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Outcomes• Examine the “architecture” of the NGSS
• Deepen understanding of three NGSS shifts: instruction, curriculum and assessment
• Explore professional learning needs and support
• To go slowly and thoughtfully: timeline and actions
Implementation Timeline
Framework Timeline
Assessment Timeline
Before We Begin…QuickwriteList 1 thing you know for sure about
the NGSS
List 1 question you have about the NGSS
Share with table group
A Natural Progression
1990’s –----------------------------------------------------2014 and beyond
A Framework for K-12 Science Education
Practices, Crosscutting Concepts, and Core Ideas
A New Vision for Teaching and Learning
Science for ALL Students
3 Dimensional Coherent Learning across Grades
Conceptual Shifts in NGSS1. K-12 science education should reflect the interconnected nature of
science as it is practiced and experienced in the real world.
2. The NGSS are student performance expectations – NOT curriculum.
3. The science concepts build coherently from K-12.
4. The NGSS focus on deeper understanding of content as well as application of content.
5. Science and engineering are Integrated in the NGSS from K–12.
6. The NGSS are designed to prepare students for college, career, and citizenship.
7. The NGSS and Common Core State Standards (Mathematics and English Language Arts) are aligned.
9
Conceptual Shifts in NGSS
What’s in a Logo?
Science and Engineering
Core ideas in the discipline
Concepts across disciplines
Past 7th Grade Life Science CA
Standard
Students know plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems and whole organism.
Current Middle Grades CA NGSS Adopted Standard
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Shift #1: K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World.
Dimension 1 Scientific and Engineering Practices
1. Asking questions (science) and defining problems (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 (science) and designing solutions (engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Dimension 1Science and Engineering Practices
Dimension 2
Crosscutting Concepts1. Patterns
2. Cause and effect
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter
6. Structure and function
7. Stability and change
Disciplinary Significance
Has broad importance across multiple science or engineering disciplines, a key organizing concept of a single discipline
Explanatory Power
Can be used to explain a host of phenomena
Generative
Provides a key tool for understanding or investigating more complex ideas and solving problems
Relevant to Peoples’ Lives
Relates to the interests and life experiences of students, connected to societal or personal concerns
Usable from K to 12
Is teachable and learnable over multiple grades at increasing levels of depth and sophistication
Dimension 3- Disciplinary Core Ideas
Integration of 3 Dimensions:
Practices
Crosscutting Concepts
Core Ideas
Next Generation Of Science Standards Architecture
Performance Expectations
Dashes---HS-PS1-1; HS-PS1-5
PE Example
MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
[Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.] [Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.]
Foundation
BoxesSEP, DCI, CCC
Parentheses at the end of each DCI, SEP, CCC indicate the related PE.
Connections within NGSSand to CCSS ELA and Math
Three Important Shifts….
3 Dimensional Instruction
Performance Expectations asAssessment
Curriculum/Instructional Materials
SCIENCE AS SENSE-MAKINGScience is fundamentally about making sense of
the natural world.
We often use the language: “figure something out”.
When you are trying to figure something out, you are trying to make sense of it. You are engaged in the process of sense-making.
The learner is the one doing the sense-making.
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 Figure 2
Performance Expectations Guide Assessment
Instructional Materials
Reflection
What do you think a NGSS classroom might look like?
What behaviors would
teachers and students exhibit?
5 mins to reflect and write
Table Group: share your ideas- 2 minutes each
What Do You Know?
Take a moment to jot down three things you know about gases.
Turn to your elbow partner and discuss with them.
Did your understanding fit with your fellow scientists? Record any new information or ideas that you now have
after talking with your partner.Record any ideas that you and your partner have different
understandings about.
Collapsed TankerThink about what is happening inside the
tanker?Draw a model of your thinking Include air particles (use arrows)
Think about what is happening outside the tanker?Draw a model of your thinkingHow do air particles move?
Collaboration Time
Discuss your thoughts with the scientists at your table about why the tankard collapsed.
Review your model to make revisions based upon any information you gained from your colleagues.
Can Crusher Activity
Make predictions
Observe
Explain
Can Crusher ActivityIn what ways is the demonstration similar to
the imploding of the tanker.
Review your model and make any necessary revisions to your model based on the experiments.
Use your new knowledge to show particle movement.
Student work sample of how their model of what is going on with the air molecules inside and outside the can.
55 Gallon Drum
What questions do you still have?
Does the material the container is made of make a difference as to whether the container will collapse?
Does the temperature of the water applied to the substance make a difference in whether the container will collapse?
Information Gathering
What other sources of information do you think will help in furthering your understanding.
Research additional information necessary to help in your understanding
Revise your model based upon new information
Reading Resource
Constructing an Argument Construct an argument on the effects of air
pressure based upon your evidence. Make sure to include a claim, evidence(s),
and reasoning.
Discuss your understanding with your table partner.
Extension Activity Balloon on a Hot Day
• Using your model and understanding of the tanker, discuss what will happen to the balloon when taken from a cool environment into a hot environment?
• Construct a model of the balloon
Discuss with your table your understanding
Application: Engineering
Based upon your understanding of air pressure and engineering design:
Why are the tanker and the can made in the shape of a cylinder?
How could you reinforce the cylinders to make them stronger?
Would any other shape possibly work better?
So what are the shifts?What came first in the learning sequence?
Who is the center of the learning?
When did the reading come into the sequence?
What learning experiences led to deeper student understanding?
How did this allow for differentiated entry and extension points?
What was the role of the teacher in the learning?
Others???
Initial Model is constructed
Model is revised several times: based on new experimentation and reading
Construct an argument (claim, evidence, and reasoning)
Balloon Extension
Engineering Application
Assessment Shifts
Traditional Assessment NGSS Shifts
Shifts in Assessment:Learning Sequence
Where in the series of lessons could student learning be assessed?
What opportunities do students have to assess their own understanding?
How did the sequence of instruction allow students to refine their understanding and create their argument?
Professional Learning and Support
Learnings from CCSS
Issues and Solutions
Developing a Strategic Plan
PD Issues and Solutions Develop a common understanding of
the vision and goals of NGSS
Build content knowledge
Build student capacity for cognitive shifts
Enable collaboration within and across grades
Risk taking is accepted to allow for innovation and new practices to flourish
Instructional materials to support the NGSS shifts
Middle school configuration
Formative classroom assessment focused on practices and content
Administrative Leadership
Teacher Leadership
Time
Materials/Resources
Structures for Professional learning
Developing a Professional Learning Plan
Component Awareness Transition Implementation
(2016-2017)
Policies and Practices
Teacher Leadership
AdministratorLeadership
Classroom Teachers
Resources
Others..
Things to Consider as You BeginFollow the recommended CDE timeline
Use of LCFF and LCAP
Start with science and engineering practices and engineering standards
Provide science for all students
Build the structure and time for Elementary, Middle or High School
…Slow down you are going too fast….
