Ted Willard's presentation from the LRMI Workshop on June 5 at the Sphinx Club in Washington, DC.

1. An Introduction to
The Next Generation
Science Standards
NSTA National Conference
San Antonio, Texas
April 11-14, 2013

2. Relational NGSS
LRMI
June 5, 2013

3. Instruction
Curricula
Assessments
Teacher
Development
2011-2013
July 2011
Moving Towards Implementation

4. July 2011
Moving Towards Implementation

5. 2011-2013
Moving Towards Implementation

6. NGSS Lead State Partners

7. NGSS Writers

8. Instruction
Curricula
Assessments
Teacher
Development
Moving Towards Implementation

9. Standards are Only the Start

10. Standards are Only the Start

11. Based on the
January 2013
Draft of NGSS

12. Inside
the Box

13. Inside the
NGSS Box
Based on the
January 2013
Draft of NGSS

14. Inside the
NGSS Box
What is Assessed
A collection of several
performance expectations
describing what students
should be able to do to master
this standard
Foundation Box
The practices, core disciplinary
ideas, and crosscutting
concepts from the Framework
for K-12 Science Education
that were used to form the
performance expectations
Connection Box
Other standards in the Next
Generation Science Standards
or in the Common Core State
Standards that are related
to this standard
Performance Expectations
A statement that combines practices, core ideas,
and crosscutting concepts together to describe
how students can show what they have learned.
Title and Code
The titles of standard pages are not necessarily unique and may be
reused at several different grade levels . The code, however, is a
unique identifier for each set based on the grade level, content
area, and topic it addresses.
Scientific & Engineering Practices
Activities that scientists and engineers engage in
to either understand the world or solve a
problem
Disciplinary Core Ideas
Concepts in science and engineering that have
broad importance within and across disciplines
as well as relevance in people’s lives.
Crosscutting Concepts
Ideas, such as Patterns and Cause and Effect,
which are not specific to any one discipline but
cut across them all.
Codes for Performance Expectations
Codes designate the relevant performance expectation for an item in the
foundation box and connection box. In the connections to common core, italics
indicate a potential connection rather than a required prerequisite connection.
Assessment Boundary
A statement that provides guidance about the
scope of the performance expectation at a
particular grade level.
Clarification Statement
A statement that supplies examples or additional
clarification to the performance expectation.
Connections to Engineering, Technology
and Applications of Science
These connections are drawn from the disciplinary
core ideas for engineering, technology, and
applications of science in the Framework.
Connections to Nature of Science
Connections are listed in either the practices or
the crosscutting connections section of the
foundation box.
Engineering Connection (*)
An asterisk indicates an engineering connection
in the practice, core idea or crosscutting concept
that supports the performance expectation.
Based on the
January 2013
Draft of NGSS

15. Inside the
NGSS Box
What is Assessed
A collection of several
performance expectations
describing what students
should be able to do to master
this standard
Foundation Box
The practices, core disciplinary
ideas, and crosscutting
concepts from the Framework
for K-12 Science Education
that were used to form the
performance expectations
Connection Box
Other standards in the Next
Generation Science Standards
or in the Common Core State
Standards that are related
to this standard
Title and Code
The titles of standard pages are not necessarily unique and may be
reused at several different grade levels . The code, however, is a
unique identifier for each set based on the grade level, content
area, and topic it addresses.
Based on the
January 2013
Draft of NGSS

16. Inside the
NGSS Box
What is Assessed
A collection of several
performance expectations
describing what students
should be able to do to master
this standard
Performance Expectations
A statement that combines practices, core ideas,
and crosscutting concepts together to describe
how students can show what they have learned.
Assessment Boundary
A statement that provides guidance about the
scope of the performance expectation at a
particular grade level.
Clarification Statement
A statement that supplies examples or additional
clarification to the performance expectation.
Engineering Connection (*)
An asterisk indicates an engineering connection
in the practice, core idea or crosscutting concept
that supports the performance expectation.
Based on the
January 2013
Draft of NGSS

17. Inside the
NGSS Box
Foundation Box
The practices, core disciplinary
ideas, and crosscutting
concepts from the Framework
for K-12 Science Education
that were used to form the
performance expectations
Scientific & Engineering Practices
Activities that scientists and engineers engage in
to either understand the world or solve a
problem
Disciplinary Core Ideas
Concepts in science and engineering that have
broad importance within and across disciplines
as well as relevance in people’s lives.
Crosscutting Concepts
Ideas, such as Patterns and Cause and Effect,
which are not specific to any one discipline but
cut across them all.
Connections to Engineering, Technology
and Applications of Science
These connections are drawn from the disciplinary
core ideas for engineering, technology, and
applications of science in the Framework.
Connections to Nature of Science
Connections are listed in either the practices or
the crosscutting connections section of the
foundation box.
Based on the
January 2013
Draft of NGSS

18. Inside the
NGSS Box
Foundation Box
The practices, core disciplinary
ideas, and crosscutting
concepts from the Framework
for K-12 Science Education
that were used to form the
performance expectations
Scientific & Engineering Practices
Activities that scientists and engineers engage in
to either understand the world or solve a
problem
Disciplinary Core Ideas
Concepts in science and engineering that have
broad importance within and across disciplines
as well as relevance in people’s lives.
Crosscutting Concepts
Ideas, such as Patterns and Cause and Effect,
which are not specific to any one discipline but
cut across them all.
Based on the
January 2013
Draft of NGSS

19. Inside the
NGSS Box
Foundation Box
The practices, core disciplinary
ideas, and crosscutting
concepts from the Framework
for K-12 Science Education
that were used to form the
performance expectations
Connections to Engineering, Technology
and Applications of Science
These connections are drawn from the disciplinary
core ideas for engineering, technology, and
applications of science in the Framework.
Connections to Nature of Science
Connections are listed in either the practices or
the crosscutting connections section of the
foundation box.
Based on the
January 2013
Draft of NGSS

20. Inside the
NGSS Box
Codes for Performance Expectations
Codes designate the relevant performance expectation for an item in the
foundation box and connection box. In the connections to common core, italics
indicate a potential connection rather than a required prerequisite connection.
Based on the
January 2013
Draft of NGSS

21. Inside the
NGSS Box
What is Assessed
A collection of several
performance expectations
describing what students
should be able to do to master
this standard
Foundation Box
The practices, core disciplinary
ideas, and crosscutting
concepts from the Framework
for K-12 Science Education
that were used to form the
performance expectations
Connection Box
Other standards in the Next
Generation Science Standards
or in the Common Core State
Standards that are related
to this standard
Performance Expectations
A statement that combines practices, core ideas,
and crosscutting concepts together to describe
how students can show what they have learned.
Title and Code
The titles of standard pages are not necessarily unique and may be
reused at several different grade levels . The code, however, is a
unique identifier for each set based on the grade level, content
area, and topic it addresses.
Scientific & Engineering Practices
Activities that scientists and engineers engage in
to either understand the world or solve a
problem
Disciplinary Core Ideas
Concepts in science and engineering that have
broad importance within and across disciplines
as well as relevance in people’s lives.
Crosscutting Concepts
Ideas, such as Patterns and Cause and Effect,
which are not specific to any one discipline but
cut across them all.
Codes for Performance Expectations
Codes designate the relevant performance expectation for an item in the
foundation box and connection box. In the connections to common core, italics
indicate a potential connection rather than a required prerequisite connection.
Assessment Boundary
A statement that provides guidance about the
scope of the performance expectation at a
particular grade level.
Clarification Statement
A statement that supplies examples or additional
clarification to the performance expectation.
Connections to Engineering, Technology
and Applications of Science
These connections are drawn from the disciplinary
core ideas for engineering, technology, and
applications of science in the Framework.
Connections to Nature of Science
Connections are listed in either the practices or
the crosscutting connections section of the
foundation box.
Engineering Connection (*)
An asterisk indicates an engineering connection
in the practice, core idea or crosscutting concept
that supports the performance expectation.
Based on the
January 2013
Draft of NGSS

22. K.Forces and Interactions: Pushes and Pulls
Note: Performance expectations
combine practices, core ideas, and
crosscutting concepts into a single
statement of what is to be assessed.
They are not instructional strategies
or objectives for a lesson.

23. K.Forces and Interactions: Pushes and Pulls

24. An Analogy

25. An Analogy between NGSS and a Cake
Baking Tools & Techniques
(Practices)
Cake
(Core Ideas)
Frosting
(Crosscutting Concepts)
Baking a Cake
(Performance Expectation)

26. Kitchen Tools & Techniques
(Practices)
Basic Ingredients
(Core Ideas)
Herbs, Spices, & Seasonings
(Crosscutting Concepts)
Preparing a Meal
(Performance Expectation)
An Analogy between NGSS and Cooking

27. Life Science (Vegetables) Physical Science (Meats)
Earth & Space Science (Grains) Engineering & Technology (Dairy)
27
An Analogy between NGSS and Cooking

28. Application Protocol Interface (API)
Writers
& Achieve
States
Educational
Organizations
Relational
NGSS
Public
Website
NSTA

29. Topics

30. Scientific and Engineering Practices
1. Asking questions (for science)
and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science)
and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information

31. Matrix of Practices

32. 1. Patterns
2. Cause and effect: Mechanism and explanation
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter: Flows, cycles, and conservation
6. Structure and function
7. Stability and change
32
Crosscutting Concepts

33. Matrix of Crosscutting Concepts

34. Life Science Physical Science
LS1: From Molecules to Organisms: Structures
and Processes
LS2: Ecosystems: Interactions, Energy, and
Dynamics
LS3: Heredity: Inheritance and Variation of
Traits
LS4: Biological Evolution: Unity and Diversity
PS1: Matter and Its Interactions
PS2: Motion and Stability: Forces and
Interactions
PS3: Energy
PS4: Waves and Their Applications in
Technologies for Information Transfer
Earth & Space Science Engineering & Technology
ESS1: Earth’s Place in the Universe
ESS2: Earth’s Systems
ESS3: Earth and Human Activity
ETS1: Engineering Design
ETS2: Links Among Engineering, Technology,
Science, and Society
34
Disciplinary Core Ideas

35. Life Science Earth & Space Science Physical Science Engineering & Technology
LS1: From Molecules to Organisms:
Structures and Processes
LS1.A: Structure and Function
LS1.B: Growth and Development of
Organisms
LS1.C: Organization for Matter and Energy
Flow in Organisms
LS1.D: Information Processing
LS2: Ecosystems: Interactions, Energy,
and Dynamics
LS2.A: Interdependent Relationships
in Ecosystems
LS2.B: Cycles of Matter and Energy
Transfer in Ecosystems
LS2.C: Ecosystem Dynamics, Functioning,
and Resilience
LS2.D: Social Interactions and Group
Behavior
LS3: Heredity: Inheritance and Variation
of Traits
LS3.A: Inheritance of Traits
LS3.B: Variation of Traits
LS4: Biological Evolution: Unity
and Diversity
LS4.A: Evidence of Common Ancestry and
Diversity
LS4.B: Natural Selection
LS4.C: Adaptation
LS4.D: Biodiversity and Humans
ESS1: Earth’s Place in the Universe
ESS1.A: The Universe and Its Stars
ESS1.B: Earth and the Solar System
ESS1.C: The History of Planet Earth
ESS2: Earth’s Systems
ESS2.A: Earth Materials and Systems
ESS2.B: Plate Tectonics and Large-
Scale System Interactions
ESS2.C: The Roles of Water in Earth’s
Surface Processes
ESS2.D: Weather and Climate
ESS2.E: Biogeology
ESS3: Earth and Human Activity
ESS3.A: Natural Resources
ESS3.B: Natural Hazards
ESS3.C: Human Impacts on Earth
Systems
ESS3.D: Global Climate Change
PS1: Matter and Its Interactions
PS1.A:Structure and Properties of
Matter
PS1.B: Chemical Reactions
PS1.C: Nuclear Processes
PS2: Motion and Stability: Forces
and Interactions
PS2.A:Forces and Motion
PS2.B: Types of Interactions
PS2.C: Stability and Instability in
Physical Systems
PS3: Energy
PS3.A:Definitions of Energy
PS3.B: Conservation of Energy and
Energy Transfer
PS3.C: Relationship Between Energy
and Forces
PS3.D:Energy in Chemical Processes
and Everyday Life
PS4: Waves and Their Applications in
Technologies for Information
Transfer
PS4.A:Wave Properties
PS4.B: Electromagnetic Radiation
PS4.C: Information Technologies
and Instrumentation
ETS1: Engineering Design
ETS1.A: Defining and Delimiting an
Engineering Problem
ETS1.B: Developing Possible Solutions
ETS1.C: Optimizing the Design Solution
ETS2: Links Among Engineering,
Technology, Science, and
Society
ETS2.A: Interdependence of Science,
Engineering, and Technology
ETS2.B: Influence of Engineering,
Technology, and Science on
Society and the Natural World
Note: In NGSS, the core ideas
for Engineering, Technology,
and the Application of Science
are integrated with the Life
Science, Earth & Space Science,
and Physical Science core ideas
Core and Component Ideas

36. Matrix of Core Ideas

37. • Scientific Investigations Use a Variety of Methods
• Scientific Knowledge is Based on Empirical Evidence
• Scientific Knowledge is Open to Revision in Light of New
Evidence
• Science Models, Laws, Mechanisms, and Theories Explain
Natural Phenomena
• Science is a Way of Knowing
• Scientific Knowledge Assumes an Order and Consistency in
Natural Systems
• Science is a Human Endeavor
• Science Addresses Questions About the Natural and Material
World
37
Connections to Nature of Science

38. Matrix of Nature of Science Understandings

39. • Interdependence of Science, Engineering, and
Technology
• Influence of Engineering, Technology, and Science on
Society and the Natural World
39
Connections to Engineering, Technology
and Applications of Science

40. • Connections to other DCIs in this grade-level
• Articulation to DCIs across grade-levels
• Common Core State Standards in Mathematics
• Common Core State Standards in English Language
Arts
40
Connections Box

41. Data Structure
Performance
Expectations
Science and
Engineering
Practices
Disciplinary
Core Ideas
Crosscutting
Concepts
Connections
to the Nature
of Science
Connections to
Engineering,
Technology,
and Applications
of Science
Connections to Common
Core Mathematics
Connections to Common
Core English Language Arts

42. Data Structure
Performance
Expectations
Science and
Engineering
Practices
Disciplinary
Core Ideas
Crosscutting
Concepts
Connections
to the Nature
of Science
Connections to
Engineering,
Technology,
and Applications
of Science
Connections to Common
Core Mathematics
Connections to Common
Core English Language Arts

43. Performance
Expectations
Science and
Engineering
Practices
Disciplinary
Core Ideas
Crosscutting
Concepts
Connections
to the Nature
of Science
Connections to
Engineering,
Technology,
and Applications
of Science
Connections to Common
Core Mathematics
Connections to Common
Core English Language Arts

44. Progressions of Understanding
3-5
6-8

45. Performance
Expectations
Science and
Engineering
Practices
Disciplinary
Core Ideas
Crosscutting
Concepts
Connections
to the Nature
of Science
Connections to
Engineering,
Technology,
and Applications
of Science
Connections to Common
Core Mathematics
Connections to Common
Core English Language Arts

46. But what do we align to?
• Performance Expectations?
• Disciplinary Core Ideas?
• Science and Engineering Practices?
• Crosscutting Concepts?
• Connections to the Nature of Science?
• Connections to Engineering, Technology,
and Applications of Science?
• Connections to Common Core?

47. But what do we align to?
• Performance Expectations?
• Disciplinary Core Ideas?
• Science and Engineering Practices?
• Crosscutting Concepts?
• Connections to the Nature of Science?
• Connections to Engineering, Technology,
and Applications of Science?
• Connections to Common Core?
YES

48. But what do we align to?
• Performance Expectations?
• Disciplinary Core Ideas?
• Science and Engineering Practices?
• Crosscutting Concepts?
• Connections to the Nature of Science?
• Connections to Engineering, Technology,
and Applications of Science?
• Connections to Common Core?
BUT

49. But what do we align to?
• Performance Expectations
• Disciplinary Core Ideas
• Science and Engineering Practices

50. K.Forces and Interactions: Pushes and Pulls

51. K.Forces and Interactions: Pushes and Pulls

52. K.Forces and Interactions: Pushes and Pulls

53. K.Forces and Interactions: Pushes and Pulls

54. END