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Investigating the Next Generation Science Standards (NGSS). Kevin Anderson, Ph.D. Why NGSS ?. Current Standards are out of date Advances in science & technology Advances in understanding of learning Links to CCSS College & Career Readiness More authentic science learning - PowerPoint PPT Presentation
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Investigating the Next Generation Science Standards
(NGSS)
Kevin Anderson, Ph.D.
Why NGSS? Current Standards are out of date
◦ Advances in science & technology◦ Advances in understanding of learning◦ Links to CCSS
College & Career Readiness◦ More authentic science learning◦ STEM integration◦ Global competitiveness and job market
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Building on the Past; Preparing for the Future
7/2011 – April 2013
1/2010 - 7/2011
1990s
1990s-2009
Phase IIPhase I
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State-led Effort The federal government is not involved in this effort. It is state-led, and states will decide whether or not
to adopt the standards. The work undertaken by the NRC and Achieve is
being supported by the Carnegie Corporation of New York.
No federal funds have been used to develop the standards.
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Meaningful Logo
NGSS Standards Walk-Through
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Performance Expectations
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Foundation Boxes
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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Science & Engineering Practices
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Science & Engineering Practices
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Disciplinary Core Ideas
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Disciplinary Core IdeasLife Science Physical ScienceLS1: From Molecules to Organisms: Structures & ProcessesLS2: Ecosystems: Interactions, Energy, & DynamicsLS3: Heredity: Inheritance & Variation of TraitsLS4: Biological Evolution: Unity & Diversity of Life
PS1: Matter & Its InteractionsPS2: Motion & Stability: Forces & InteractionsPS3: EnergyPS4: Waves & Their Applications in Technologies for Information Transfer
Earth & Space Science Engineering & TechnologyESS1: Earth’s Place in the UniverseESS2: Earth’s SystemsESS3: Earth & Human Activity
ETS1: Engineering DesignETS2: Links Among Engineering, Technology & Society
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Crosscutting Concepts
Patterns Cause and effect: Mechanism and explanation Scale, proportion, and quantity Systems and system models Energy and matter: Flows, cycles, and conservation Structure and function Stability and change
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Crosscutting Concepts
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Connections Boxes
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Activity #1 – Group Review of a Lesson
TASK: Find the sample lesson on sound waves and the 1-PS4 and 4-PS4 standards Complete the lesson review for each dimension after we
discuss it◦ Disciplinary Core Ideas◦ Science & Engineering Practices◦ Crosscutting Concepts
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Disciplinary Core IdeasLife Science Physical ScienceLS1: From Molecules to Organisms: Structures & ProcessesLS2: Ecosystems: Interactions, Energy, & DynamicsLS3: Heredity: Inheritance & Variation of TraitsLS4: Biological Evolution: Unity & Diversity of Life
PS1: Matter & Its InteractionsPS2: Motion & Stability: Forces & InteractionsPS3: EnergyPS4: Waves & Their Applications in Technologies for Information Transfer
Earth & Space Science Engineering & TechnologyESS1: Earth’s Place in the UniverseESS2: Earth’s SystemsESS3: Earth & Human Activity
ETS1: Engineering DesignETS2: Links Among Engineering, Technology & Society
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Activity #1 – Group Review of a Lesson
TASK: Complete the lesson review for Disciplinary Core Ideas
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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Science & Engineering Practices
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Activity #1 – Group Review of a Lesson
TASK: Complete the lesson review for Science & Engineering
Practices
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Group review of lesson• Science vs. engineering practices? What is the
goal of the activity?
• Is it to answer a question? If so, they are likely doing science.
• Is the purpose to define and solve a problem? If so, they are likely doing engineering.
Patterns Cause and effect: Mechanism and explanation Scale, proportion, and quantity Systems and system models Energy and matter: Flows, cycles, and conservation Structure and function Stability and change
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Crosscutting Concepts
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Activity #1 – Group Review of a Lesson
TASK: Complete the lesson review for Crosscutting Concepts
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Activity #1 – Group Review of a Lesson
TASK: Complete and discuss the final
lesson review questions for…◦Evidence of Learning◦Performance Expectations
Goals for the Day Be able to understand and use the structure of the
NGSS Compare and contrast the WMAS and NGSS Connect engineering ideas to your curriculum and
instruction Build math and ELA connections to the NGSS Use an NGSS standard to design instruction Explore progressions of DCI, Practices and CCC Consider assessment models
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8:00-9:00 Structure of the NGSS 9:00-9:45 Conceptual Shifts and What is a Standard 9:45-9:50 Quick Break 9:50-10:45 Engineering and the NGSS 10:45-11:45 Math and ELA and the NGSS 11:45-12:25 Lunch 12:25-1:05 Finish Math and ELA connections 1:05-1:45 Understanding by Design in the NGSS 1:45-2:05 Walk and observe – PBL and the NGSS 2:05-3:05 What I’ll be teaching 3:05-3:30 Summing up and next steps
AGENDA
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Activity #1 – What is Different about NGSS?
TASK: Look at the provided WI Model Academic Standards & NGSS
Standards Pages
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Activity #2 – What is Different about NGSS?
TASK: How are the NGSS similar
& different from old standards?
Compare & contrast instruction under these standards as well.
Discuss the changes that you see coming and be prepared to share out.
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Appendix A – Conceptual Shifts
Shift 1 - NGSS Reflects “Real Science”
Shift 5 - Nature of Science & Engineering are Integrated K-12
What is different about NGSS?
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Appendix A – Conceptual Shifts
Shift 3 – NGSS Builds Coherently K-12
Shift 4 – NGSS Focuses on Deeper Understanding & Application
What is different about NGSS?
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Appendix A – Conceptual Shifts
Shift 2 - NGSS is not a curriculum
Shift 6 - NGSS & Common Core are aligned
What Is Different About NGSS?
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Activity # 3 – How will NGSS change teaching and learning?
TASK: Take a few minutes to reflect
on the conceptual shifts presented.
Think-Pair-Share – Answer the questions on each page…discuss with a neighbor…be prepared to share.
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Activity #4 – What is a Standard?
TASK: Frayer model –
“standards” Briefly discuss and
describe examples, non-examples, the purpose and definition of the term, “standards”
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Engineering in the NGSS
Engineering is… Cyclical problem-solving Based on a context (a story) Built upon science, math and
technology know-how Dependent on effective
communication and coordination Not a competition or just building
something
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Engineering in the NGSS
Problem/Context: Moved to a new state
and brought my berry plant, but the berries aren’t growing.
Need to design a pollinator
2-LS2 and 2-LS4 Engineering is
Elementary!
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Engineering in the NGSS
Challenge: Design a hand-held pollinator
for this berry flower Draw (model) your design What materials would you
use? What else would you like to
know? How would you test your
design? Brief gallery walk
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CCSS ELA & Mathematics and the NGSS
The practices among these subjects overlap. What are the
important practice connections you see in these subjects?
What other connections would you add?
What does this suggest for your teaching?
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CCSS Mathematics and the NGSS
Foundations of Integration
1) Belief in the importance of doing it. 2) Time in the day – overlap math and science and
writing/reading time – PBL! 3) Plan out the goals for each, find the overlaps.4) Build from curriculum examples - start small!5) Collaborate – don’t try to do it all yourself.
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CCSS Mathematics and the NGSS
Key Connections - #1 Science Provides the Context
• CCSS 3 MD-2 “e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem” – what? Use a real beaker!
• CCSS 3MD-3 connecting to NGSS 3-ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
• See sample weather lesson.
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CCSS Mathematics and the NGSS
Key Connections #2 – Math is a tool
Math provides the tools to answer the science question, to solve the engineering problem.
Look over the rock flooring example lesson. What math and science connections can you find or
create? • NGSS MS-ESS1, MS-ESS2, MS-ETS1• CCSS 3.MS, 6.G
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CCSS Mathematics and the NGSS
Key Connections #3 – You find one
Look at the science standards at your grade level. What science concepts require math? What math concepts that you teach would be more clear
(and build better conceptual understanding) with a science connection?
Brief share.
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CCSS Mathematics and the NGSS
Key Connections #4 – Relationships
Math• Linear or nonlinear relationships
Science• Direct vs. inverse relationships
• Ex. growth rate of plants under different conditions (in class, school garden, prairie)
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CCSS Mathematics and the NGSS
Key Connections #4 – Modeling
What is mathematical modeling? What is scientific modeling? In both you’re making sense of a question or
problem. It’s active, not passive. It’s predicting, not reporting.
Examples:◦ WMC article◦ Bromine gas expansion
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CCSS Mathematics and the NGSS
Shayna had a small bottle of Bromine gas. The bottle was closed with a cork. She tied a string to the cork, and then placed the bottle inside a larger bottle. She sealed the large bottle shut (Figure 1). Next, Shayna opened the small bottle by pulling the string connected to the cork. Figure 2 shows what happened after the cork of the small bottle was opened.
1. Draw a model that shows what is happening in this experiment. 2. Explain in writing what is happening in your model.
Figure 1
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CCSS ELA and the NGSS
Key Connections #1 – Notebooking
What is a science notebook? Structure
◦ First 3 pages blank for your table of contents◦ Number every page (upper right or left corner) of the
notebook except your table of contents◦ Use pencil or colored pencil on both sides of page◦ Date each page at the start of an investigation
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CCSS ELA and the NGSS
Key Connections #1 – Notebooking
What is put in a science notebook?Observations and Questions
structured or not
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CCSS ELA and the NGSS
Key Connections #1 – Notebooking
What is put in a science notebook?Data tables and analysesConclusions
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CCSS ELA and the NGSS
Key Connections #1 – Notebooking
What is put in a science notebook?Diagrams (ABCD): AccurateBigColorfulDetailed
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CCSS ELA and the NGSS
Key Connections #1 – Notebooking
What is put in a science notebook?Diagrams: Flaps and Foldables
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CCSS ELA and the NGSS
Key Connections #1 – Notebooking
What is put in a science notebook?Diagrams: Flaps and Foldables
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CCSS ELA and the NGSS
Key Connections #1 – Notebooking
What is put in a science notebook?Diagrams: Fill in?
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CCSS ELA and the NGSS
Key Connections #1 – Notebooking
What is put in a science notebook?Graphic organizers
KWLConcept mapsVenn diagramsFlow charts
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CCSS ELA and the NGSS
Key Connections #1 – Notebooking
Why science notebooks? 1) They are thinking tools. 2) They guide teacher instruction. 3) They enhance literacy skills.4) They can differentiate learning.5) They support teacher and student collaboration.
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CCSS ELA and the NGSS
Key Connections #2 – Disciplinary Literacy
“Communication (thinking, speaking, listening, reading & writing) in science allows us to consider our prior knowledge and explore new perspectives while we ask scientific questions, make sense of data, explain and defend our reasoning as we interact with the natural and designed world” – DPI statement
http://dpi.wi.gov/stn_dl-suitcase
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CCSS ELA and the NGSS
Generic Reading Strategies
Monitor comprehensionPre-readSet goals
Think about what one already knows
Ask questions
Make predictions
Test predictions against the text
Re-read
Summarize
Disciplinary-Specific Reading Strategies
Build prior knowledgeBuild specialized vocabularyLearn to deconstruct complex sentencesUse knowledge of text structures and genres to predict main and subordinate ideasMap graphic (and mathematical) representations against explanations in the textPose discipline relevant questionsCompare claims and propositions across textsUse norms for reasoning within the discipline (i.e., what counts as evidence) to evaluate claims
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CCSS ELA and the NGSS
Key Connections #2 – Disciplinary Literacy
Close reading:1. Teacher introduces the text and sets the purpose, and students read. 2. Students annotate the text, i.e., “read with a pencil” or “interrogate the text.”3. Students talk through their understanding of the text with a partner. 4. Teacher reads passages of text out loud as students follow along. 5. Teacher guides discussion (whole group, small group, or partners) of the passage with text-dependent questions.
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CCSS ELA and the NGSS
Key Connections #2 – Disciplinary Literacy
Close reading – annotations:
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CCSS ELA, Math and the NGSS
Key Connections #3 – TALK!
How often do your students talk about science, about math, about their writing with each other?
How often do they “argue with evidence” about an answer or an issue?
How often do they verbally or in writing share their thinking and reasoning?
Do they write research papers about ideas meaningful to them?
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CCSS ELA, Math and the NGSS
Key Connections #3 – TALK!
Science Talk – http://inquiryproject.terc.edu/ Handout: Goals for Productive Discussions and Nine Talk
Moves Quick video clip – data discussion
◦ How does the teacher structure and support the students science talk?
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Please move to grade level tables◦ 2 tables for each grade if possible (see cards)
Group Reorganization
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UbD Lesson Planning and the NGSS
What does lesson planning look like in the NGSS?
Find the Understanding by Design template. Decide on one standards page and one or two
performance expectations on that page. I suggest using the Topic view. Collaboratively fill out the template for a lesson you
may do to reach these goals. See example on back (rough)
Share with the other grade level group
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What will I Teach with NGSS?
TASK: Review standards pages for the grade level that you will likely be teaching, note the storyline. Table A: What is there more of and what is there less
of as compared with your previous teaching? Table B: Compare and contrast what is here to your
previous teaching.
Share with the other grade level group.
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What will I Teach with the NGSS?
TASK: Discuss the specific shifts in pedagogy & content that
will be necessary under NGSS. Identify additional structural considerations that
must be addressed for Implementing NGSS (such as facilities and time).
Share initial ideas for what you will change to address these standards.
Reference the practices and ccc at your grade band – appendices F and G
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What are the challenges? • Find a grade level partner (or 3 as needed)• Pick a challenge• “Coach” a partner through one of these challenges
– 2 min. Then change roles. • Remember:
• Don’t tell them what to do• Paraphrase• Clarify• Ask good questions
Next Steps – Challenges
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How can we ensure that the full intent of the NGSS is implemented in our classroom, school, and district?
Next Steps
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How do we get there?
TASK – back to school level groups: Reflect upon the implementation of NGSS in your
district.
Identify basic steps, key players, additional resources, and obstacles to your implementation.
Describe professional development needs in your district for successful NGSS implementation.
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Thank You!Please complete the evaluation.
Feel free to email me with questions:[email protected]
www.cesa2.org/programs/wingsswww.cesa2.org/programs/stem/NGSS
@CESA2STEM