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Stem Smart--NGSS Appendix J

This presentation was developed Stem Smart: Lessons Learned from Successful Schools-- A Conference Hosted by the National Science Foundation (NSF) at the University of Maryland, Baltimore March 22, 2013

Matt Krehbiel

on 16 September 2013

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Transcript of Stem Smart--NGSS Appendix J

Teacher Development
Why now?
What's in the Framework?
Science and Engineering Practices
Crosscutting Concepts
NGSS Development Process
Building on the past... preparing for the future
Who is involved?
How are these standards new?
How can I get involved?
Connections with Math and ELA
Science, engineering and technology permeate modern life
The workforce of the 21st century requires proficiency in science concepts and skills
Understanding of science and engineering is critical to participation in public policy and good decision-making

Helen R. Quinn (Chair), Stanford Linear Accelerator Center, Stanford University, Menlo Park, CA

Wyatt W. Anderson, Department of Genetics, University of Georgia, Athens, GA

Tanya Atwater, Department of Earth Science, University of California, Santa Barbara, CA

Philip Bell, College of Education, Learning Sciences, University of Washington, Seattle, WA

Thomas B. Corcoran, Teachers College, Columbia University, New York, NY

Rodolfo Dirzo, Department of Biology, Stanford University, Stanford, CA

Phillip A. Griffiths, Institute for Advanced Study, Princeton, NJ

Dudley R. Herschbach, Department of Chemistry & Chemical Biology, Harvard University, Cambridge, MA

Linda P.B. Katehi, University of California, Davis, CA

John C. Mather, NASA Goddard Space Flight Center, Greenbelt, MD

Brett D. Moulding, Utah Partnership for Effective Science Teaching and Learning, Ogden, UT

Jonathan Osborne, School of Education, Stanford University, Stanford, CA

James W. Pellegrino, School of Education & Social Policy, University of Illinois, Chicago, IL

Brian Reiser, School of Education & Social Policy, Northwestern University, Evanston, IL

Rebecca R. Richards-Kortum, Department of Bioengineering, Rice University, Houston, TX

Walter G. Secada, School of Education, University of Miami, Coral Gables, FL

Deborah C. Smith, Department of Curriculum & Instruction, Pennsylvania State University, University Park, PA
Conceptual Framework for New Science Education Standards Committee Members
Final Draft Released in 2011
Public draft in 2010
Children are born investigators
Depth over breadth
--focus on core ideas and practices
Connecting to students' interests is essential
Promoting equity is essential for science and society
Understanding builds over time
1. Asking questions and defining problems
What is a
"Disciplinary Core Idea?"
Has broad importance across multiple science or engineering disciplines or is a key organizing concept of a single discipline
Provides a key tool for understanding or investigating more complex ideas and solving problems
Relates to the interests and life experiences of students or can be connected to societal or personal concerns that require scientific or technical knowledge
Is teachable and learnable over multiple grades at increasing levels of depth and sophistication
Physical Science
PS4--Waves and their applications in technologies for information transfer
Life Science
PS1--Matter and its interactions
PS2--Motion and stability:
Forces and interactions
LS1--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
Earth and
Space Sciences
ESS3--Earth and human activity
ESS2--Earth’s systems
ESS1--Earth’s place in the universe
Engineering, Technology
and Applications of Science
ETS1 Engineering design

ETS2 Links among engineering,
science and society
--Coordination with Common Core State Standards
Beyond Kansas
Review the public draft
When will these be done?
Kansas Review Team
Next Steps?
--Science and Engineering Practices and Crosscutting Concepts are integrated in K-12 progressions rather than described in a separate part of the document
--Science concepts build over K-12 learning progressions
--Greater focus on understanding and application of content as opposed to memorization of scientific facts
--Integration of science and engineering
and encourage others to do the same
Read the Framework
Here: www.nextgenscience.org
Register and post regularly to www.ksde.org/science
--Electronically dynamic
Engaging in Argument from Evidence
Identify flaws in their own arguments and modify and improve them in response to criticism.
Construct a scientific argument showing how data support a claim.
Advancing Instruction to maximize student learning.
National Research Council--
committee to take on the task of building on past efforts
to renew our vision for science education
...these are goals for all of the nation’s students...
Too often, standards are...
throughout their lives.
"Students should recognize that our current scientific understanding of the world is the result of hundreds of years of creative human endeavor."
...not just those who pursue higher education or careers in science, engineering, or technology.
loooong lists of
a m-i-l-e w-i-d-e
Not only does this approach alienate young people
and an inch deep.
...and little sense of the inherent logic and consistency of science
...it neglects the need for students to engage in DOING science and engineering...
w l e
...it leaves our students with
By the end of the 12th grade, students should have
sufficient knowledge of science and engineering
to engage in public discussions on science-related issues,
to be critical consumers of scientific information related to their everyday lives,
and to be able to continue to learn about science
Science and Engineering Practices
8. Obtaining, evaluating, and communicating information
7. Engaging in argument from evidence
6. Constructing explanations and designing solutions
5. Using mathematics and computational thinking
4. Analyzing and interpreting data
3. Planning and carrying out investigations
2. Developing and using models
7. Stability and change
6. Structure and function
5. Energy and matter
4. Systems and system models
3. Scale, proportion, and quantity
2. Cause and effect
Crosscutting Concepts
Critical Stakeholders
Adelphi University
Afterschool Alliance
American Association of Physics Teachers (AAPT)
American Chemical Society (ACS)
American Federation of Teachers (AFT)
American Geological Institute (AGI)
American Geophysical Union (AGU)
American Institute of Physics (AIP)
American Psychological Association (APA)
American Society of Agronomy (ASA)
American Society for Engineering Education (ASEE)
The American Society of Human Genetics (ASHG)
American Society of Mechanical Engineers (ASME)
Anchorage (AK) School District
Arizona State University
Armstrong Atlantic State University, College of Education
Association for Career and Technical Education (ACTE)
Association for Computing Machinery (ACM)
Association of Presidential Awardees in Science Teaching (APAST)
Association of Public and Land Grant Universities (APLU)
Astronomical Society of the Pacific (ASP)
BayBio Institute
Big Hollow (IL) School District # 38, Big Hollow Middle School
Big Horn (WY) County School District #3, Greybull High School
Biological Sciences Curriculum Study (BSCS)
Boise State University
Boston College
Boston University
Brigham Young University, Department of Teacher Education
Broad Institute
California Polytechnic State University
California Science Project
California State University Fullerton
California State University San Bernardino
California State University San Marcos
Calvin College
Center for Applied Special Technology (CAST)
Centers for Ocean Sciences Education Excellence (COSEE)
Central Kitsap (WA) School District
Central Michigan University
Champaign (IL) Unit 4 School District, Curriculum Center
Chicago State University
The City College of New York
The City University of New York (CUNY)
Clark County School District
Clemson University
Cleveland (OH) Metropolitan Schools
Columbia University, Center for Environmenal Research and Conservation
Columbia University, Lamont-Doherty Earth Observatory
Columbia University Teachers College
Computer Science Teachers Association (CSTA)
The Concord Consortium
Cornell University, Paleontological Research Institution
Cornell University, Cornell Lab of Ornithology
Crop Science Society of America (CSSA)
Cumberland (RI) School Department, Joseph L. McCourt Middle School
Delran Township School District
DGR Strategies
District of Columbia Public Schools, Cardozo High School
Drexel University, School of Education
Duke University, Department of Electrical and Computer Engineering
Eastern Oregon University, College of Education
Education Development Center, Inc. (EDC)
E.L. Haynes Public Charter School, Washington, D.C.
Federation of Associations in Brain and Behavioral Sciences (FABBS)
Findlay City (OH) Schools
Florida Atlantic University
Frenship (TX) Independent School District, Frenship Middle School
Fresno (CA) Unified School District, Yokomi Science and Technology School
George Mason University
George Washington University
Georgia Southern University
Governor's STEM Advisory Council (IA)
Grand Valley State University
Greene County (TN) Schools
Green Education Foundation
Greenhills School (MI)
Guilford County (NC) Schools, Gibson Elementary
Hallsville R-IV (MO) School District
Harvard University
Hawaii Technology Academy
Helios Education Foundation
Heber Springs (AR) School District, Heber Springs High School
Hofstra University
Houston Independent School District
Illinois Mathematics and Science Academy
Indiana University
International Technology and Engineering Education Association (ITEEA)
Iowa Area Education Agency 267
Iowa Mathematics and Science Education Partnership
James Madison University
Kappa Delta Pi
Knowledge Without Borders
Kuna (ID) School District, Kuna High School
Ladue (IL) School Distric, Ladue Middle School
Lawrence Hall of Science
Lesley University
Lexington (IL) Community Unit School District #7
Louisiana State University
Lowndes County (GA) Schools, Lowndes High School
Marshall University, June Harless Center for Rural Educational Research and Development
McDaniel College
Mercer County (WV) Schools, Bluefield High School
Mesa (AZ) Public Schools
Metropolitan Nashville (TN) Public Schools, John Early Museum Magnet Middle School
Michigan State University, Department of Teacher Education
Michigan Technological University, Center for Water and Society
Michigan Technological University, Department of Cognitive and Learning Sciences
Middle Atlantic Planetarium Society
Mid-continent Research for Education and Learning (McREL)
Middle Tennessee State University
Mississippi Bend (IA) Area Education Agency
Mississippi State University, Department of Leadership and Foundations
Missouri Botanical Garden
Monroe #2 Orleans BOCES Elementary Science Program
Moraine Valley Community College
Morehead State University
Mount Holyoke College, Department of Physics
Museum of Science, Boston
National Association for Gifted Children (NAGC)
National Association of Biology Teachers (NABT)
National Association of Geoscience Teachers (NAGT)
National Association of Research in Science Teaching (NARST)
National Association of Science and Math Coalitions (NASSMC)
National Center for Science Education
National Council of Teachers of Mathematics (NCTM)
National Earth Science Teachers Association (NESTA)
National Education Association (NEA)
National Geographic Society
National Marine Educators Association (NMEA)
National Middle Level Science Teachers Association (NMLSTA)
National School Boards Association
National Science Education Leadership Association (NSELA)
National Science Resources Center (NSRC)
National Society of Hispanic Physicists (NSHP)
The Nature Conservancy
Nebraska Religious Coalition for Science Education
New Canaan (CT) Public Schools
New Haven (CT) Public Schools
New Rochelle (NY) School District, Columbus Elementary School
North Carolina Agricultural and Technical State University
North Carolina State University
North Clackamas (OR) Schools, Clackamas High School
Northern Arizona University
Northwestern University
Northwest R1 (MO) School District, Northwest High School
Oakland University
Oglala Lakota College
The Ohio Academy of Science
Ohio Association for Teachers of Family and Consumer Science
The Ohio State University
Ohio University
Pacific University
Pacific Science Center
Palm Beach State University
Palmyra Cove Nature Park and Environmental Discovery Center
Penn State
Polytechnic Institute of New York University
Portland State University
Pottsville (AR) School District
Project Lead the Way
Purdue University
Putnam/Northern Westchester BOCES – SCIENCE 21

Rogers (AR) Public Schools, Rogers High School
Rutgers University, Graduate School of Education
Rutgers University, Department of Earth and Environmental Science
Sally Ride Science
San Diego State University
Santa Fe Institute
Saratoga Springs Senior High School (NY)
School District of the Chathams (GA), Chatham High School
Science Magazine
Science Teachers Association of New York State
Sea Grant Educators Network
Seattle Pacific University, Department of Physics
Shippensburg University
Society for Neuroscience
Soil Science Society of America (SSSA)
Somersworth (NH) School District, Idlehurst Elementary School
Southern Illinois University Edwardsville
Spartina Consulting Group, LLC
Spokane (WA) Public Schools
SRI International, Center for Technology in Learning
St. Edward's University
St. John Fisher College
Storey County (NV) School District
St. Paul (MN) Public Schools
State Higher Education Executive Officers (SHEEO)
The State University of New York Brockport, Department of Computational Science
The State University of New York Fredonia, College of Education
The State University of New York Geneseo, Department of Physics and Astronomy
Sulphur Springs (CA) School District
Teachers of English to Speakers of Other Languages (TESOL)
Teaching Institute for Excellence in STEM (TIES)
Temple University
Texas A&M University
Texas Tech University
Triangle Coalition for Science and Technological Education
Tucson (AZ) Unified School District, Pueblo Magnet High School
University of Alabama at Birmingham
University of Alaska Fairbanks, Institute of Arctic Biology
University of Arizona, College of Education
University of Arizona, Department of Mathematics
University of Arizona, Physics Department
University of California Irvine
University of California Riverside
University of California San Diego
University of California Santa Barbara
University of California Santa Cruz
University of Central Oklahoma
University of Chicago, The Center for Elementary Mathematics and Science Education
University of Cincinnati
University of Colorado Boulder, Cooperative Institute for Research in Environmental Sciences
University of Colorado Boulder, Department of Physics
University of Colorado Boulder, Department of Computer Science
University of Colorado Boulder, Molecular, Cellular and Developmental Biology
University of Colorado Boulder, School of Education
University of Colorado Denver, Department of Mathematics & Statistical Sciences
University of Delaware, Department of Geological Sciences
University of Georgia, School of Education
University of Idaho, Department of Biological and Agricultural Engineering
University of Kansas, School of Engineering
University of Kentucky
University of Kentucky, Marin School of Public Policy and Administration
University of Massachusetts Boston
University of Michigan, School of Education
University of Minnesota
University of Missouri, Physics Department
University of Montana, College of Arts and Sciences
University of Nebraska- Lincoln
University of New England
University of North Carolina at Chapel Hill, Department of Geological Sciences
University of North Dakota, School of Engineering and Mines
University of Northern Colorado, College of Natural and Health Sciences
University of Northern Colorado, School of Biological Sciences
University of Oklahoma
University of Oregon, Department of Physics
University of Pennsylvania, Graduate School of Education
University of Puerto Rico, Department of Physics
University of Rochester, The Warner Center
University of Southern Maine
University of Southern Mississippi, Department of Physics and Astronomy
University of Southern Mississippi Gulf Coast, College of Science and Technology
University of Tennessee- Knoxville
University of Texas at Arlington
University of Texas at Austin
University of Texas at Dallas, Science/Mathematics Education Department
University of Texas Health Science Center at San Antonio, Department of Pharmacology
University of Texas at Tyler
University of Washington
University of Wisconsin- Madison
U.S. Coast Guard Academy
Utah State University
Vanderbilt University, College of Education
Vanderbilt University, Department of Psychology and Human Development
Vermont Science Teachers Association (VSTA)
Virginia Institute of Marine Science
Virginia Polytechnic Institute and State University (Virginia Tech), Department of Mechanical Engineering

Washington Science Teachers Association
Washoe County (NV) School District, North Valley High School
Wesleyan University, Project to Increase Mastery of Mathematics and Science (PIMMS)
Western Washington University
Wetzel County (WV) School District, New Martinsville School
Weymouth (MA) Public Schools, Weymouth High School
Wichita State University
Wisconsin Center for Education Research, World-Class Instructional Design and Assessment (WIDA)


What is a critical stakeholder?
The Critical Stakeholders are distinguished individuals and organizations that represent education, science, business and industry and who have interest in the Next Generation Science Standards. The members are drawn from all 50 states and have expertise in:

•Elementary, middle and high school science from both urban and rural communities
•Special education and English language acquisition
•Postsecondary education
•State standards and assessments
•Cognitive science, life science, physical science, earth/space science, and engineering/technology
•Mathematics and Literacy
•Business and industry
•Workforce development
•Education policy

The Critical Stakeholders will critique successive, confidential drafts of the standards and provide feedback to the writers and states, giving special attention to their areas of expertise.
Lead States and writers
Critical Stakeholders
Reading the Standards
Student outcomes that fuse...
Science and Engineering Practices
Disciplinary Core Ideas (DCIs)
Crosscutting Concepts
...into relevant performance expectations for students
4. Review!
What makes a student
science literate?
it's more than the content they know
it's more than an assessment score
How can you tell?
Digging into NGSS--Course Mapping
Split your pile into three "courses"
After you are satisfied with your sorting ,
make 3 columns on your paper
list the codes for the core ideas in each course.
Designate one person to stay at your table and explain your chart while the others quickly check out other ideas
be able to explain why they are arranged this way
Divide the component ideas onto your 3 "courses"
After you are satisfied with your sorting,
make 3 columns on your paper
list the codes for the component ideas in each course.
Designate one person to stay at your table and explain your chart while the others quickly check out other ideas
explain why they are arranged this way
Conceptual Progressions Model
Science Domains Model
Modified Science Domains Model
PEs are grade band endpoints--not curriculum Course 1: DCI component ideas Course 2: DCI component ideas Course 3: DCI component ideas
Physical Science DCI PS1.A: Structure and Properties of Matter PS2.B: Types of Interactions PS1.C: Nuclear Processes
PS1.B: Chemical Reactions PS3.D: Energy in Chemical Processes and Everyday Life PS2.B: Types of Interactions
PS2.A: Forces and Motion PS4.B: Electromagnetic Radiation
PS3.A: Definitions of Energy PS4.C: Information Technologies and Instrumentation
PS3.B: Conservation of Energy and Energy Transfer
PS3.C: Relationship Between Energy and Forces
PS4.A: Wave Properties

Life Science DCI LS2.A: Interdependent Relationships in Ecosystems LS1.A: Structure and Function LS1.D: Information Processing
LS1.B: Growth and Development of Organisms LS2.C: Ecosystems Dynamics, Functioning, and Resilience
LS1.C: Organization for Matter and Energy Flow in Organisms LS2.D: Social Interactions and Group Behavior
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems LS4.A: Evidence of Common Ancestry and Diversity
LS3.A: Inheritance of Traits LS4.B: Natural Selection
LS3.B: Variation of Traits LS4.C: Adaptation
LS4.D: Biodiversity and Humans

Earth Science DCI ESS1.B: Earth and the Solar System ESS1.A: The Universe and Its Stars ESS1.C: The History of Planet Earth
ESS2.A: Earth Materials and Systems ESS2.B: Plate Tectonics and Large-Scale System Interactions ESS2.C: The Roles of Water in Earth’s Surface Processes
ESS2.C: The Roles of Water in Earth’s Surface Processes ESS2.D: Weather and Climate
ESS3.A: Natural Resources
ESS3.B: Natural Hazards
ESS3.C: Human Impacts on Earth Systems
ESS3.D: Global Climate Change

All practices and crosscutting concepts
Defining your Aspiration
What are we trying to accomplish for our students and why?
How will we know that we have done it?
What is holding us back from getting there?
Why/how might NGSS be essential to your success?
Full transcript