NGSS 102

All Standards All Students

K-12 Allia

nce

Goals of This Session

Review conceptual shifts

Check our understanding of the NGSS architecture

Examine a classroom example using selected NGSS Appendices

NGSS:The End of The

Road As We Know It

Before We Begin…QuickwriteList 2 things you know for sure

about the NGSS

List 2 questions you have about the NGSS

Share and chart with table group

A Framework for K-12 Science Education

Practices, Crosscutting Concepts, and Core IdeasA New Vision for Teaching and Learning

Science for ALL Students

Coherent Learning

Three Dimensions

Scientific and Engineering Practices

Crosscutting Concepts

Core Ideas

Conceptual Shifts in NGSSAppendix A

1. 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.

6

K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World.

Three dimensions integrated: Science and Engineering Practices (SEP)Cross Cutting Concepts (CCC) Disciplinary Core Ideas (DCI)

Shift 1 NGSS Reflects “Real Science”

Performance Expectations

Foundation BoxesSEPDCICCC

Connection BoxesOther DCIsCCSS

Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem

3 Dimensional Learning

Analyze and interpret data to provide evidence

resource availability on organisms and populations of organisms in an ecosystem

the effects of resource availability on organisms and populations of organisms in an ecosystem

3 Dimensional LearningDissected

The NGSS are designed to prepare students for college, career and citizenship

• Science, engineering and technology are cultural

achievements and a shared good of humankind• Science, engineering and technology permeate

modern life and as such are essential at the individual level

• Understanding of science and engineering is critical to participation in public policy and good decision-making

Shift 6 NGSS Reflects “Science for all”

Appendix D ALL Standards, All Students

Take 2 minutes to think and write: What does “all standards, all

students” mean to you? Is this an achievable goals in

your schools/districts? Share with a partner

Need for equitable learning opportunities

Increased cognitive expectations of all student

Effective implementation strategies in school, home and community

Appendix D Issues

Appendix D – 7 Case Studies

Four Accountability Groups

1. Economically disadvantaged students – 9th grade chemistry

2. Students from major racial and ethnic groups – 8th grade life science

3. Students with disabilities – 6th grade space science

4. Students with limited English proficiency – 2nd grade earth science

Three Additional Groups

5. Gender – 3rd grade engineering

6. Students in alternative education programs – 10th and 11th grade chemistry

7. Gifted and talented students – 4th grade life science

Case Study #1Economically Disadvantaged Students

While national results (e.g., NAEP) for this demographic group show steady increase in science achievement, the achievement gap between poverty and non-poverty remains unchanged.

The vignette – 9th grade physical science classroom - focuses on a limited number of Performance Expectations to illustrate how project-based science learning centered on authentic questions facilitates understanding of science concepts, science and engineering practices and crosscutting concepts.

Case Study #1 – Part AEconomically Disadvantaged Students

Form a triad at your table. Select one highlighter.Blue- SEP; Orange-DCI; Green-CCC

Read the vignette Identify instructional/learning opportunities that reflect the

conceptual shifts in Appendix A. Highlight the SEP Blue OR DCI Orange OR CCC Green as

you find them referenced in the text. How do they relate to those stated in the PEs?

Discuss your findings with your group.

Be prepared to share with the whole group.

Using the Progression Appendices

Looking deeper at classroom instruction using progression tables for

Appendix E – Disciplinary Core Idea

Appendix F – Science and Engineering Practices

Appendix G – Crosscutting Concepts

Science & Engineering PracticesAppendix F

Greater sophistication

Crosscutting ConceptsAppendix G

Cause and Effect

Progression of PS1.A through K-12

Disciplinary Core IdeasAppendix E

Case Study #1 – Part BEconomically Disadvantaged Students

Find the progression that corresponds to your highlighter color. (Blue- SEP; Orange-DCI; Green-CCC)

Locate the appropriate grade band for grade 9.

Discuss the following questions:Where do you think the students in case

study #1 are in the progression?What did the teacher do to scaffold

learning of SEP and CCC?Share with your table group

Time to Reflect and ShareHow did the case study address:

Coherency across grade levels

Increasing complexity through the grade levels

Integration of engineering and science to understand phenomena and solve problems

Alignment with CCSS

Opportunities for science to be part of every students’ comprehensive education

RecommendationsPlan for explicit

inclusiveness of all students

NGSS were developed to achieve this goal!

Higher expectations for all students can be achieved by developing learning opportunities that utilize existing NGSS resources

NGSS Supporting Materials

Appendix A Conceptual ShiftsAppendix B Responses to Public FeedbackAppendix C College and Career ReadinessAppendix D All Standards, All StudentsAppendix E Disciplinary Core Idea Progressions in the NGSSAppendix F Science and Engineering Practices in the NGSSAppendix G Crosscutting Concepts in the NGSSAppendix H Nature of ScienceAppendix I Engineering Design in the NGSSAppendix J Science, Technology, Society, and the EnvironmentAppendix K Model Course Mapping in Middle and High SchoolAppendix L Connections to Common Core State Standards in

MathAppendix M Connections to Common Core State Standards in

ELA