An Overview of the NGSS - Jefferson Township Public Schoolsblogs.jefftwp.org/.../08/NGSS-Presentation-1-Overview.pdfJefferson Township Public Schools Science Department 8/12/2014 3NGSS

Jefferson Township Public Schools Science Department

8/12/2014 NGSS Overview 1

An Overview of the NGSS

Mr. Chris Hiben, Supervisor of Science K-12



Activity #1 • Fill out the myth vs. fact survey placing an “X” next to those

statements you think are true.



NGSS Implementation in NJ * Grades 6-12 to implement by start of 2016-2017 school year. * Grades K-5 to implement by start of 2017-2018 school year. The science assessment transition timeline is as follows: * NJASK8 and NJBCT Science Assessments will be the based on the NGSS in the spring of 2017. * NJASK4 Science Assessment will be based on the NGSS in the spring of 2018. Resources to support schools in the transition, including professional development, will be available beginning in September 2014. Information will be posted on the science webpage as it becomes available. http://www.state.nj.us/education/aps/cccs/science/.

https://mail.fairlawnschools.org/exchweb/bin/redir.asp?URL=http://www.state.nj.us/education/aps/cccs/science/

https://mail.fairlawnschools.org/exchweb/bin/redir.asp?URL=http://www.state.nj.us/education/aps/cccs/science/



Why New Science Standards? • Increased knowledge about how students learn

• Major advances in science

• Need to address 21st century skills and economies

• http://www.nextgenscience.org/case-next-generation-

science-standards

http://www.nextgenscience.org/case-next-generation-science-standards











• Adopted July 2014 in NJ • Research based (NRC: A

Framework for K-12 Science Education)

• Fewer, clearer, higher

http://kevincrumpscience.weebly.com/uploads/2/3/2/5/23258800/a_framework_for_k-12_science_education.pdf







• The NGSS are the result of collaboration between the National Science Teachers Association, National Research Center, American Association for the Advancement of Science and Achieve Inc.

• Not tied to any part of the federal government

• Internationally benchmarked

• Writing/review teams consisted of teachers, state science and policy staff, higher education faculty, scientists, engineers, cognitive scientists and business leaders



• 26 lead state partners-NJ was one!

• Various periods of public review and revision by standard writers



• Composed of 3 Dimensions • Science and Engineering

Practices (SEP), Crosscutting concepts (CCC), Disciplinary Core Ideas (DCI)



• Disciplinary Core Ideas (DCI) • Content with a specific progression from grades K-12

• Crosscutting Concepts (CCC)

• Themes/ideas that stretch across all disciplines of science • E.g. cause and effect

• Science and Engineering Practices (SEP)

• Practices that scientists and engineers undertake • E.g. Asking questions, carrying out investigations

**To be NGSS aligned, a lesson must address all three dimensions!!



Q: Does this mean that the Common Core State Standards go away? A: No. The NGSS and the CCSS compliment each other as shown at the right.



Activity #1 Continued… • Revise your myth vs. fact survey (independently) • Next talk and turn to reach consensus

• We will check it as a group.



Inside the NGSS Box

What is Assessed A collection of several

performance expectations describing what students

should be able to do to master this standard.

Foundation Box The practices, core disciplinary

ideas, and crosscutting concepts from A Framework

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

Connection Box Other standards in the Next

Generation Science Standards or in the Common Core State

Standards that are related to this standard.

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

Title and Code The titles of standard pages are not necessarily unique and may be reused at several different grade levels. The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses.

Scientific and Engineering Practices Activities that scientists and engineers engage in to either understand the world or solve a problem.

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

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

Codes for Performance Expectations Codes designate the relevant performance expectation for an item in the foundation box and connection box. In the connections to common core, italics indicate a potential connection rather than a required prerequisite connection.

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

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

Connections to Engineering, Technology, and Applications of Science These connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework.

Connections to Nature of Science Connections are listed in either the practices or the crosscutting connections section of the foundation box.

Engineering Connection (*)

An asterisk indicates an engineering connection in the practice, core idea, or crosscutting concept that supports the performance expectation.

Based on the January 2013 Draft of NGSS

www.nsta.org/ngss



Activity #2 • Examine one Performance Expectation (standard) for your

grade level/content area.

• Can you figure out the: • DCI? • SEP? • CCC? • CCSS Connections?

• Make a note for each in the handout provided.



Remember… • The standards are not curriculum

• We must teach lessons that bring student to the point of

being able to meet the performance expectation (PE)

• A NGSS aligned lesson addresses all 3 dimensions of learning! (SEP, DCI, CCC)

• We must rethink assessment based on the PE’s



Back to the original demo… • What Science and Engineering Practices were addressed?

• What Cross-Cutting Concepts?

• Was the lesson aligned to all 3 dimensions?



Science 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 Cross Cutting Concepts 1. Patterns 2. Cause and Effect 3. Scale, Proportion and Quantity 4. Systems and Systems Models 5. Energy and Matter: Flows, Cycles and Conservation 6. Structure and Function 7. Stability and Change



Speed Bumps on the Road to NGSS

http://mediaportal.education.ky.gov/n

ext-generation-schools-and-districts/2013/09/speed-bumps-on-

the-road-to-ngss/

http://mediaportal.education.ky.gov/next-generation-schools-and-districts/2013/09/speed-bumps-on-the-road-to-ngss/
























Next Steps… • For this year, you will teach the same content as always • Try incorporating the science practices and cross cutting

concepts • Explicitly ask students about each as part of your

assessment! • Let me know so I can give you feedback



NGSS website: www.nextgenscience.org

There is also a FREE NGSS App

http://www.nextgenscience.org/



Works Cited Authors: NGSS Lead States Title: Next Generation Science Standards: For States, By States (insert specific section title(s) being used if not referring to entirety of the NGSS) Publisher: Achieve, Inc. on behalf of the twenty-six states and partners that collaborated on the NGSS Copyright Date: 2013

Documents

An Overview of the NGSS - Jefferson Township Public Schoolsblogs.jefftwp.org/.../08/NGSS-Presentation-1-Overview.pdfJefferson Township Public Schools Science Department 8/12/2014 3NGSS