NGSS Overview
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This document outlines the three dimensions of the Next Generation Science Standards (NGSS): scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. It provides examples of each dimension and how teachers can apply them in the classroom, such as by starting lessons with focus questions related to core ideas or having students connect lessons to crosscutting concepts. The document also analyzes example NGSS standards to demonstrate how they incorporate these three dimensions.
NGSS Overview
- 2. ! Practices ! Core Disciplinary Ideas ! Cross Cutting Concepts THREE DIMENSIONS
- 3. NEXT GENERATION SCIENCE STANDARDS
- 4. 1. Asking questions (for science) - Defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematical and computational thinking 6. Constructing explanations (for science) - Designing solutions (for engineering) 7. Engaging in argumentation from evidence 8. Obtaining, evaluating and communicating information PRACTICES
- 5. 1. Asking questions (for science) - Defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematical and computational reasoning 6. Constructing explanations (for science) - Designing solutions (for engineering) 7. Engaging in argumentation from evidence 8. Obtaining, evaluating and communicating information HOW CAN I APPLY THE PRACTICES?
- 6. ! Physical Science ! Life Science ! Earth/Space Science ! Engineering CORE DISCIPLINARY IDEAS
- 7. 1. Start a lesson with a focus question to answer from the core disciplinary ideas 2. Align learning objectives/instruction to NGSS EVIDENCE STATEMENTS 3. Align assessments to NGSS EVIDENCE STATEMENTS (This afternoon!!!!) HOW CAN I APPLY THE CORE DISCIPLINARY IDEAS?
- 8. ! Patterns ! Cause & Effect: Mechanism and Explanation ! Scale, Proportion, Quantity ! Systems & Systems Models ! Energy & Matter (Flows, Cycles, Conservation) ! Structure & Function ! Stability & Change CROSS CUTTING CONCEPTS
- 9. 1. Use Cross Cutting Concepts as essential questions for a unit 2. Encourage students to connect content to a Cross Cutting Concept (ie: How does this function as a system?) 3. Exit Slip – My connection today, evidence of a Cross Cutting Concept HOW CAN I APPLY CROSS CUTTING CONCEPTS?
- 11. PRACTICES CORE DISCPLINARY IDEAS CROSS CUTTING CONCEPTS Argue: Provide evidence to support the grouping of substances as solids and liquids. Different kinds of matter exist. Solids and liquids have different properties which can be used to sort them. Pattern: Diverse solids and liquids exist, but certain features are similar for all solids and all liquids. BLENDING PRACTICES, CROSS CUTTING CONCEPTS, & CORE DISCIPLINARY IDEAS
- 12. ! MS-! ESS1-! 1. Develop "and "use "a "model "of "the " Earth-! sun-! moon "system "to "describe "the "cyclic " patterns "of "lunar " phases, "eclipses "of "the "sun " and "moon, "and "seasons. ANALYZING STANDARDS PRACTICES CORE DISCPLINARY IDEAS CROSS CUTTING CONCEPTS
- 13. ! MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society ANALYZING STANDARDS PRACTICES CORE DISCPLINARY IDEAS CROSS CUTTING CONCEPTS
- 14. ! MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. ANALYZING STANDARDS PRACTICES CORE DISCPLINARY IDEAS CROSS CUTTING CONCEPTS
- 16. MP1. Make sense of problems and persevere in solving them MP2. Reason abstractly and quantitatively MP6. Attend to precision MP7. Look for and make use of structure MP8. Look for and express regularity in repeated reasoning SP1. Ask questions and define problems SP3. Plan and carry out investigations SP4. Analyze and interpret data SP6. Construct explanations and design solutions EP4. Build and present knowledge through research by integrating, comparing, and synthesizing ideas from text EP5. Build upon the ideas of others and articulate their own clearly when working collaboratively EP6. Use English structures to communicate context specific messages EP7*. Use technology and digital media strategically and capably MP5. Use appropriate tools strategically SP8. Obtain, evaluate, and communicate information EP2. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience SP2. Develop and use models MP4. Model with mathematics SP5. Use mathematics and computational thinking EP1. Support analysis of a range of grade- level complex texts with evidence MP3 and EP3. Construct viable and valid arguments from evidence and critique reasoning of others SP7. Engage in argument from evidence Relationships and Convergences EDUCATION GRADUATE SCHOOL OF Found in: 1. CCSS for Mathematics (practices) 2a. CCSS for ELA & Literacy (student capacity) 2b. ELPD Framework (ELA “practices”) 3. NGSS (science and engineering practices) Notes: 1. MP1–MP8 represent CCSS Mathematical Practices (p. 6–8). 2. SP1–SP8 represent NGSS Science and Engineering Practices. 3. EP1–EP6 represent CCSS for ELA “Practices” as defined by the ELPD Framework (p. 11). 4. EP7* represents CCSS for ELA student “capacity” (p. 7). Suggested citation: Cheuk,T. (2013). Relationships and convergences among the mathematics, science, and ELA practices. Refined version of diagram created by the Understanding Language Initiative for ELP Standards. Palo Alto, CA: Stanford University.