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AAV of Item 2 NGSS Presentation Slides

Accessible Alternative Version (AAV) of Next Generation Science Standards (NGSS) presentation slides for the July 2013 SBE Meeting Agenda.

This page is the Accessible Alternative Version (AAV) of NGSS Presentation Slides from the California State Board of Education (SBE) Meeting Agenda for July 2013. The NGSS Presentation Slides (PDF; 2MB) version is considered to be the official version of the document.


Cover Slide: Next Generation Science Standards (NGSS)

Slide 2: Why Science?

Slide 3: California to Revise Science Standards

Slides 4-5: National Process for Development

Building on the Past; Preparing for the Future
Phase I
Phase II

Slide 6: Lead Partners

Slide 7: Development of the NGSS

Slide 8: Performance Expectations for NGSS

Slides 9-10: Proposed California’s Next Generation Science Standards (NGSS) for K-12

5-LS2 Ecosystems: Interactions, Energy, and Dynamics

Students who demonstrate understanding can:

5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. [Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.]

The performance expectations above were developed using the following elements from the NRC documentA Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models
Modeling in 3–5 builds on K–2 models and progresses to building and revising simple models and using models to represent events and design solutions.

Connections to Nature of Science
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Disciplinary Core Ideas

LS2.A: Interdependent Relationships in Ecosystems
The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. (5-LS2-1)

LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment. (5-LS2-1)

Crosscutting Concepts

Systems and System Models
A system can be described in terms of its components and their interactions. (5-LS2-1)

Connections to other DCIs in fifth grade: 5.ESS2.A (5-LS2-1); 5.PS1.A (5-LS2-1)

Articulation of DCIs across grade-bands:  2.PS1.A (5-LS2-1); 2.LS4.D (5-LS2-1); 4.ESS2.E (5-LS2-1); MS.LS1.C (5-LS2-1); MS.LS2.A (5-LS2-1); MS.LS2.B (5-LS2-1)

Common Core State Standards Connections:

ELA/Literacy

Mathematics

Performance Expectations = Standard

5-LS2 Ecosystems: Interactions, Energy, and Dynamics

Students who demonstrate understanding can:

5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. [Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.]
  1. Stem: Each standard is written in the form of one sentence, that identifies the disciplinary core idea, the scientific practice and the crosscutting concept the student is expected to demonstrate at the end of instruction..
  2. The clarification statements provide a short description of a nuance of the standard
  3. The assessment boundary provides the depth of understanding all students are expected to demonstrate.

Slide 11: Example of a Performance Expectation

Students who demonstrate understanding can:

Slide 12: Example of a Performance Expectation

Science and Engineering Practices
Developing and Using Models

Modeling in 3–5 builds on K–2 models and progresses to building and revising simple models and using models to represent events and design solutions.

Connections to Nature of Science

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Science explanations describe the mechanisms for natural events. (5-LS2-1)

Disciplinary Core Ideas
LS2.A:  Interdependent Relationships in Ecosystems
LS2.B:  Cycles of Matter and Energy Transfer in Ecosystems
Crosscutting Concepts
Systems and System Models

Foundation boxes provide information that expands and explains the standard statements in relation to the three dimensions:

Slide 13: Example of a performance expectation cited to a foundation box

Students who demonstrate understanding can:

Disciplinary Core Ideas

LS1.C: Organization for Matter and Energy Flow in Organisms

Slide 14: Connection boxes provide

Example of a Connection Box

Connections to other DCIs in fifth grade: 5.ESS2.A (5-LS2-1); 5.PS1.A (5-LS2-1)

Articulation of DCIs across grade-bands:  2.PS1.A (5-LS2-1); 2.LS4.D (5-LS2-1); 4.ESS2.E (5-LS2-1); MS.LS1.C (5-LS2-1); MS.LS2.A (5-LS2-1); MS.LS2.B (5-LS2-1)

Common Core State Standards Connections:

ELA/Literacy

Mathematics

Slide 15: Example of CCSS Connection

K-ESS3-2.Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.*

Connections to other DCIs in kindergarten:K.ETS1.A (K-ESS3-2),(K-ESS3-3)

Articulation of DCIs across grade-levels:1.LS1.A (K-ESS3-1); 2.ESS1.C (K-ESS3-2); 2.ETS1.B (K-ESS3-3); 3.ESS3.B (K-ESS3-2); 4.ESS3.A (K-ESS3-3); 4.ESS3.B (K-ESS3-2); 5.LS2.A (K-ESS3-1); 5.ESS2.A (K-ESS3-1); 5.ESS3.C (K-ESS3-3)

Common Core State Standards Connections:

ELA/Literacy - RI.K.1 With prompting and support, ask and answer questions about key details in a text. (K-ESS3-2)W.K.2Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K-ESS3-3)SL.K.3Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-ESS3-2)SL.K.5Add drawings or other visual displays to descriptions as desired to provide additional detail. (K-ESS3-1)

Mathematics - MP.2 Reason abstractly and quantitatively. (K-ESS3-1)MP.4Model with mathematics. (K-ESS3-1),(K-ESS3-2)K.CCCounting and Cardinality (K-ESS3-1),(K-ESS3-2)

Slide 16: NGSS Supporting Materials

Slide 17: NGSS Endorsements

Slide 18: California Headquartered Business Support

Slide 19: Businesses with Significant California Presence

Slide 20: Moving from Current California Standards to NGSS-CA

Less emphasis on

More emphasis on

Discrete facts

Conceptual understanding with a focus on depth over breadth

Isolated 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 an 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

No engineering

Engineering standards and practices that all students should encounter

Assessing 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

Slide 21: Grade 7- Life Science

Slide 22: Grade 5 Physical Science

Slide 23: High School- Earth and Space Sciences

California High School - Earth Science 1.b
California Investigation and Experimentation High School

Or/And

NGSS Earth and Space Science High School
Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.

Slide 24: Engineering Design Standards Grades K-2

Students who demonstrate understanding can:

Slides 25-26: California’s Process to Adoption

Next Generation Science Standards Development Process
2011
2012
2013
2014

Slide 27: California Science Expert Panel (SEP)

Slide 28: SEP Role

Slide 29: SEP April Meeting Recommendations to the Field

Slide 30: Regional Public Meetings

Slide 31: Responses

Slide 32: SEP Response

Slide 33: Clarification

Slide 34: Performance Expectations

NGSS:

For CA:

Slide 35: Middle School Process – May

Slide 36: Criteria for Design

PEs must :

Slide 37: Middle School Process – June

Slide 38: Middle School Storyline

Slide 39: Middle School Learning Progression

Grade

Cross cutting concepts

Life

Earth and Space

Physical

Human Impact

Engineering

8th

Stability and change; scale, proportion and quantity

Natural Selection

History of the Earth; Space systems

Waves and Electromagnetic radiation; Energy; Forces and Interactions

Human Impact

ETS

7th

Energy and Matter: flows, cycles, and conservation; cause and effect

Ecosystems

Natural resources

Structure and property of matter

Human Impact

ETS

6th

Patterns; structure and function; systems and system models

Cells and Organisms

Weather and climate

Energy

Human Impact

ETS

5th

Energy and matter: flows, cycles and conservation; Scale, proportion and quantity

Matter cycles through living and non living things

Earth in space, interactions of earth systems

Properties and structure of matter

Human Impact

ETS

Slide 40: Endorsement

Slide 41: Lots of work completed, underway, and left to do

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

Slide 42: Support NGSS for Adoption in California

Slide 43

State Superintendent of Public Instruction, Tom Torlakson,
recommends that the California State Board of Education adopt the
Next Generation Science Standards for California Public Schools, Kindergarten Through Grade Twelve

Slide 44: NGSS for California Public Schools; Kindergarten Thought Grade Twelve Includes:

Slide 45: Thank you

 

Questions: State Board of Education | 916-319-0827 
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