Next Generation Implementation Team Richard N. Vineyard, Asst. Dir. Assessment Nevada Dept. of Education

Next Generation Science Standards for our

Next Generation Science Students

The Framework has a New Vision of ScienceLearning that Leads to a New Vision of Teaching

A Framework for K-12 Science Education:Practices, Crosscutting Concepts, and Core Ideas 

What’s in a name? The three dimensions are the distinguishing feature of the new

Framework and this is reflected in the title. 

What is the purpose of the Framework? The document represents the first step in a process for creating a new vision 

for science education and new standards in K-12 science education. This project capitalizes on a unique opportunity that exists at this moment—a large 

number of states are adopting common standards in mathematics and English/Language Arts and appear to be poised to consider adoption of 

common standards in K-12 science education.   Framework – Forward ix

Vision  

“Students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting

concepts to deepen their understanding of each fields’ disciplinary core ideas.”

Framework Page 8   

“The Framework is built on the notion of learning as a developmental progression. It is designed to help children

continually build on and revise their knowledge and abilities, starting from their curiosity about what they see around them

and their initial conceptions about how the world works.”Framework Page 10

Goals for Science Education  The Framework’s vision takes into account two major goals for K-12 science education:   (1) Educating all students in science and engineering. 

(2) Providing the foundational knowledge for those       who will become the scientists, engineers,               technologists, and technicians of the future.

  Framework Page 10

NGSS implementation

in Nevada

Presentations at the 2013 

Southern Nevada Math & Science 

Teachers Conference 

Friday 5:00-6:20 -Andre DeLeon Nevada and the Next Generation Science Standards (Room 1003)

Sat. 8:00-9:20  -Richard Vineyard NGSStandards for our NGSStudents (Room 1003)

Sat. 9:30 -10:50 -Kris Carroll , K-12 Science Framework Practices – A Closer Look (Room 1003)

Sat. 12:30-1:50 –Bret Sibley, K-12 Science Framework Crosscutting Concepts – A Closer Look (room 1003)

Sat. 2:00 -3:20 –David Miller, Next Generation Science Standards: Disciplinary Core Ideas (Room 1003) 

Core Ideas

Crosscutting Concepts

Practices

Framework                            Standards

Disciplinary Core Idea –Standard

Performance Expectations

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Connections to other DCI in this grade level

Articulation of DCI’s across grade-levels

Connections to CCSS ELA/literacy and Mathematics

Scientific and Engineering 

Practices

1. Asking Questions / defining problems2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematical and computational 

thinking6. Constructing explanations / designing 

solutions7. Engaging in argument from evidence8. Obtaining, evaluating and  

communicating information

Crosscutting concepts

1.Patterns2.Cause and effect/ mechanisms 

and explanations3.Scale, proportion, and quantity4.Systems and system models5.Energy and matter (flows, cycles, 

and conservation)6.Structure and function7.Stability and change

Disciplinary Core Ideas

1.Physical science2.Life science3.Earth and Space Science4.Engineering, Technology, and the 

Application of Science

Bringing the  NGSS to life in the primary 

classroom.

ModelsCollecting evidenceDesigning and performing 

investigationsDesigning solutions to problemsMaking connections to other big 

ideas in scienceMaking connections to  concepts 

and skills in other disciplines (e.g. reading, math, social studies, art)

Key components of building deeper 

understanding in science 

Start with a story (engaging the audience in the content)

Inquiry (asking a question) Research  (is the question testable) Investigation (designing the fair test) Collecting information  (variables 

and controls) Analysis of data (counting, 

measuring) Communication of results Writing  Drawing Talking

How science works (according to Dr. Vineyard) 

Physical science2.PS1 Matter and 

its interactions

Students who demonstrate understanding can:

2-PS1-b.  Design an object from a small set of pieces to solve a problem and compare solutions designed by peers given the same set of pieces.

2-PS2-c.  Analyze data from tests of  a student-designed tool to determine if the tool measures weight or size accurately, compared to standard measuring tools. 

Activity 1

Using the pieces provided – design a device to measure weight.

How would you determine if the measurements provided by your device are accurate?

Activity notes

Remember, this is where we use the materials to first build a device (a tool) for measuring weight.  Second we have to figure out how much our target mass ( a gummy bear family) weighs in our units. We used m & m units.

Life Science 1-LS1

From Molecules to Organisms: Structures 

and Processes

1-LS1-a.  Use diagrams and physical models to support the explanation of how the external parts of animals and plants help them survive, grow, and meet their needs.

Activity 2how to eat (mouth parts) and how to 

hide (coloration and camouflage)

For this activity, we would use various materials  to build models of different types of mouthparts to be able to eat the variety of food types that are found in our environment.  I would use a variety of food types: m & M, checks mix, marshmallows, peanuts, etc.  Then we would have students try to “eat” food with the different types of mouth parts.  A follow up would be to have students do some research to find animals with different ways of getting food.

Mouthparts – jaws, beaks, bills, teeth, (seeds, gummie

worms, m&m, bread roll)Coloration: newspaper fish

moths

Life Science 1-LS1-c

Record observations and communicate about the ways that young plants and animals change as

they grow.Zack’s Alligator

Scale and proportionMeasure and estimate volumes and masses

Developing and using modelsPatterns

Resources for brining STEM into the K-5 

classroom

Science–BuilderMath-BuilderSTEM-Builderhttp://a200.k-12mathscience.com/index/login/from-other-lang-english New books from NSTA and 

others

How science learning happens (according to 

me)

NGSS makes a lot of the connections in the standards

Bringing the learning full circle: Ideas –questions Design –draw Investigate /calculate/ connect Analyze, summarize, draw 

conclusions Communicate new ideas – 

questions

Words-pictures-symbols-pictures-words (repeat as necessary) 

Making connections to the CCSS ela and math

Go to the other presentations today!

NGSS – contact Andre DeLeon, science  program professional , NDEadeleon@doe.nv.gov

More information about this presentation contact Dr. Richard N. Vineyard, NDE,  rvineyard@doe.nv.gov