ngss simplified: a guide to understanding the new next generation science standards

NGSS Simplified

A Guide to Understand and Plan with the new Next Generation

Science Standards

By Christi Lienemann

2015

Typical Classroom Schedule1 hour whole group reading class

1 hour whole group math class

1 hour reading intervention

30 minutes math intervention

30 minutes science/social studies

30 minutes writing class

1 hour 20 minutes specials classes

30 minutes recess

20 minute lunch

Do you see a problem?

Typical Classroom Schedule1 hour whole group reading class

1 hour whole group math class

1 hour reading intervention

30 minutes math intervention

30 minutes science/social studies

30 minutes writing class

1 hour 20 minutes specials classes

30 minutes recess

20 minute lunch

Science is EXTREMELYunderrepresented!

Average Time Spent on Science

10,000 elementary teachers surveyed (83% response rate)

• 19% of primary classrooms spend approximately 18-20 minutes on science instruction daily.

• 81% get an average of

three days every few weeks

(Trygstad, Smith, Banilower, & Nelson, 2013)

Time is clearly an issue!

However, we cannot change that, so we must learn how to

use the NGSS to the best of our ability!

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

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

Understanding the Format

http://www.nextgenscience.org/sites/ngss/files/2%20combined%20topics%206.11.13.pdf

These standards look nothing like the Common Core standards we are all used to!

Performance Expectations

Crosscutting Concepts

Disciplinary Core Ideas (DCI)

Science and Engineering Practices

Integration

http://www.nextgenscience.org/sites/ngss/files/2 combined topics 6.11.13.pdf



Performance Expectations

The performance expectations are an outline on what should be assessed in each standard.

The red indicates the limits of the standards. It specifically states what to teach and what not to teach.




Disciplinary Core Ideas (DCI)

The DCI’s help the teacher see other science concepts that

are connected to the performance standard.




Science and Engineering Practices

This section shows the teacher how to have the

students interact with the standards. They are ideas on

what could be done inside the classroom.




Crosscutting Concepts

This section shows the science standards that are connected

within the standard.




Integration

The final section at the bottom connects ELA and Math Common Core Standards to the NGSS standard.

This section is very important due to the fact that there is so little time to teach science.


Inside the Classroom with NGSS

The Teachers Goal with NGSS:

Teachers should strive to help students fully understand the performance expectations so

they can go out into the world and solve problems that involve science.

(Krajcik, Codere, Dahsah, Bayer, & Mun, 2014)


Step One (big picture plan)

Help students study the standards so that they know what it is all about.

Pull science into your reading block so they see science through a close reading lesson.

Pull it into math class so they are constantly seeing the science.


Step Two (quality lessons)

Now the ideas are going on how you can helpstudents see science everywhere BUT, what

text do you use?•Text should be authentic (something they see in their everyday life: picture book, newspaper, magazine, etc.) (Hayes, Iles, Jones, Rogers, Seimears, &

Watson, 2013)

•Text should be engaging and students must have a real life connection to the content (NGSS Appendix D, 2015) : If there is no connection, there is no reason to learn about the science.


Step Three (make it reality)

You have now taught all students within reading and math as well as your science

block.

Bring it into science class now and introduce a problem that the students must solve that will

incorporate all they have learned


Step Four (engineering)

Solve their problem by applying their knowledge through an engineering project.

Have students go through the steps of the engineering process: ask, imagine, plan,

create, and improve.

This final step shows you how well these students learned the concept!

(Schachter, 2012)


Step Five (expand)

Now take that idea and connect the student’s learning by applying it to their life through the

community, school, or family.

(Schachter, 2012)

You did it!

The more science is focused on the world the students live in, the greater the impact

their learning will have on them.

It is not just about facts, it is about making science applicable to students’ lives.

cliparts.co

http://cliparts.co/yay-clipart

Time issue solved

Creating authentic learning experiences that span across the curriculum in a

multidisciplinary unit can not only solve the issue of time in an elementary classroom, but it can also help teachers access all students in

a science class!

Disclaimer: Yes! I do realize that the time issue will never be completely solved! Too much to

do it such a short amount of time, but this will help teachers close the gap just a little bit!!

Credits and References

Frame: Cutting Edge Borders

Clip Art: Science Freebie

Paula Kim

Studio

ngss simplified: a guide to understanding the new next generation science standards

Education