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Overview of the NGSS Framework

Overview of NGSS Framework• What does “THREE-DIMENSIONAL LEARNING” look like?

• What eight “PRACTICES” help teachers and students make sense of phenomena and/or to design solutions to problems?

• What seven “CROSSCUTTING CONCEPTS” provide ways of looking at phenomena across different science disciplines?

• What criteria characterize “CORE IDEAS” and help focus K-12 science curriculum, instruction, and assessments on the most important aspects of science?

Which students does NGSS target?

What is Three-Dimensional Learning?

Prac

tices

Crosscutting ConceptsCore Ideas

What is Three-Dimensional Learning?

Prac

tices

Crosscutting Concepts

Core Ideas

Three-dimensional learning shifts the focus of the science classroom to environments where students use practices, disciplinary core ideas, and crosscutting concepts to make sense of phenomena and/or to design solutions to problems.

What Does Three-Dimensional Learning Look Like?

Crosscutting Concepts

Core IdeasPractices

What Are Science and Engineering Practices?

Practices are the behaviors that scientists engage in as they investigate and build

models and theories about the natural world and the

key set of engineering practices that engineers use

as they design and build models and systems.

Eight Scientific & 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

Science & Engineering Practices

Conclusions: Science and Engineering Practices

What Science and Engineering Practices were evident in our

activity this morning?

Revisiting Our Driving Question

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What Are Crosscutting Concepts?

Crosscutting concepts are concepts that have

application across all disciplines of science. As such, they provide a way

of linking the different disciplines of science.

Seven Crosscutting Concepts

1. Patterns2. Cause and Effect3. Scale, Proportion, and Quantity4. Systems and System Models5. Energy and Matter6. Structure and Function7. Stability and Change

Crosscutting Concepts

Conclusions: Cross-cutting Concepts

What Cross-cutting Concepts were

evident in our activity this morning?

Revisiting Our Driving Question

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What Are Disciplinary Core Ideas?

Disciplinary core ideas are the big ideas of science that provide

scientists and engineers with the concepts and foundations to make sense of phenomena

and/or design solutions to problems.

Criteria for Core Ideas• Have broad importance across multiple sciences or

engineering disciplines or be a key organizing concept 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 that require scientific or technological knowledge;

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

What Are the Core Ideas in . . .?

PHYSICAL SCIENCE

• Matter & Its Interactions

• Motion & Stability: Forces & Interactions

• Energy

• Waves & Their Applications in Technologies for Information Transfer

What Are the Core Ideas in . . .?

LIFE SCIENCES

• From Molecules to Organisms: Structures & Processes

• Ecosystems: Interactions, Energy, & Dynamics

• Heredity: Inheritance & Variation of Traits

• Biological Evolution: Unity & Diversity

What Are the Core Ideas in . . .?

EARTH & SPACE SCIENCES

• Earth’s Place in the Universe

• Earth’s Systems

• Earth & Human Activity

What Are the Core Ideas in . . .?

ENGINEERING,TECHNOLOGY, &APPLICATIONS OF SCIENCE

• Engineering Design

• Links Among Engineering, Technology, Science, & Society

Disciplinary Core Ideas

Conclusions: Disciplinary Core Ideas

What Disciplinary Core Ideas were

evident in our activity this morning?

Revisiting Our Driving Question

Board

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Describe what NGSS & 3-dimensional learning should be in your grade level.

What does/will it look like, sound like, and feel like?

Revisiting Our Driving Question

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