The Basics About NGSS

http://www.nextgenscience.org

A Framework for K-12 Science Education

View free PDF form The National Academies Press at www.nap.edu

Secure your own copy from

www.nsta.org/store

http://rccsecondaryscience.wikispaces.com/Frameworks+for+NGSS

Scientific and Engineering Practices

1. Asking questions (for science) and defining problems (for engineering)

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 (for science) and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

These statements define what students are expected to do

Crosscutting Concepts

1. Patterns

2. Cause and effect: Mechanism and explanation

3. Scale, proportion, and quantity

4. Systems and system models

5. Energy and matter: Flows, cycles, and conservation

6. Structure and function

7. Stability and change

These statements transcend all science content and grade levels. They are tools that enable students to make sense of content

Disciplinary Core Ideas

Life Science

Earth and Space Science

Physical Science

Engineering, Technology, and the Application of Science

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

Integration of the Three Dimensions

Core IdeasPractices

Crosscutting Concepts

The practices are the processes of building and using the core ideas to make sense of the natural and designed world, and the cross cutting concepts hold the discipline together.

Inside the NGSS BoxWhat is Assessed

A collection of several performance expectations

describing what students should be able to do to master

this standard

Foundation BoxThe practices, core disciplinary

ideas, and crosscutting concepts from the Framework

for K-12 Science Education that were used to form the performance expectations

Connection BoxOther standards in the Next

Generation Science Standards or in the Common Core State

Standards that are related to this standard

Performance ExpectationsA statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned.

Title and CodeTwo sets of performance expectations at different grade levels may use the same name if they focus on the same topic. The code, however, is a unique identifier for each standard based on the grade level, content area, and topic of the standard.

Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem

Disciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives.

Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all.

Lowercase LettersLowercase letters at the end of practices, core ideas, and crosscutting Concepts designate which Performance expectation incorporates them.

Assessment BoundaryA statement that provides guidance about the scope of the performance expectation at a particular grade level.

Clarification StatementA statement that supplies examples or additional clarification to the performance expectation.

Closer Look at a Performance Expectation

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.

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. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]

Keep in Mind

Depth of review is more important than“covering” many or all of the standards!!

As teachers, our job is not to “cover” standards.

Our job is to “uncover” (or reveal) those standards!

Taking a close look at one set of performance expectations

A. Clarity and specificityB. Integration of the three dimensions in the performance expectationsC. Coherence of performance expectationsD. Achievability and preparedness E. Instructional implications of the performance expectations