Scribd
Upload
11 views32 pages

NGSS

The document outlines the Next Generation Science Standards (NGSS) framework for K-12 science education, emphasizing innovations such as three-dimensional learning, alignment with English Language Arts and Mathematics, and inclusivity for all students. It discusses the importance of phenomena in science instruction, encouraging students to observe, hypothesize, and engage in collaborative discussions. Additionally, it highlights the roles of science and engineering practices, crosscutting concepts, and disciplinary core ideas in enhancing student understanding and problem-solving skills.

Uploaded by

monicaayala467
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
11 views32 pages

NGSS

The document outlines the Next Generation Science Standards (NGSS) framework for K-12 science education, emphasizing innovations such as three-dimensional learning, alignment with English Language Arts and Mathematics, and inclusivity for all students. It discusses the importance of phenomena in science instruction, encouraging students to observe, hypothesize, and engage in collaborative discussions. Additionally, it highlights the roles of science and engineering practices, crosscutting concepts, and disciplinary core ideas in enhancing student understanding and problem-solving skills.

Uploaded by

monicaayala467
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 32

NGSS – Next Generation Science

Standards

Overview of the Framework for


K–12 Science Education
Then vs. Now

Think about what science instruction and learning


looked like back when you were a student in school.

How have science and technology changed over the


years from when you were a student?

How do you think that has changed how science should


be taught and learned in classrooms?
NGSS Innovations

1. Making sense of phenomena and designing


solutions to problems
2. Three-dimensional learning
3. Building K-12 progressions
4. Alignment with English Language Arts and
Mathematics
5. All Standards, All Students
What are Phenomena?
Immersion:
Breaking Glass with
Sound
Phenomenon
What did you see and hear?
What happens at the beginning, middle, and end?

Immersion – Part 1
Observation Chart
Observations Initial Ideas and
Hypotheses

Immersion – Part 1
Phenomenon

1. Think about your observation. Think about what


you think caused it to happen.

2. Talk with a table partner about your


observation. Use the following stems in your
discussion.

• I chose the observation…


• I think this happened because…
• I think the singer has to _______ because…

Immersion – Part 1
Initial Ideas

1. Choose another observation and think about


what caused this to happen.
 What do you predict if the singer is farther away? Or
didn’t sing as loud?
 What happened here?
 Model?

2. Turn to a partner and share your observations


and ideas.

Immersion – Part 1
Now in groups…

1. Share a phenomenon you explored individually with your group.


What was interesting about it?
Do you know how/why that occurs?

2. Discuss the shared characteristics/qualities of those phenomena.


What makes it an instructionally productive phenomenon?

3. Come to consensus at your table about common


characteristics/qualities of instructionally productive phenomena and
record these.
Discussion in a 3rd Grade
Classroom
Three-Dimensional
Learning
Module 1: Overview of the Framework
for K-12 Science Education

■ What does “three-dimensional learning” look like?

■ How do “practices” help students make sense of


phenomena and to design solutions to problems?

■ How do “crosscutting concepts” provide ways of


looking at phenomena across different science
disciplines?

■ How do “core ideas” help focus K-12 science


curriculum, instruction, and assessments on the most
important aspects of science?
What is 3-Dimensional
Learning?

es
c

Co
ti
ac

re
Pr

Id
ea
s
Crosscutting
Concepts
“Learning About” vs. “Figuring Out”

Students
Students
figure out
learn about
phenomena
facts and
and build
details
their
explanations
What is Three-Dimensional Learning?

Students use
core ideas + crosscutting concepts + practices
to explain (evidence) how and why

Co
phenomena occur or to design

es

re
tic
solutions to problems.

I
ac

de
Pr

as
Crosscutting
Concepts
What Does Three-Dimensional Learning Look Like?

Present @ same time


Working together
Engaging @ same time

Crosscutting Core Ideas


Concepts
Practices
Three-Dimensional Learning Analogy
How is Three-Dimensional Learning like making a really great meal?

The main ingredients are the core ideas.

The cooking techniques are


the practices.
The herbs and spices
are the crosscutting
concepts.
Elements of the Dimensions
Elements are the grade-level specific bullet points
that are displayed in the SEP, DCI, and CCC sections
of the foundation boxes, and can be found in the NGSS appendices. They
guide learning at specific grade levels.
MS-PS1 Matter and Its Interactions
Students who demonstrate understanding can:
MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a
chemical reaction and thus mass is conserved. [Clarification Statement: Examples of reactions could include
burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride.] [Assessment
Boundary: Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility,
flammability, and odor.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Developing and Using Models PS1.B: Chemical Reactions Energy and Matter
Modeling in 6–8 builds on K–5 and ∙ Substances react chemically in ∙ Matter is conserved because
progresses to developing, using and revising characteristic ways. In a chemical atoms are conserved in
models to support explanations, describe,
process, the atoms that make up the physical and chemical
test, and predict more abstract phenomena
and design systems. original substances are regrouped into processes.
∙ Develop a model to describe different molecules, and these new (MS-PS1-5)
unobservable mechanisms. (MS-PS1-5) substances have different properties
from those of the reactants.
(MS-PS1-2), ( MS-PS1-5)
∙ The total number of each type of atom is
conserved, and thus the mass does not
change. (MS-PS1-5)
Elements of the Dimensions
NGSS Appendix F
SEP #2 – Developing and Using Models
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
behaviors that
engineers use as they
design and build
models and systems.
Science and Engineering
Practices
 Asking questions (for science) and defining problems (for
engineering)
 Developing and using models
 Planning and carrying out investigations
 Analyzing and interpreting data
 Using mathematics and computational thinking
 Constructing explanations (for science) and designing solutions (for
engineering)
 Engaging in argument from evidence
 Obtaining, evaluating, and communicating information
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.
Crosscutting Concepts

 Patterns
 Cause and effect
 Scale, proportion, and quantity
 Systems and system models
 Energy and matter
 Structure and Function
 Stability and Change
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 or design
solutions to problems.
What Are the Core Ideas
in . . .?
• Matter & Its Interactions

• Motion & Stability: Forces


& Interactions
PHYSICAL
SCIENCE • Energy

• Waves & Their


Applications in
Technologies for
Information Transfer
What Are the Core Ideas in .
. .?
• From Molecules to
Organisms: Structures &
Processes

• Ecosystems: Interactions,
LIFE
Energy, & Dynamics
SCIENCES
• Heredity: Inheritance &
Variation of Traits

• Biological Evolution: Unity &


Diversity
What Are the Core Ideas
in . . .?

• Earth’s Place in the


Universe
EARTH &
SPACE • Earth’s Systems
SCIENCES
• Earth & Human Activity
What Are the Core Ideas
in . . .?

• Engineering Design
ENGINEERING,
TECHNOLOGY, • Links Among Engineering,
& APPLICATIONS Technology, Science, &
OF SCIENCE Society
Coherence in Lessons

• What do students figure out in a


lesson?
• How is this related to the DCIs?
NGSS Innovations

Take two minutes and write


down the biggest
innovations in the NGSS.

You might also like