AAV of Item 2 NGSS Presentation Slides

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.

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Cover Slide: Next Generation Science Standards (NGSS)

• Phil Lafontaine, Director
• Professional Learning Support Division

Slide 2: Why Science?

• I Am a Scientist video [http://wdrv.it/1cJgikt]

Slide 3: California to Revise Science Standards

• SB 300
• SB 1200
• Revise California Science Standards based on NGSS
• Submit to SBE July 2013
• State Board of Education (SBE) to act by November 2013

Slides 4-5: National Process for Development

Building on the Past; Preparing for the Future

Phase I

• 1990’s – National Science Education Standards and Benchmarks for Science Literacy
• 1990’s to 2009 – Taking Science to School: Learning and Teaching Science in Grades K-8; America’s Lab Report: Investigations in High School Science; and Learning Science in Informal Environments: People, Places, and Pursuits
• January 2010 to July 2011 – A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

Phase II

• July 2011 to April 2013 – Next Generation Science Standards: For States, By States

Slide 6: Lead Partners

• Advancing Science, Serving Society (AAAS)
• National Science Teachers Association (NSTA)
• NRC
• Council of State Science Supervisors
• Achieve

Slide 7: Development of the NGSS

• California State Review Team (SRT) of 80 science experts reviewed and commented on five (private and public) drafts of the NGSS
• Second and final public review January 2013
• Thousands of comments submitted to Achieve
• Final copy of NGSS released April 2013

Slide 8: Performance Expectations for NGSS

• Developed in discipline core ideas (Life Science, Earth and Space Science, Physical Science, and Engineering)
• Arranged in
  • K-5 grade specific
  • 6-8 grade span
  • 9-12 grade span

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.

• Develop a model to describe phenomena. (5-LS2-1)
  

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
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

• RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5-LS2-1)
• SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-LS2-1)

Mathematics

• MP.2 Reason abstractly and quantitatively. (5-LS2-1)
• MP.4 Model with mathematics. (5-LS2-1)

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:

• 5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. [Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.]

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.

• Develop a model to describe phenomena. (5-LS2-1)

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

• 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)

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:

• K-LS1-1.Use observations to describe patterns of what plants and animals (including humans) need to survive.

Disciplinary Core Ideas

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

• All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. (K-LS1-1)

Slide 14: Connection boxes provide

• connections to other topics in a particular grade level.
• articulation across grade levels.
• connections to Common Core State Standards (CCSS).

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

• RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5-LS2-1)
• SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-LS2-1)

Mathematics

• MP.2 Reason abstractly and quantitatively. (5-LS2-1)
• MP.4 Model with mathematics. (5-LS2-1)

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

• Appendices have been added to support the NGSS and in response to feedback
• Appendix A – Conceptual Shifts
• Appendix B – Responses to Public Feedback
• Appendix C – College and Career Readiness
• Appendix D – All Standards, All Students
• Appendix E – Disciplinary Core Idea Progressions in the NGSS
• Appendix F – Science and Engineering Practices in the NGSS
• Appendix G – Crosscutting Concepts in the NGSS
• Appendix H – Nature of Science
• Appendix I – Engineering Design in the NGSS
• Appendix J – Science, Technology, Society, and the Environment
• Appendix K – Model Course Mapping in Middle and High School
• Appendix L – Connections to Common Core State Standards in Mathematics
• Appendix M – Connections to Common Core State Standards in ELA

Slide 17: NGSS Endorsements

• National Research Council  (NRC)
• Fidelity to K-12 Framework
• National Science Teachers Association (NSTA)

Slide 18: California Headquartered Business Support

• Autodesk, Inc.
• Baybio Association
• Baybio Institute
• Broadcom
• Causecast
• Chevron
• Cisco Systems
• Intel
• Optum RX
• Parsons
• Pasco
• Sally Ride Science
• SSL
• Steller Solutions INC.
• Symantec

Slide 19: Businesses with Significant California Presence

• Bayer
• Corning
• DuPont
• Eaton
• Eli Lilly
• EMC
• Hitachi
• IBM
• McKinstry
• Merck
• Microsoft
• Raytheon
• Dell
• Prudential
• Travelers
• State Farm

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

Slide 21: Grade 7- Life Science

• California 7^th Grade Life Science
• Students know the function of the Umbilicus and placenta during pregnancy.
• NGSS Life Science - Middle School
  Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

Slide 22: Grade 5 Physical Science

• California 5^th Grade Physical Science
• Students know the common properties of salts, such as sodium chloride (NaCl).
• NGSS Physical Science- Grade 5
• Make observations and measurements to identify materials based on their properties. 

Slide 23: High School- Earth and Space Sciences

California High School - Earth Science 1.b

• Students know the evidence from Earth and moon rocks indicates that the solar system was formed from a nebular cloud of dust and gas approximately 4.6 billion years ago.

California Investigation and Experimentation High School

• 1.i. Analyze the locations, sequencing, or time intervals that are characteristic of natural phenomena (e.g. relative ages of rocks, location of planets over time, and succession of species in an ecosystem)

Or/And

• 1.k. Recognize the cumulative nature of scientific evidence.

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:

• K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
• K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
• K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

Slides 25-26: California’s Process to Adoption

Next Generation Science Standards Development Process

2011

• July 2011: Framework for K-12 Science Education released by National Research Council.
• September 2011: California selected as lead state in the development of NGSS, based on Framework for K-12 Science Education.
• 2011: Promotion of the NGSS and Conceptual Framework at conferences and workshops.
• November 2011: First meeting of State Review Team (SRT) comprised of Science Experts.

2012

• February 2012: Second meeting of SRT.
• May 2012: First public draft of NGSS released.
• October 2012: Third meeting of SRT.

2013

• January 2013: Second public draft of NGSS released.
• March 2013: Final draft of NGSS released.
• Spring 2013: Three regional public forums.
• July 31, 2013: State Superintendent of Public Instruction presents to California State Board of Education (SBE) Recommended Science Standards based on the NGSS.
• November 30, 2013: California SBE adopts, rejects, or modifies recommended Science Standards.

2014

• 2014 (Pending SBE's action in November 2013): Implementation of new science standards.

Slide 27: California Science Expert Panel (SEP)

•  27 Science Experts who are representative of the SRT
• K-12 Teachers, COE Science Leaders, IHE Faculty, Business, Industry, and Informal Science Centers
• Noted Scientist Advisors
• Dr. Bruce Alberts
• Dr. Helen Quinn
• Dr. Art Sussman

Slide 28: SEP Role

• Review National NGSS to make preliminary recommendations for field comment
• Review feedback from public forums and SRT surveys
• Recommend  new California Science Standards based on the NGSS to the Superintendent of Public Instruction
• The SEP met for three times during April, May, and June

Slide 29: SEP April Meeting Recommendations to the Field

• Accept NGSS for California
• Build on current California middle grades semi-integrated standards to integrated standards for grades 6-8.

Slide 30: Regional Public Meetings

• Sacramento County Office of Education- April 29
• Santa Clara County Office of Education- April 30
• Also broadcast via live Webinar
• Riverside County Office of Education- May 2

Slide 31: Responses

• Majority supported the recommendation of the SEP to adopt the NGSS for California
• Confirmed the notion of integrated standards at middle grades
• Some questions about the implementation of NGSS and clarification of the content

Slide 32: SEP Response

• Modified clarification statements when appropriate.
• Wrote implementation recommendations for the Framework

Slide 33: Clarification

• Grade 6 NGSS
• MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells; either one or many different numbers and types of cells. [Clarification Statement; Emphasis is on developing evidence that living things (Including Bacteria, Archaea , and Eukarya) are made of cells, distinguished between living and non-living cells, and understanding living things may be made of one cell or many varied cells. Viruses, while not cells, have features that are both common with, and distinct from, cellular life]. 

Slide 34: Performance Expectations

NGSS:

• K-5 grade specific
• 6-8  grade span
• 9-12  grade span

For CA:

• K-8 grade specific instructional materials adoption
• 6-8 must be grade specific

Slide 35: Middle School Process – May

• Learning Expectation Progressions
• Leading to Common Criteria
• Lead into Model Learning Progressions
• Compare and Contrast
• Leading to Refined Models that went to Science Review Team (SRT)

Slide 36: Criteria for Design

PEs must :

• Be arranged to provide a transition from elementary to high school
• Align with CCSS ELA and Math
• Build within and across grade levels
• Be balanced in complexity and quantity at each grade
• Integrate engineering appropriately

Slide 37: Middle School Process – June

• Group Work to develop models presentation
• Straw vote by SEP
• Leading to two models
• Final Middle School Learning Progression
• 100 percent Consensus by SEP

Slide 38: Middle School Storyline

• Dr. Bruce Alberts
  Professor Emeritus, UC San Francisco

• Dr. Helen Quinn
  Professor Emeritus, Stanford Linear Accelerator

Slide 39: Middle School Learning Progression

Slide 40: Endorsement

• Achieve Inc. has reviewed and endorsed the learning progressions as defined by California

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

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

• Next Generation Science Standards
• California Framework
• Assessment
• Instruction
• Teacher Development

Slide 42: Support NGSS for Adoption in California

• California Science Expert Panel (SEP)
• California Science Project (CSP)
• California Science Teachers Association (CSTA)
• California STEM Learning Network (CSLNet)
• Children Now
• The Education Trust-West
• K-12 Alliance/WestEd
• Resource Area for Teaching (RAFT)
• Silicon Valley Education Foundation (SVEF)

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:

• K-5 grade specific performance expectations as defined by the national NGSS.
• 6-8 modified grade specific performance expectations based on integrated topics defined by NGSS
• 9-12 grade span performance expectations as defined by the national NGSS.

Slide 45: Thank you

• To all who worked on the project.