Thanks for being here - we’re going to unpack NGSS or the Next Generation Science Standards which rolled

out in
Fall 2016 for many public Callifonia schools.

So today everyone will hopefully have a better understanding of NGSS and can confidently start incorporating it into
their curriculum after today!
Image includes ceramic coffee cup with steam coming out from the top, surrounded by coffee beans

So this is our big question, how can we incorporate NGSS? What is NGSS? How do read NGSS?
An easy way to incorporate NGSS into our curriculum is project based learning, which we already often do. We can
give students scenarios in which they need to solve a problem and defend specific actions based on foundational
content that they should have learned in previous classes.

Picture includes Structure and Properties of Matter Standard, has boxes that organized into Science and
Engineering Practices, Disciplinary Core Ideas, Crosscutting Concepts, ELA/Literacy Standards, and Mathematics
Standards

So if we go back to our coffee question, we can actually make a lab activity in which observing coffee in different
materials fits this standard of “Analyze data from testing different materials to determine which materials have the
properties that are best suited for an intended purpose”. Students can pour coffee into different types of cups -
glass, ceramic, metal, and styrofoam - measure initial temperature of coffee in each cup, time how long they
measure the temperature, and record final temperature in each. They can also observe the surface of the material
and if it transfers and retains heat as well.
Shows Standard HS-LS4-2, let’s read and discuss what this standard might mean and what it might look like in the
classroom

Image shows screenshot of standard from NGSS website with a circle and arrow pointing towards the link for
evidence statements.

● Evidence statements are helpful because they show what is expect for students to reach the standard
● For statewide testing these are good guidelines for the type of assessments students will expect to see.
● Evidence statements can give teachers an idea of what types of tasks and projects they should do in order
for students to achieve those standards
Image shows observable features of reaching standard

Evidence lists types of information students need to mention in order for their explanation of evolution

● Teachers are asked how they plan lessons already and discuss with groups, then as one large group
● What’s helpful about NGSS is that we already have the expectations and objectives for students
● Once standards are chosen, we can use evidence statements to shape lesson structures
● The lesson structure I chose follows a “growth mindset” in which we pull prior knowledge, discuss, observe
and learn, assess, learn from assessments, assess again and repeat until new knowledge is made. It’s a
cycle in that it continues until mastery, but STILL continues as new knowledge is made.
 ● We will do a run through of both of these activities
● I personally think the squabbits simulation is extremely helpful for students to see how evolution occurs in
“real” time.
● Tragedy of the Commons is super engaging and can add some friendly competition in the classroom
● It emphasizes competition for resources and what happens if there are too many of one species in the same
environment

Diagram shows what kinds of questions teachers came up that are productive for student discussion
● Teachers group up in disciplines
● Pick a standard
● Discuss a lesson plan and build one together
● Each group shares (my school has four science disciplines, so we had four groups)

1. Work with what you have

a. You don’t have to start from scratch, work with what you have and make small adjustments. Your
curriculum probably already hits a lot of standards

1. Find Professional Groups

a. Facebook is helpful
b. CSTA and NSTA have excellent resources and e-mail listing as well
1. Have fun - this is super important. If you feel like the process is grueling and your heart isn’t in the lessons it
won’t be fun for your students either.
Here are some sources mentioned. I also like the Exploratorium because a lot of the demos can be done affordably
but cover phenomenon and easy observable things for each discipline.