NEXT GENERATION SCIENCE Science Teaching and Learning. “The Framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, deepen their understanding of the core ideas in these fields.”. . A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core

Ideas.

INSTRUCTIONAL RESOURCES Curriculum Example. . Model Course MD/HS Mapping. *Curriculum Writing Resources. Find Your Path Through the NGSS. NGSS@NSTA. NJ Model Curriculum. Oregon DOE Evaluated Instructional Materials. Elementary

Science Units.

INSTRUCTIONAL STRATEGIES TO SUPPORT SCIENCE INSTRUCTION -".Words are not science. Zoologists do not study words but use words to communicate their study of animals with others who share the same

vocabulary.

STEM AND NGSS

Prompted by an incident in which a worker fell from a construction site, student teams decide to design a cost-effective air cushion that will protect someone who falls from a high structure from injury. The teams begin by studying acid-base reactions. Each team has access to a variety of materials and figures out a way to produce a predictable 5 ES OF SCIENCE INSTRUCTION The 5E Model. It is important to avoid front-loading and to instead allow students to develop an understanding through engagement and exploration. These experiences allow students to understand the concept, even define it, before a term is presented. This gives the students the opportunity to "discover" the concepts on their own and

something

THE INSTRUCTIONAL SHIFTS “The difference in the verbs used in the NGSS tells the story.Gone is the conception of science education as an abstract recall of facts. Instead, students demonstrate proficiency in science by engaging in actual scientific practices — in this case, developing models, designing solutions and constructing arguments.In the words of one standards author, the NGSS require that students move SCIENCE LEARNING PROGRESSIONS Science LEarning PRogressons. . The goal is to guide their knowledge toward a more scientifically based and coherent view of the natural sciences and engineering, as well as of the ways in which they are pursued and their results can be used. Use Jigsaw to explore the Learning Progressions. CREATING INSTRUCTIONAL UNITS Steps to Create NGSS Instructional Units. 2) Create U nit Overview using examples from Model Curriculum, NGSS Storylines , and other curriculum examples. 3) Identify the 3 Dimensions covered using NGSS Foundation Boxes in the NGSS and the Framework. 4) Create A ssessments (formative and/or summative) based on Evidence Statements and

Performance

DISCIPLINARY CORE IDEAS NGSS: Disciplinary Core Ideas. Experienced by students in a K–12 learning progression and taught at increasing levels of depth and complexity over time. . Physical Sciences. PS 1: Matter and its interactions. PS 2: Motion and stability: Forces and interactions. PS 3: Energy. PS 4: Waves and their applications in technologies for

information

CROSSCUTTING CONCEPTS Crosscutting Concepts. "Scientists seek explanations for observed patterns and for the similarity and diversity within them. Engineers often look for and analyze patterns, too." "Tools for students to make sense of and organize the phenomena in terms of the system that is

being studied." 1.

NEXT GENERATION SCIENCE Science Teaching and Learning. “The Framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, deepen their understanding of the core ideas in these fields.”. . A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core

Ideas.

INSTRUCTIONAL RESOURCES Curriculum Example. . Model Course MD/HS Mapping. *Curriculum Writing Resources. Find Your Path Through the NGSS. NGSS@NSTA. NJ Model Curriculum. Oregon DOE Evaluated Instructional Materials. Elementary

Science Units.

INSTRUCTIONAL STRATEGIES TO SUPPORT SCIENCE INSTRUCTION -".Words are not science. Zoologists do not study words but use words to communicate their study of animals with others who share the same

vocabulary.

STEM AND NGSS

Prompted by an incident in which a worker fell from a construction site, student teams decide to design a cost-effective air cushion that will protect someone who falls from a high structure from injury. The teams begin by studying acid-base reactions. Each team has access to a variety of materials and figures out a way to produce a predictable 5 ES OF SCIENCE INSTRUCTION The 5E Model. It is important to avoid front-loading and to instead allow students to develop an understanding through engagement and exploration. These experiences allow students to understand the concept, even define it, before a term is presented. This gives the students the opportunity to "discover" the concepts on their own and

something

THE INSTRUCTIONAL SHIFTS “The difference in the verbs used in the NGSS tells the story.Gone is the conception of science education as an abstract recall of facts. Instead, students demonstrate proficiency in science by engaging in actual scientific practices — in this case, developing models, designing solutions and constructing arguments.In the words of one standards author, the NGSS require that students move SCIENCE LEARNING PROGRESSIONS Science LEarning PRogressons. . The goal is to guide their knowledge toward a more scientifically based and coherent view of the natural sciences and engineering, as well as of the ways in which they are pursued and their results can be used. Use Jigsaw to explore the Learning Progressions. CREATING INSTRUCTIONAL UNITS Steps to Create NGSS Instructional Units. 2) Create U nit Overview using examples from Model Curriculum, NGSS Storylines , and other curriculum examples. 3) Identify the 3 Dimensions covered using NGSS Foundation Boxes in the NGSS and the Framework. 4) Create A ssessments (formative and/or summative) based on Evidence Statements and

Performance

DISCIPLINARY CORE IDEAS NGSS: Disciplinary Core Ideas. Experienced by students in a K–12 learning progression and taught at increasing levels of depth and complexity over time. . Physical Sciences. PS 1: Matter and its interactions. PS 2: Motion and stability: Forces and interactions. PS 3: Energy. PS 4: Waves and their applications in technologies for

information

CROSSCUTTING CONCEPTS Crosscutting Concepts. "Scientists seek explanations for observed patterns and for the similarity and diversity within them. Engineers often look for and analyze patterns, too." "Tools for students to make sense of and organize the phenomena in terms of the system that is

being studied." 1.

CREATING INSTRUCTIONAL UNITS Steps to Create NGSS Instructional Units. 2) Create U nit Overview using examples from Model Curriculum, NGSS Storylines , and other curriculum examples. 3) Identify the 3 Dimensions covered using NGSS Foundation Boxes in the NGSS and the Framework. 4) Create A ssessments (formative and/or summative) based on Evidence Statements and

Performance

CREATING A VISION

SCIENCE EDUCATION VISION Our vision for students is a K-8 science experience that builds and deepens each year, developing a strong foundation and excitement in science and engineering. LITERACY AND MATH INTEGRATION Powered by Create your own unique website with customizable templates.

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SCIENTIFIC AND ENGINEERING PRACTICES ~ Asking questions (for science) and defining problems (for engineering). ~ Developing and using models. ~Planning and carrying

out investigations

CHECK IN - NEXT GENERATION SCIENCE Powered by Create your own unique website with customizable templates.

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THE INQUIRY IN SCIENCE INSTRUCTION If telling were teaching, we’d all be so smart we could hardly stand it” 1968, Robert Mager THE ANATOMY OF A PERFORMANCE EXPECTATION Standards expressed as performance expectations: - combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed – require students to demonstrate knowledge-in-use - performance expectations are not instructional strategies or objectives for a lesson ABOUT - NEXT GENERATION SCIENCE Jamie Meola Saponaro is a former elementary and middle school teacher, having taught in Delaware, Maryland and New Jersey. After teaching for eight years, she became a District Technology NEXT GENERATION SCIENCE Science Teaching and Learning. “The Framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, deepen their understanding of the core ideas in these fields.”. . A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core

Ideas.

INSTRUCTIONAL RESOURCES Curriculum Example. . Model Course MD/HS Mapping. *Curriculum Writing Resources. Find Your Path Through the NGSS. NGSS@NSTA. NJ Model Curriculum. Oregon DOE Evaluated Instructional Materials. Elementary

Science Units.

STEM AND NGSS

Prompted by an incident in which a worker fell from a construction site, student teams decide to design a cost-effective air cushion that will protect someone who falls from a high structure from injury. The teams begin by studying acid-base reactions. Each team has access to a variety of materials and figures out a way to produce a predictable CREATING INSTRUCTIONAL UNITS Steps to Create NGSS Instructional Units. 2) Create U nit Overview using examples from Model Curriculum, NGSS Storylines , and other curriculum examples. 3) Identify the 3 Dimensions covered using NGSS Foundation Boxes in the NGSS and the Framework. 4) Create A ssessments (formative and/or summative) based on Evidence Statements and

Performance

THE INSTRUCTIONAL SHIFTS “The difference in the verbs used in the NGSS tells the story.Gone is the conception of science education as an abstract recall of facts. Instead, students demonstrate proficiency in science by engaging in actual scientific practices — in this case, developing models, designing solutions and constructing arguments.In the words of one standards author, the NGSS require that students move 5 ES OF SCIENCE INSTRUCTION The 5E Model. It is important to avoid front-loading and to instead allow students to develop an understanding through engagement and exploration. These experiences allow students to understand the concept, even define it, before a term is presented. This gives the students the opportunity to "discover" the concepts on their own and

something

SCIENCE LEARNING PROGRESSIONS Science LEarning PRogressons. . The goal is to guide their knowledge toward a more scientifically based and coherent view of the natural sciences and engineering, as well as of the ways in which they are pursued and their results can be used. Use Jigsaw to explore the Learning Progressions. DISCIPLINARY CORE IDEAS NGSS: Disciplinary Core Ideas. Experienced by students in a K–12 learning progression and taught at increasing levels of depth and complexity over time. . Physical Sciences. PS 1: Matter and its interactions. PS 2: Motion and stability: Forces and interactions. PS 3: Energy. PS 4: Waves and their applications in technologies for

information

INSTRUCTIONAL STRATEGIES TO SUPPORT SCIENCE INSTRUCTION -".Words are not science. Zoologists do not study words but use words to communicate their study of animals with others who share the same

vocabulary.

SCIENTIFIC AND ENGINEERING PRACTICES ~ Asking questions (for science) and defining problems (for engineering). ~ Developing and using models. ~Planning and carrying

out investigations

NEXT GENERATION SCIENCE Science Teaching and Learning. “The Framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, deepen their understanding of the core ideas in these fields.”. . A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core

Ideas.

INSTRUCTIONAL RESOURCES Curriculum Example. . Model Course MD/HS Mapping. *Curriculum Writing Resources. Find Your Path Through the NGSS. NGSS@NSTA. NJ Model Curriculum. Oregon DOE Evaluated Instructional Materials. Elementary

Science Units.

STEM AND NGSS

Prompted by an incident in which a worker fell from a construction site, student teams decide to design a cost-effective air cushion that will protect someone who falls from a high structure from injury. The teams begin by studying acid-base reactions. Each team has access to a variety of materials and figures out a way to produce a predictable CREATING INSTRUCTIONAL UNITS Steps to Create NGSS Instructional Units. 2) Create U nit Overview using examples from Model Curriculum, NGSS Storylines , and other curriculum examples. 3) Identify the 3 Dimensions covered using NGSS Foundation Boxes in the NGSS and the Framework. 4) Create A ssessments (formative and/or summative) based on Evidence Statements and

Performance

THE INSTRUCTIONAL SHIFTS “The difference in the verbs used in the NGSS tells the story.Gone is the conception of science education as an abstract recall of facts. Instead, students demonstrate proficiency in science by engaging in actual scientific practices — in this case, developing models, designing solutions and constructing arguments.In the words of one standards author, the NGSS require that students move 5 ES OF SCIENCE INSTRUCTION The 5E Model. It is important to avoid front-loading and to instead allow students to develop an understanding through engagement and exploration. These experiences allow students to understand the concept, even define it, before a term is presented. This gives the students the opportunity to "discover" the concepts on their own and

something

SCIENCE LEARNING PROGRESSIONS Science LEarning PRogressons. . The goal is to guide their knowledge toward a more scientifically based and coherent view of the natural sciences and engineering, as well as of the ways in which they are pursued and their results can be used. Use Jigsaw to explore the Learning Progressions. DISCIPLINARY CORE IDEAS NGSS: Disciplinary Core Ideas. Experienced by students in a K–12 learning progression and taught at increasing levels of depth and complexity over time. . Physical Sciences. PS 1: Matter and its interactions. PS 2: Motion and stability: Forces and interactions. PS 3: Energy. PS 4: Waves and their applications in technologies for

information

INSTRUCTIONAL STRATEGIES TO SUPPORT SCIENCE INSTRUCTION -".Words are not science. Zoologists do not study words but use words to communicate their study of animals with others who share the same

vocabulary.

SCIENTIFIC AND ENGINEERING PRACTICES ~ Asking questions (for science) and defining problems (for engineering). ~ Developing and using models. ~Planning and carrying

out investigations

INSTRUCTIONAL STRATEGIES TO SUPPORT SCIENCE INSTRUCTION -".Words are not science. Zoologists do not study words but use words to communicate their study of animals with others who share the same

vocabulary.

CREATING A VISION

SCIENCE EDUCATION VISION Our vision for students is a K-8 science experience that builds and deepens each year, developing a strong foundation and excitement in science and engineering. LITERACY AND MATH INTEGRATION Powered by Create your own unique website with customizable templates.

Get Started

SCIENTIFIC AND ENGINEERING PRACTICES ~ Asking questions (for science) and defining problems (for engineering). ~ Developing and using models. ~Planning and carrying

out investigations

CHECK IN - NEXT GENERATION SCIENCE Powered by Create your own unique website with customizable templates.

Get Started

THE ANATOMY OF A PERFORMANCE EXPECTATION Standards expressed as performance expectations: - combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed – require students to demonstrate knowledge-in-use - performance expectations are not instructional strategies or objectives for a lesson THE INQUIRY IN SCIENCE INSTRUCTION If telling were teaching, we’d all be so smart we could hardly stand it” 1968, Robert Mager ABOUT - NEXT GENERATION SCIENCE Jamie Meola Saponaro is a former elementary and middle school teacher, having taught in Delaware, Maryland and New Jersey. After teaching for eight years, she became a District Technology Next Generation Science

* Home

* Scientific and Engineering Practices * Crosscutting Concepts * Disciplinary Core Ideas * Science Learning Progressions * The Instructional Shifts * The Anatomy of a Performance Expectation

* Creating a Vision

* 5 Es of Science Instruction * The Inquiry in Science Instruction

* Assessment

* Creating Instructional Units * Instructional Resources * Instructional Strategies to Support Science Instruction

* STEM and NGSS

* Literacy and Math Integration

* Check In

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Let's Connect on Twitter! NEXT GENERATION SCIENCE STANDARDS: SCIENCE AND ENGINEERING PRACTICES DISCIPLINARY CORE IDEAS ​CROSSCUTTING CONCEPTS ------------------------- http://www.nextgenscience.org/three-dimensions "WHEN WE LEARN THINGS, IT ISN'T FOR MEMORIZING A PIECE OF INFORMATION. JUST RECITING SCIENCE FACTS OR PRINCIPLES IS NOT WHAT WE WANT CHILDREN TO BE ABLE TO DO....WE WANT THEM TO BE ABLE TO GO OUT IN THE WORLD AND MAKE SENSE OF NOVEL ​PHENOMENON. THE NGSS ......CALLS FOR THE STUDENT         

 TO ACTIVELY

​ENGAGE IN SCIENCE.              

​BRETT MOULDING

                                                                               DIRECTOR - PARTNERSHIP FOR EFFECTIVE ​                                                                                  SCIENCE TEACHING AND LEARNING                                                                                NGSS WRITER ​“The Framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in scientific and engineering practices and         apply crosscutting concepts to deepen their understanding of the core ideas in these fields.” . A FRAMEWORK FOR K-12 SCIENCE EDUCATION: PRACTICES, CROSSCUTTING CONCEPTS, AND CORE IDEAS -------------------------

​

NGSS - A VISION FOR K-12 SCIENCE EDUCATION​

The Intersection

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Jul. 11th - Aug. 11th

* Home

* Scientific and Engineering Practices * Crosscutting Concepts * Disciplinary Core Ideas * Science Learning Progressions * The Instructional Shifts * The Anatomy of a Performance Expectation

* Creating a Vision

* 5 Es of Science Instruction * The Inquiry in Science Instruction

* Assessment

* Creating Instructional Units * Instructional Resources * Instructional Strategies to Support Science Instruction

* STEM and NGSS

* Literacy and Math Integration

* Check In

* About

* Contact

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