ngss overview
Post on 13-Apr-2017
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! Practices
! Core Disciplinary Ideas
! Cross Cutting Concepts
THREE DIMENSIONS
NEXT GENERATION SCIENCE STANDARDS
1. Asking questions (for science) - Defining problems (for engineering)
2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematical and computational thinking 6. Constructing explanations (for science) -
Designing solutions (for engineering) 7. Engaging in argumentation from evidence 8. Obtaining, evaluating and communicating
information
PRACTICES
1. Asking questions (for science) - Defining problems (for engineering)
2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematical and computational
reasoning 6. Constructing explanations (for science) -
Designing solutions (for engineering) 7. Engaging in argumentation from evidence 8. Obtaining, evaluating and communicating
information
HOW CAN I APPLY THE PRACTICES?
! Physical Science ! Life Science ! Earth/Space Science ! Engineering
CORE DISCIPLINARY IDEAS
1. Start a lesson with a focus question to answer from the core disciplinary ideas
2. Align learning objectives/instruction to NGSS
EVIDENCE STATEMENTS
3. Align assessments to NGSS EVIDENCE STATEMENTS (This afternoon!!!!)
HOW CAN I APPLY THE CORE DISCIPLINARY IDEAS?
! Patterns ! Cause & Effect: Mechanism and
Explanation ! Scale, Proportion, Quantity ! Systems & Systems Models ! Energy & Matter (Flows, Cycles,
Conservation) ! Structure & Function ! Stability & Change
CROSS CUTTING CONCEPTS
1. Use Cross Cutting Concepts as essential questions for a unit
2. Encourage students to connect content to a Cross Cutting Concept (ie: How does this function as a system?)
3. Exit Slip – My connection today, evidence of a Cross Cutting Concept
HOW CAN I APPLY CROSS CUTTING CONCEPTS?
PRACTICES CORE DISCPLINARY IDEAS
CROSS CUTTING CONCEPTS
Argue: Provide evidence to support the grouping of substances as solids and liquids.
Different kinds of matter exist. Solids and liquids have different properties which can be used to sort them.
Pattern: Diverse solids and liquids exist, but certain features are similar for all solids and all liquids.
BLENDING PRACTICES, CROSS CUTTING CONCEPTS, & CORE DISCIPLINARY IDEAS
! MS-! ESS1-! 1. Develop "and "use "a "model "of "the "Earth-! sun-! moon "system "to "describe "the "cyclic "patterns "of "lunar " phases, "eclipses "of "the "sun "and "moon, "and "seasons.
ANALYZING STANDARDS
PRACTICES CORE DISCPLINARY IDEAS
CROSS CUTTING CONCEPTS
! MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society
ANALYZING STANDARDS
PRACTICES CORE DISCPLINARY IDEAS
CROSS CUTTING CONCEPTS
! MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
ANALYZING STANDARDS
PRACTICES CORE DISCPLINARY IDEAS
CROSS CUTTING CONCEPTS
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MP1. Make sense of problems and persevere in solving them
MP2. Reason abstractly and quantitatively
MP6. Attend to precision
MP7. Look for and make use of structure
MP8. Look for and express regularity in repeated reasoning
SP1. Ask questions and define problems
SP3. Plan and carry out investigations
SP4. Analyze and interpret data
SP6. Construct explanations and design solutions
EP4. Build and present knowledge through research by integrating, comparing, and synthesizing ideas from text
EP5. Build upon the ideas of others and articulate their own clearly when working collaboratively
EP6. Use English structures to communicate context specific messages
EP7*. Use
technology and digital media strategically and capably
MP5. Use appropriate tools strategically
SP8. Obtain,
evaluate, and communicate
information
EP2. Produce clear and coherent writing
in which the development, organization,
and style are appropriate to task, purpose, and audience
SP2. Develop and use models
MP4. Model with mathematics
SP5. Use mathematics and computational thinking
EP1. Support analysis of a range of grade-level complex texts with evidence
MP3 and EP3. Construct viable and valid arguments from evidence and critique reasoning of others
SP7. Engage in argument from evidence
Relationships and Convergences
EDUCATIONGRADUATE SCHOOL OF
Found in:1. CCSS for Mathematics (practices)2a. CCSS for ELA & Literacy (student capacity)2b. ELPD Framework (ELA “practices”)3. NGSS (science and engineering practices)
Notes: 1. MP1–MP8 represent CCSS
Mathematical Practices (p. 6–8).2. SP1–SP8 represent NGSS Science and
Engineering Practices.3. EP1–EP6 represent CCSS for ELA
“Practices” as defined by the ELPD Framework (p. 11).
4. EP7* represents CCSS for ELA student “capacity” (p. 7).
Suggested citation:Cheuk, T. (2013). Relationships and convergences among the mathematics, science, and ELA
practices. Refined version of diagram created by the Understanding Language Initiative for ELP Standards. Palo Alto, CA: Stanford University.
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