September 2013

NGSS Development ProcessMay 2012 First Draft of NGSS released

April 2013

Final NGSS document released.

States consider adoption

Jan 2013 Second Draft of NGSS

released

April – May 2013 CA Public

Comment Meetings held throughout the

state

July 2013 Presentation to the State Board

of Education

Sept 4, 2013CA SBE

adopts NGSS

2014CDE Develops Implementation Plan

Sept 2011 California

selected as Lead State

July 2011 A

Framework for Science

Education is released

States Adopting NGSS (as of September 2013)RI, KS, KY, MD, VT, CA, DEMap from www.nsta.org

Goal of NGSSDevelop standards that will be rich in content and

practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. 

Disciplinary

Core Ideas

Crosscutting

Concepts

Sci

ence

an

d

En

gin

eeri

ng

P

ract

ices

Less emphasis on: More emphasis on:Discrete Facts Conceptual understanding with a focus on

depth over breadthIsolated investigation and experimentation process skills

Integration of science and engineering practices with content

Student acquisition of information

Student understanding and use of scientific knowledge within and across science disciplines, and science and engineering practices

Numerous Standards Limited number of disciplinary Core Ideas and Cross Cutting Concepts that unify the study of science and engineering

Uneven articulation throughout grade levels

Learning progressions that develop K-12

*Presentation to the State Board of Education, July 10, 2013

Less emphasis on: More emphasis on:No Engineering Engineering standards and practices

that all students should encounterAssessing science knowledge

Assessing scientific understanding and reasoning specified by the performance expectations

Limited correlation with other subjects

Correlation with CCSS ELA and Mathematics

Limited integration of science disciplines in middle school

Integration of science disciplines in middle school

*Presentation to the State Board of Education, July 10, 2013

1998 CA Kindergarten Life Science & Earth Science

NGSS KindergartenEarth & Space Science

Students know how to observe and describe similarities and differences in the appearance and behavior of plants and animals

Students know characteristics of mountains, rivers, oceans, valleys, deserts, and local landforms.

Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. (K-ESS3-1.)

1998 CA 7th Grade Life Science

NGSS Middle SchoolLife Science

Students know the function of the Umbilicus and placenta during pregnancy

Students know how bones and muscles work together to provide a structural framework for movement.

Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. (MS-LS1-3.)

1998 CA High School Chemistry

NGSS High SchoolPhysical Science

Students know how reaction rates depend on such factors as concentration, temperature, and pressure.

Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.(HS-PS1-5.)

Performance Expectations for NGSSDeveloped to support 4 Disciplinary Core Ideas

Arranged in• K-5 grade specific• 6-8 grade span*• 9-12 grade span

Key distinctions from prior standards:•Performance Expectations•Foundations based on the Three Dimensions•Coherence within NGSS and with CCSS

*California modified grade 6-8 to grade specific performance expectations based on integrated topics defined by NGSS

Pra

ctic

es

Content

Crosscutting

*Presented to the CA State Board of Education in July 2013; will be acted on in November

Performance Expectations

Foundation Boxes

Connection Boxes

Architecture of a Standard

Performance Expectation

• What students should know and be able to do after instruction

• Communicates a “big idea”• Includes clarification statements and assessment

boundary statements

Foundation Boxes

• Science & Engineering Practices for the performance expectation and connections to Nature of Science

• Disciplinary Core Ideas for all students to understand• Crosscutting Concepts and connections to Nature of Science

provides a big picture for emphasis

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science) and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Scientific and Engineering Practices

Disciplinary Core Ideas

Life Science Physical ScienceLS1: From Molecules to Organisms:

Structures and Processes

LS2: Ecosystems: Interactions, Energy, and Dynamics

LS3: Heredity: Inheritance and Variation of Traits

LS4: Biological Evolution: Unity and Diversity

PS1: Matter and Its Interactions

PS2: Motion and Stability: Forces and Interactions

PS3: Energy

PS4: Waves and Their Applications in Technologies for Information Transfer

Earth & Space ScienceEngineering & Technology

ESS1: Earth’s Place in the Universe

ESS2: Earth’s Systems

ESS3: Earth and Human Activity

ETS1: Engineering Design

ETS2: Links Among Engineering, Technology, Science, and Society

Crosscutting Concepts

1. Patterns, similarity, and diversity

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

MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

PRACTICE: Develop a model to predicts and/or describe phenomena

DCI: Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. The term “heat” as used in everyday language refers both to thermal motion (the motion of atoms or molecules within a substance) and radiation (particularly infrared and light). In science, heat is used only for this second meaning: it refers to energy transferred when two objects or systems are at different temperatures. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present.

CCC: Cause and effect relationships may be used to predict phenomena in

natural or designed systems.

Connection Boxes

• Connections to other Disciplinary Core Ideas (DCI) at the grade level

• Articulation of DCIs across grade levels• Connections to Common Core State Standards

Prepare for the NGSS• Integrate CCSS ELA and Math with science curriculum

• Implement the Scientific and Engineering Practices into the curriculum

• Develop Engineering Lessons and Project Based Learning opportunities

• Explore the Crosscutting Concepts and incorporate them into your units

• Develop hands-on science units with essential questions that incorporate the NGSS Storylines

Instruction

CA Framework

Assessments

TeacherPreparation and

development

NATIONAL RESEARCH COUNCILOf the National Academies

July 2011 2011-2013

2014 -

Resources• Contra Costa County Office of Education

www.cocoschools.org/steam

• Next Generation Science Standards

www.nextgenscience.org/

• CDE updates to the NGSS www.cde.ca.gov/pd/ca/sc/ngssintrod.asp

• http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp

• NSTA Common Core Resources

www.nsta.org/about/standardsupdate