Disciplinary Core Ideas

DCIs

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SCIENCE!

PS

PS1

PS1.A

PS1.B

PS1.C

PS2

PS2.A

PS2.B

PS2.C

PS3

PS3.A

PS3.B

PS3.C

PS3.D

PS4

PS4.A

PS4.B

PS4.C

LS

LS1

LS1.A

LS1.B

LS1.C

LS1.D

LS2

LS2.A

LS2.B

LS2.C

LS2.D

LS3

LS3.A

LS3.B

LS4

LS4.A

LS4.B

LS4.C

LS4.D

ESS

ESS1

ESS1.A

ESS1.B

ESS1.C

ESS2

ESS2.A

ESS2.B

ESS2.C

ESS2.D

ESS2.E

ESS3

ESS3.A

ESS3.B

ESS3.C

ESS3.D

ETS

ETS1

ETS1.A

ETS1.B

ETS1.C

ETS2

ETS2.A

ETS2.B

Disciplinary Core Ideas

DCIs

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Disciplinary Core Ideas (DCIs)

Physical Sciences (PS)	Life Sciences (LS)
PS1: Matter and Its Interactions PS2: Motion and Stability: Forces and Interactions PS3: Energy PS4: Waves and Their Applications in Technologies for Information Transfer	LS1: 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
Earth & Space Sciences (ESS)	Engineering & Technology (ETS)
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

National Research Council (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington DC: The National Academies Press

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SCIENCE!

PS

PS1

PS1.A

PS1.B

PS1.C

PS2

PS2.A

PS2.B

PS2.C

PS3

PS3.A

PS3.B

PS3.C

PS3.D

PS4

PS4.A

PS4.B

PS4.C

LS

LS1

LS1.A

LS1.B

LS1.C

LS1.D

LS2

LS2.A

LS2.B

LS2.C

LS2.D

LS3

LS3.A

LS3.B

LS4

LS4.A

LS4.B

LS4.C

LS4.D

ESS

ESS1

ESS1.A

ESS1.B

ESS1.C

ESS2

ESS2.A

ESS2.B

ESS2.C

ESS2.D

ESS2.E

ESS3

ESS3.A

ESS3.B

ESS3.C

ESS3.D

ETS

ETS1

ETS1.A

ETS1.B

ETS1.C

ETS2

ETS2.A

ETS2.B

Component Ideas

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How to read NGSS standards

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The NGSS table is not as scary as it looks!

NSTA (2013) Inside the NGSS Box. http://nstahosted.org/pdfs/ngss/resources/InsideTheNGSSBox.pdf

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Reprinted with permission from A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. (2012) by the National Academy of Sciences, Courtesy of the National Academies Press, Washington, D.C.

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Deconstructing PEs

1-LS1-1 Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

NGSS Lead States (2013). Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

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What are Performance Expectations?

“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.”

Student Performance Expectation (PE)

Disciplinary

Core Ideas

(facts)

Science & Engineering Practices

(doing science)

Crosscutting Concepts

(connecting science)

National Research Council (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington DC: The National Academies Press

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Lesson Resources

A NGSS Lesson Planning Toolkit
Blank Template
NSTA - great site for NGSS-aligned lessons - all DCIs and grade levels:
https://ngss.nsta.org/Classroom-Resources.aspx
Ambitious Science Teaching
https://ambitiousscienceteaching.org/
Phenomena Lists/Websites: https://www.ngssphenomena.com/
Picture Perfect Science
Mystery Science
Bozeman Science

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So, what now?

Give yourself permission to tinker
Start small
Divide and conquer?
Say, “I don’t know, what do you think?” often
Say, “I don’t know, let’s try and figure it out together”, often
Let the kiddos lead
Use Picture Perfect Science
Utilize Mystery Science as a base