ngss overview powerpoint

Report
Good Morning and Welcome
NGSS
KCAS for Science
Overview
Kevin Crump
Science Instructional Specialist
KDE
[email protected]
Kevin Crump
Science Instructional Specialist
Kentucky Department of Education
– 21 years of teaching experience
Middle School Science
High School Physics and Earth/Space Science
– Graduate Level Courses for Teachers:
Oceanography
Meteorology
Earth’s Climate System
SE/SC Educational Cooperative
Introductions:
McCreary County
Middlesboro
Pineville
Whitley County
NGSS Pretest Using Socrative
• Please go to the following website:
www.socrative.com
• Click on the green Student Log In button
• Enter this room number:
186921
Today’s
Objectives
Participants will:
- Be able to read and interpret pages of the NGSS
- Identify the three dimensions of the NGSS
- Analyze different Performance Expectations of the NGSS
- Explore the information contained within each appendix of
the NGSS
Rate Your Familiarity with NGSS
• Choose one of the following that best describes your
familiarity with the NGSS and explain your choice:
1) I know there are new science standards
2) Know a little about them/I know they have different
colored sections on the paper
3) Read some of the framework/standards
4) I have a real deep understanding of standards their
meaning and the content taught
5) I could lead a PD or group planning on the standards.
P-12 MSOU of PIMSER
Which one are you?
 It
has been nearly 15 years since
the National Research Council and
the American Association for
Advancement in Science produced
the documents on which most
state standards are based.
Current Standards are out of date
- Advances in science & technology
- Advances in understanding of learning
The new standards are going to get
children ready for a STEM workforce
by integrating the three dimensions of
the framework.
Phase I
Phase II
1990s
1990s-2009
7/2011 – April 2013
1/2010 - 7/2011
Video Clip:
http://www.nextgenscience.org/next-generation-science-standards
A New Vision of
Science Learning
that Leads to
a New Vision of
Teaching
www.kevincrumpscience.weebly.com
P-12 MSOU of PIMSER
NGSS Framework
• THREE DIMENSIONS:
1. Practices
2. Crosscutting Concepts
3. Disciplinary Core Ideas
Performance Expectations
• Integrate practices, core ideas and
Crosscutting Concepts
• Statements of what is to be assessed
• NOT lesson plans
• State what students should be able to do at
the end of instruction
• Organized by Topic and DCI
What’s Different about the Next
Generation Science Standards?
Where can I find out?
NGSS website:
www.nextgenscience.org
There is also a FREE NGSS App
Three Dimensions Intertwined
 The NGSS are written as
Performance Expectations
 NGSS will require
contextual application of
the three dimensions by
students.
 Focus is on how and why
as well as what
Look at the handout that has the three dimensions
Science and Engineering Practices
1. Asking questions (science)
and defining problems
(engineering)
5. Using mathematics and
computational thinking
2. Developing and using
models
6. Constructing explanations
(science) and designing
solutions (engineering)
3. Planning and carrying out
investigations
7. Engaging in argument from
evidence
4. Analyzing and interpreting
data
8. Obtaining, evaluating, and
communicating
information
Crosscutting Concepts
1.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
44 Total Disciplinary Core Ideas (DCI)
• 1. Physical
• 2. Life
• 3. Earth and Space
• 4. Engineering, Technology and
the Applications of Science
Physical Sciences
• PS 1: Matter and Its Interactions
• PS 2: Motion and Stability
• PS 3: Energy
• PS 4: Waves and Their
Applications
Life Sciences
• LS 1: From Molecules to
Organisms: Structures
and Processes
• LS 2: Ecosystems: Interactions,
Energy, and Dynamics
• LS 3: Heredity: Inheritance and
Variation of Traits
• LS 4: Biological Evolution:
Unity and Diversity
Earth and Space Sciences
• ESS 1: Earth’s Place in
the Universe
• ESS 2: Earth Systems
• ESS 3: Earth and
Human Activity
Engineering, Technology and
Applications of Sciences
• ETS 1: Engineering Design
• ETS 2: Links Among
Engineering,
Technology, Science
and Society
Lots of work completed, underway,
and left to do
Assessments
Curricula
Instruction
Teacher
Development
How do I read this document?
Activity
• Use the activity handout and the information
from the next few slides to demonstrate how
the NGSS is presented within the Framework.
• Open to any content page within the KCAS for
Science
What’s In The Box?
Performance
Expectations
Students who demonstrate understanding can:
The code will represent the specific Performance Expectation written in black.
Followed by two statements in red:
(What is assessed)
Blue
Orange
Connections to other DCIs ______________________________________
Articulation to DCIs ________________________________________
Common Core State Standards Connections:
Green
Grade Level. Topic
Students who demonstrate understanding can:
Code – represents the specific Performance Expectations written in black.
After each Performance Expectation it will be followed
by two statements in red:
Clarification Statement
Assessment Boundary
Students who demonstrate understanding can:
The code will represent the specific Performance Expectation written in black.
Followed by two statements in red:
Blue
Orange
Foundation
Box
Connections to other DCIs ______________________________________
Articulation to DCIs ________________________________________
Common Core State Standards Connections:
Green
The THREE DIMENSIONS:
The Foundation Box (in the middle)
Blue
Orange
Green
Science
and
Engineering
Practices
Disciplinary
Core
Ideas
Crosscutting
Concepts
Students who demonstrate understanding can:
The code will represent the specific Performance Expectation written in black.
Followed by two statements in red:
Blue
Orange
Connections to other DCIs ______________________________________
Connection
Box
Articulation to DCIs ________________________________________
Common Core State Standards Connections:
Green
The Connection Box (at the bottom)
Connections to other DCIs in this grade-band
Articulation to DCIs across grade-bands
Common Core State Standards Connections:
ELE/Literacy
Mathematics
www.kevincrumpscience.weebly.com
Go to my website and click on
Inside the NGSS Box
Inside the
NGSS Box
Title and Code
Performance Expectations
The titles of standard pages are not necessarily unique and may be
reused at several different grade levels. The code, however, is a
unique identifier for each set based on the grade level, content
area, and topic it addresses.
A statement that combines practices, core ideas,
and crosscutting concepts together to describe
how students can show what they have learned.
Clarification Statement
A statement that supplies examples or additional
clarification to the performance expectation.
What is Assessed
Assessment Boundary
A collection of several
performance expectations
describing what students
should be able to do to master
this standard.
A statement that provides guidance about the
scope of the performance expectation at a
particular grade level.
Engineering Connection (*)
An asterisk indicates an engineering connection
in the practice, core idea, or crosscutting concept
that supports the performance expectation.
Scientific and Engineering Practices
Activities that scientists and engineers engage in
to either understand the world or solve a
problem.
Foundation Box
The practices, core disciplinary
ideas, and crosscutting
concepts from A Framework
for K–12 Science Education
that were used to form the
performance expectations.
Disciplinary Core Ideas
Concepts in science and engineering that have
broad importance within and across disciplines
as well as relevance to people’s lives.
Crosscutting Concepts
Ideas, such as Patterns and Cause and Effect,
which are not specific to any one discipline but
cut across them all.
Connections to Engineering, Technology,
and Applications of Science
Connection Box
These connections are drawn from the disciplinary
core ideas for engineering, technology, and
applications of science in the Framework.
Other standards in the Next
Generation Science Standards
or in the Common Core State
Standards that are related
to this standard.
Connections to Nature of Science
Connections are listed in either the practices or
the crosscutting connections section of the
foundation box.
Codes for Performance Expectations
Based on the
January 2013
Draft of NGSS
Codes designate the relevant performance expectation for an item in the
foundation box and connection box. In the connections to common core, italics
indicate a potential connection rather than a required prerequisite connection.
35
www.nsta.org/ngss
Take a look at the NGSS website:
www.nextgenscience.org
Take a few minutes to examine the three
dimensions of the framework.
Look through each appendix
Are there any questions about the website or
anything we have discussed so far?
Shifts in the NGSS
1. Experiences in The Real World
Appendix A
Conceptual Shifts
2. Performance Expectations not Curriculum
3. Build Coherently
4. Deeper understanding and Application of content
5. Integration of Science and Technology
6. College, Career and Citizenship
7. Aligned with ELA and Math (Venn Diagram)
NGSS Scavenger Hunt
• Work with the people at your table to complete the
front side of the handout
• The back side is a take home assignment that is
used with the K – 12 Progression sheet
Speed Bumps on The Road to NGSS
• Discuss with your group what we
have done so far today and write
down what you think the speed
bumps will be on the back of
your previous activity sheet.
Sean Elkins’ TED TALK
• http://mediaportal.education.ky.gov/nextgeneration-schools-anddistricts/2013/09/speed-bumps-on-the-roadto-ngss/
Can you remember all the speed
bumps Sean mentioned?
Exploring The Performance Expectations
• This activity will explore the NGSS and
determine how the 3 dimensions are blended
within each Performance Expectation.
NGSS Post-test Using Socrative
• Please go to the following website:
www.socrative.com
• Click on the green Student Log In button
• Enter this room number:
186921

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