Next Generation Science Standards (NGSS)

What we all need to start learning how to use by 2014...

Well, they are here, the next generation of science standards (NGSS). This new set of standards are available for states to adopt. At the present time California will be adopting (current adoption and review timeline) them but have the option to add or delete components. As administrators, teachers, parents and students, it would be a good idea to get to know these as soon as possible so that current curriculum maps can be overhauled, curriculum developed, materials and textbook purchased, and crucial staff development offered before students will be asked to master proficiency expectations (PE's) on state-wide standardized tests. With that in mind, here are some materials that you will find helpful when attempting to navigate through the "tangle" of new terms, acronyms, constructs, goals and objectives behind the NGSS.

 [Note: The sequence of readings, articles and links that have been provided below may change as new materials are found and final drafts released.]

Start out by working through these first:
  • Here are some documents that demonstrate a few "variations" in how the NGSS can been arranged:
    • K-12 SS Combined by Topics, with grade /topic "storylines" grouped together (April 2013)
    • DCI (Disciplinary Core Idea) Arrangements of the NGSS (April 2013)
    • Topical Arrangement of the NGSS (January 2013)
      • What follows are video summaries (from Bozemanscience) of the four K-12 Disciplinary Core Ideas (DCI's)
        • Physical Science DCI's: The videos that follow show Paul Anderson unwrapping each Physical Science "DCI"
          • PS1A - Structure & Properties of Matter

          • PS1B - Chemical Reactions

          • PS1C - Nuclear Processes
          • PS2A - Forces & Motion

          • PS2B - Types of Interactions
          • PS2C - Stability & Instability

          • PS3A - Definitions of Energy
          • PS3B - Energy: Conservation & Transfer
PS3C - Energy & Forces
PS3D - Energy in Chemical Processes & Life

          • PS4A - Wave Properties

          • PS4B - Electromagnetic Radiation
PS4C - Information Technologies
        • Life Science DCI's: The videos that follow show Paul Anderson unwrapping each Life Science "DCI"
          • LS1A - Structure & Function
          • LS1B - Growth & Development
LS1C - Organization in Organisms
LS1D - Information Processing

          • LS2A - Relationships in Ecosystems

          • LS2B - Cycles in Ecosystems
          • LS2C - Ecosystem Dynamics
          • LS2D - Social Interactions & Behavior
LS3A - Inheritance of Traits

          • LS3B - Variation of Traits
LS4A - Evidence of Common Ancestry
          • LS4B - Natural Selection

          • LS4C - Adaptation
LS4D - Biodiversity & Humans
        • Earth & Space Science DCI's: The videos that follow show Paul Anderson unwrapping each Earth & Space Science "DCI"
        • Engineering, Technology & Applications of Science DCI's: The videos that follow show Paul Anderson unwrapping each Engineering, Technology & Applications of "DCI".
          • ETS1A - Defining & Delimiting an Engineering Problem
          • ETS1B - Developing Possible Solutions
          • ETS1C - Optimizing the Design Solution
          • ETS2A - Interdependence of Science, Engineering & Technology
          • ETS2B - Influence of Science, Engineering & Technology on Society & the Natural World

These resources will help when it is time to examine, change, and align current K-12 grade level and course offerings to NGSS:

Other Sources of Information concerning the NGSS:

What NGSS Assessments might look like:

NGSS: Planning For a Full Implimentation of California's Version of the NGSS by 2016-2017

Start by "Like"-ing "NGSS Science Education at the Lewis Center for Educational Research" on Facebook and enter the conversation about NGSS.

Next, (2/2016) consider using using one of these Cmaps to help you plan your courses, units and lesson plans: K-5 and 9-12. [Understand that these Cmaps are 'living' documents and are being updated weekly]. These resources were created using Cmap. A Cmap 'NGSS Planning Guide' does not exist (yet) for MS as the AAE/LCER adopted IAT's PBIS MS curriculum which comes 'pre-laid-out' and NGSS correlated for grades 6-8. We distributed the existing PBIS units at each grade level using this plan.

Finally, (2014) consider using Symbaloo. Check out this example of a "Webmix" that is being assembled to make the job of planning and lesson writing easier. However, you may not beable to access some of the 'Tile' links on this 'Webmix" because they link internally to other 'Webmixes'. To get the most out of this browser based app, establish a free account and "like" the "Webmixes" that are linked to this "Webmix". To access view and use other 'Webmixes' created for the LCER/AAE in support of the development of NGSS based curriculum, search 'Webmixes' from the Sybaloo site using 'LCER' and 'NGSS' as search term.

Step 1:  Introductions & "Awareness": Read the annotated version of "The NSTA's Reader's Guide to THE NEXT GENERATION SCIENCE STANDARDS" on the M-Drive (email Mr. Huffine for more information)
Step 2: As a grade level and band (Elm & MS) or course (HS) determine what sequence of Disciplinary Core Idea(s) (DCIs) and their associated "Performance Expectations" that you will be using to "define" your grade level or course science offerings. Below are some selected resources that you will find helpful as you go about this process which will fundamentally "overhaul" and "rebuild" your grade level, band and course science offerings. You will want to bookmark them (they have been presented in the order that you may want to consider using them in):

After looking at the direction the California Department of Education is going in regards to their preference for an integrated approach to course design for grade 6-8 (the middle grades) the following course drafts were drawn up for a three year middle school integrated science series (understanding that they were designed to provide teachers with a good starting point for future planning purposes):

  • MS Integrated Science Course 1 (6th Grade) [.doc]
  • MS Integrated Science Course 2 (7th Grade) [.doc]
  • MS Integrated Science Course 3 (8th Grade) [.doc]

After considering, at length, Appendix K., and the 'spirit' of the 'framework' (A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas ( 2012 ) and NGSS 'Topical Arrangements', the following course drafts were drawn up for a three year high school integrated science series (understanding that they were designed to provide teachers with a good starting point for future planning purposes):

  • HS Integrated Science Course 1 (9th Grade) [.doc]
  • MS Integrated Science Course 2 (10th Grade) [.doc]
  • MS Integrated Science Course 3 (11th Grade) [.doc]
Step 3: Consider the overall direction that the "6-12 Science Team" will take from this point on by writing SMART goals which will be used articulate our teams shared direction based on the AAE's mission (in development) and vision (in development). The following resources will be helpful to you personally and to the team regarding writing and using SMART goals:
  • PowerPoint "What are SMART Goals?" an overview
    • SMART Goal development worksheet (.doc )
    • SMART Goal questionnaire  (.doc / .pdf)
    • SMART Goal assessment and plans (.doc / .pdf)
    • SMART Goal setting plan (.doc / .pdf)
Step 4: "The Transition Phase": After deciding the sequence Disciplinary Core Idea(s) (DCIs) and Performance Expectations (PEs) that will define your grade level (K-8) or course offering (9-12):
  1. Create a sequence of units that will encompass the PE's that were selected.
    1. How we do this for grades 6-8 will depend upon the course description drafts (provided above, refer to Step 2; (2/10/2015)) that were created based on a sequence that has been adopted by the CDE based on  Appendix K . At present (3/2014) the CDE endorses the Integrated Learning Progression model as the preferred model for middle grades 6-8. The State Board of Education (SBE) also authorized the Science Expert Panel's (SEP) to develop an alternate Discipline Specific model based on Achieve's domains model in Appendix K. For the latest on this process click here.  Following this same approach, drafts for a three course high school series using an integrated approach were also created (refer to Step 2). (2/10/2015)
  2. Next, create the lesson plan  (containing the selected Disciplinary Core Idea(s) [DCIs], Crosscutting Concepts [CCCs] and Science & Engineering Practices [SEPs] that have been tied to each PE) that provide your students with the concepts, experience, and ability to connect what they are learning to what they have learned. Here is draft example (.pdf) of what one such lesson plan might look like.
    • The following resources [along with the ones already provided] will be helpful in this process:
    • At this point, it would be in your best interest to find, download [on the M-drive in the MS/HS Science folder ]and "scan through" (with the intent of reading at a later date) an annotated .pdf of an e-book entitled "Translating the NGSS for Classroom Instruction". [This text is the best available resource -- released in the fall of 2013 -- for discovering how to start developing NGSS based lessons and curriculum.] So we can move on as a group, the core ideas from this text will need to be absorbed and discussable by August 2014.

  3. Lesson Planning Resources: What follows are some resources that will be helpful as you develop lesson plans based on NGSS 'PE's"

    1. PHeT Simulation NGSS Correlation Guide (.doc)

  4. As you work on this process and begin to introduce students to lessons that you have developed, something that needs to be started before the end of the 2013-2014 school year, you may find these document, designed to be made into classroom poster, helpful:

Step 5: After creating unit and lesson plans, consider how you will assess student learning. Here are some guidelines that you will want to consider:

  • The PE's for each DCI's that you address will be what is used for creating assessments. At this time we only have SBAC-type assessments items that can be used as examples of what they might look like in the future.
  • Pending the decisions made by our team and the  LCER's AAE PLC, plan on basing most of your formative assessments and all of your summative assessments on the PE's for each DCI's that you address. Also plan on making these assessment, when and were possible available and accessible on/using Illuminate.
  • More to following on this point coming later. (3/14/2014):

Step 6: Initial "Implementation"with Modification : More to follow on this step coming later. (1/4/2014)

  • At this point you most likely will benefit from viewing this, the best attempt at "cobbling" together a "timeline"  (.pdf , .doc(1/16/2014) for California educators regarding the State's planned "roll out" of resources, funding and assessments from CDE.

> In the mean time... Here are some reading resources that are "Worthy of Your Time"