8/9/2019 March 2015 NGSS NOW

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March 2015

Resource Updates

The NGSS EQuIP ProfessionalLearning Facilitator's Guide is nowavailable. It is a series of 10 modules thatwere designed to provide guidance onbuilding the capacity of educators andeducation leaders to use the EQuIP Rubricfor Science. The modules were developedby professional development experts,writers of the EQuIP Rubric for Science, and classroom educators. The rubric hasbeen used by educators and developers ofinstructional materials to review sciencelessons and units, to provide effectivefeedback and suggestions forimprovement to developers ofinstructional materials, and to identify howto transition current materials to align tothe NGSS. A few resources associated withthe professional learning modules are notyet available, but the facilitator's guide andassociated materials will still be helpful insupporting those interested in facilitatingprofessional learning on the EQuIP Rubricfor Science.

The annual NGSS Network LeadershipConference just wrapped up in San Francisco,California. The conference brought togetherstate teams (e.g., state education agencystaff, district leadership and key stakeholders)to work on implementation planning. Lookout for the powerpoint presentations andother resources associated with theconference to be postedto nextgenscience.org in the coming weeks.

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8/9/2019 March 2015 NGSS NOW

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Standard of the Month

HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller,more manageable problems that can be solved through engineering. For a more in-depth lookat this NGSS performance expectation and to search for others read more here . Need morecontext? See where these ideas are introduced in A Framework for K-12 Science Education (page208).

Q: I have seen the disciplinary core ideas (DCIs) in the Framework and the NGSS referred toas "content." Are DCIs and content the same thing?

A: The DCIs are often referred to as the content of the NGSS, but equating the DCIs withcontent misses two important and distinguishing aspects of the NGSS. First, DCIs are not thesole source of content within the Framework or the NGSS. There is content, or material toknow, within the practices and crosscutting concepts as well as within the DCIs. Second, theDCIs go deeper than does traditional content. The DCIs are the fundamental scienceknowledge that students need to explain phenomena. As such, the DCIs had to meet at leasttwo of the four criteria listed below to be included in the Framework and the NGSS, whiletraditional science content did not always have to meet such criteria:* Have broad importance across multiple sciences or engineering disciplines or be a keyorganizing concept of a single discipline;* Provide a key tool for understanding or investigating more complex ideas and solvingproblems;* Relate to the interests and life experiences of students or be connected to societal orpersonal concerns that require scientific or technological knowledge;* Be teachable and learnable over multiple grades at increasing levels of depth andsophistication.

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Highlighted Resource

Interested in learning more about the

implications of the NGSS science andengineering practices on instruction,assessment, and professionaldevelopment? Check out this article byRichard Duschl and Rodger Bybee.

NGSS in the News

Linden, Rahway prepare for new science

standards by Michelle H. Daino, MyCentralJersey.com February 12, 2015

"Cindy Apalinski and Anjanette Highsmithremember a time when learning aboutscience merely meant pouring over textbooksand handing in lab reports with minimaldiscussion about the practices involved. Theycouldn't be more enthused for their studentswho will soon have the opportunity to

embrace a deeper, hands-on experience,thanks to the Next Generation ScienceStandards.

Key Message for the Science Education Community: Three-Dimensional Learning

A key difference between students learning the "content" encompassed by previous sets of

science standards and students understanding the content in the NGSS is that, in NGSS-alignedinstruction, learning is three-dimensional. Students develop a deep understanding of the DCIsthrough their application via the practices and crosscutting concepts. With systems aligned toprevious sets of standards, the goal of instruction was often for students to memorizecontent. In contrast, in systems aligned to the NGSS, the goal of instruction is for students tobe able to explain real-world phenomena or to design solutions using their understanding ofthe DCIs through the practices and the crosscutting concepts.

NASA's Solar Dynamics Observatory has kept a

24/7 vigil on the sun for the past five years andhas collected 2,600 terabytes of data. Watchthiscomposite video to see some of the highlights.

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8/9/2019 March 2015 NGSS NOW

4/4

Opinion

Teachers can get plenty of help inimplementing standards

by Tricia Shelton February 19, 2015

"The Next Generation Science Standards(NGSS) and the Framework for K-12Science Education articulate a beautifulvision for our students. The overarchinggoal of the standards is a coherent andrigorous science education for all studentsthat enables them to be critical consumersof science and attain the scientific literacy

necessary to be informed citizens, able toengage in public discourse and decision-making on issues of science, engineering,and technology."

Why Chevron is Helping Fund STEMEducation

by Tim Bajarin February 23, 2015

"Over the last year, I've become moreinterested in the Maker Movement andprograms that focus on STEM education -science, technology, engineering and math.Like many people, I believe the U.S. educationsystem needs to do more to get kidsinterested in math and science, as technologysits at the heart of new job creation and is

impacting our lives in ways none of us couldhave imagined 50 years ago."

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