How I reference the Next Generation Science Standards (NGSS) to create (or revise) an inquiry-based science lesson. By Featured Contributor, Omah M. Williams - Duncan Summary The Next Generation Science Standards provide performance expectations for grades K – 12 science instruction. Designed as expectations for grade bands K – 2, 3 – 5, 6 – 8, and 9 – 12, the NGSS are performance expectations undergirded by three dimensions: disciplinary core ideas, science and engineering practices, and cross-cutting concepts. When teachers consider the performance expectations and dimensions, they can design science instruction that is rigorous, connected with 21 st Century skills, and interdisciplinary (i.e. connected to the Common Core). Consideration of NGSS can also enhance lessons aligned with state standards – such lessons can provide students with opportunities to apply and consider academic content knowledge in new and challenging ways. Currently the STEM director of KIPP Houston Public Schools, Omah is responsible for maintaining the Texas Education Agency T-STEM designation of 8 of 13 secondary campuses in the Houston region. Her role requires her to act as a liaison between informal education programs, potential sponsors and schools. She is also the science content specialist for all secondary schools in the region. It is her role as content specialist which requires her to have knowledge of the NGSS. Her knowledge of the NGSS includes how to create an NGSS aligned lesson by implementing the intent of the standards, as outlined by framework documents. Additionally, understanding of how to align the current Texas Science Standards to the NGSS is included in her personal framework. In this edition of “How I”, Omah will discuss the structure of the NGSS, as well as how to use the NGSS to create (or revise) an inquiry-based science lesson. As connected with lesson alignment, she will also list resources of NGSS aligned lessons. Please note: KFET connections to this edition of “How I” are Long Term Planning, Ai– Avi.
Keys to Success To understand how to successfully utilize NGSS, one must understand the structure, content and intent of the NGSS. NGSS are comprised of performance expectations (PEs) and dimensions called disciplinary core ideas (DCIs), science and engineering practices (SEPs), and cross-cutting concepts (CCCs). Each standard in the NGSS is illustrated by PEs which expresses the concepts and skills students are expected to know after instruction – they are not assessment or instructional tasks. The performance expectations are clarified by the disciplinary core ideas, science engineering principals, and cross-cutting concepts. DCIs are
essential ideas that students should know about science and engineering after completing grades 2, 5, 8 and 12 – they are bulleted statements originating from the National Research Council (2011) text, A Framework for K – 12 Science Education. SEPs highlighted in the NGSS originate from 8 practices also mentioned in the Framework - they are instructional practices, process skills and ways of doing science. Lastly, CCCs emphasize unifying concepts and processes which cut across various disciplines in science and engineering– the concepts illustrate those general ideas which are applicable many scientific disciplines.
Performance Expectation Example:
Disciplinary Core Idea (DCI) General Essential ideas that students Description should know about science and engineering after completing grades 2, 5, 8 and 12. Example Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that vary in size from two to thousands of atoms.
Science and Engineering Practice (SEP) Instructional practices, process skills and ways of doing science.
Develop models to predict and/or describe phenomena.
Cross-Cutting Concept (CCC) Emphasize unifying concepts and processes which cut across various disciplines in science and engineering Scale, proportion and quantity
The best time to work on implementing NGSS into your curriculum is either when you are long-term planning at the beginning of the year, or “beefing up” a lab or lesson throughout the year. When revising (or creating) an NGSS aligned inquiry-based science lesson, it is best to do the following: Example: How do I incorporate inquiry and hands-on lessons when teaching the difference between elements and compounds? 1. Select the big idea of the lesson to determine the best, most applicable NGSS (SELECT IT) –Determine the major discipline of the lesson as Physical Science, Life Science, or Earth and Space Science. Search the NGSS by Disciplinary Core Idea and THEN determine the core ideas and/or sub-ideas that are most applicable to the desired academic content of the lesson.
First, choose the applicable DCI:
Then, choose the core ideas that are most applicable to the lesson:
2. Review the selected NGSS performance expectations and their related dimensions for relevance (REVIEW IT) Describe the atomic composition of simple -Substances are made from different types of molecules and extended structures. atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. -Solids may be formed from molecules, or they may be extended structures with repeating subunits. 3. Keep the targeted grade in mind (NARROW IT) – Select the appropriate grade level (or grade band) of the identified NGSS performance expectations and dimensions for the lesson.
4. Review your state’s standards and select those standards which are similar to the selected NGSS performance expectations and dimensions (ALIGN IT) Texas State Standards Using Models
Matter and Energy
(B) use models to represent aspects of the natural world such as a model of Earth's layers; (C) identify advantages and limitations of models such as size, scale, properties, and materials (A) know that an element is a pure substance represented by chemical symbols; (B) recognize that a limited number of the many known elements comprise the largest portion of solid Earth, living matter, oceans, and the atmosphere; (C) differentiate between elements and compounds on the most basic level
5. Revise or create a lesson by using the science and engineering practices and cross-cutting concepts of the selected NGSS performance expectations as potential instructional practices (CRAFT IT) – students should be able to complete the selected NGSS performance expectations and disciplinary core ideas via the connected science and engineering principles and cross-cutting standards. Check out Hilah Barbot’s performance task for her unit on “Moving Matter.” This is a great example of students creating molecular models of atoms. For higher grade levels, this could easily be adapted for creating molecular models. Useful tools for the above steps: Resources/Tools http://www.nextgenscience.org/searchstandards-dci http://www.nap.edu/catalog.php?record_id=13165#
http://www.nextgenscience.org/sites/ngss/files/How %20to%20Read%20NGSS%20%20Final%2008.19.13.pdf http://educurious.org/try/hungergameschallenge/ http://spaceplace.nasa.gov/science-standards/en/
Description A digital version of the NGSS. Provides searchable access to the NGSS via disciplinary core ideas. The complete guide to the Disciplinary Core Ideas, Science and Engineering Principles, and Cross-Cutting Concepts which help to clarify and define the performance expectations of the NGSS. The link provides access to a FREE downloadable copy of the text. An explanation of the structure of the NGSS. NGSS aligned Biology lesson Cache of elementary and middle school earth and space science lessons aligned to the NGSS by NASA
http://concord.org/ngss/
Middle and High school lessons across all disciplinary core ideas.
Common Pitfalls, Why They Happen, How to Overcome Common pitfalls Limited planning time
Inaccurate interpretation of performance expectations and/or dimensions
Why they happen Alignment practices and use of the NGSS electronic document is time consuming. The information is dense and requires focus and concentration. Lack of experience and familiarity with referenced action verbs. There may also be desire to increase rigor which may be developmentally inappropriate for a specific topic (or NGSS Performance Expectation).
How to overcome With repeated practice and use of the NGSS electronic document, faster and more efficient navigation will occur. Use the A Framework for K – 12 Science Education to provide more explanation about dimensions.
Additional Resources Resources/Tools http://www.bozemanscience.com/next-generationscience-standards/
http://www.nextgenscience.org/appendix-d-casestudies
https://www.teachingchannel.org/blog/2013/04/22/nextgeneration-science-classroom/ http://sciencemathpartnerships.org/node/10
Additional Questions and Follow-up Omah M. Williams – Duncan Email:
[email protected] Cell: 832-452-3237
Summary Developed by master high school biology teacher, Paul Andersen, this resource is a beginner’s guide to the NGSS. The resource is a collection of videos that Illustrate and summarizes each section of the NGSS. Case studies highlighting how the NGSS may be implemented with students who belong to certain diverse groups. Homogeneity within groups is highly unlikely. Read more than one case study to see how certain ideas may overlap across groups. An editorial viewpoint of aligning the NGSS to lessons. More background information about the NGSS.