The document discusses the Next Generation Science Standards (NGSS) for K-12 science education. It provides background on the development of the NGSS including timelines and conceptual shifts represented in the standards. The NGSS integrate science and engineering practices, crosscutting concepts, and core disciplinary ideas. Key features include performance expectations for students, coherence across grades, focusing on deeper understanding and application of content, and integrating science and engineering.

1. N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S 1
Stan Freeda

2. NEW HAMPSHIRE FRAMEWORK FOR SCIENCE LITERACY
N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S 2
June 20061990s
NECAP Targets
NH Framework Grade Span Expectations

3. K – 12 BROAD GOALS OF SCIENCE EDUCATION
3
Students will…
1. use inquiry strategies to investigate and understand the natural world.
2. demonstrate an understanding of key concepts and principles central to the biological, physical, and earth sciences,
and engineering, while recognizing the interrelationship of all the sciences.
3. demonstrate an understanding of the basic laws which govern and explain phenomena observed in the natural world
4. demonstrate an understanding of, and be able to practice, the basic processes which scientists use to obtain and
continually revise knowledge about the natural world.
5. perceive that scientific and technological knowledge is the result of the cumulative efforts of people, past and
present, who have attempted to explain the world through an objective, peer-tested, rational approach to
understanding natural phenomena and occurrences.
6. display a sense of curiosity and wonder about the natural world, and demonstrate an increasing awareness of the
interdependence between all living things and the environment.
7. demonstrate their abilities to identify human needs and concerns and to engage in problem-solving processes to
define the problem, research and generate solutions, and develop simulations and prototypes to test their ideas
before implementation.
8. be able to apply rational, creative-thinking, and investigative skills and use scientific and technical knowledge in
their roles as citizens, workers, family members, and consumers in an increasingly technological society.
9. use oral and written communication, mathematical representation, and physical and conceptual models to
describe and explain scientific concepts and ideas, and will be able to apply scientific and technical knowledge.
10.know and employ safe practices and techniques in the laboratory, in field work or any other scientific
investigation, and when using scientific or technological materials at home or work.
N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S

4. K – 12 BROAD GOALS OF SCIENCE EDUCATION
4
10 most common words…
N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S

5. NEXT GENERATION SCIENCE STANDARDS
5
July 2011 – April 2013
1/2010 - 7/2011
1990s
1990s-2009
Phase IIPhase I
N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S

6. TIMELINE OF DEVELOPMENT
6
• National Research Council develops Framework for Science Literacy –
released July 2011
• Achieve develops Next Generation Standards based on the Framework
• First public draft of Next Generation Science Standards - May 2012
• NH Science Teachers Association develops review team – December 2012
• Second and final public draft of NGSS– January 8, 2013
• FINAL NGSS release – April 2013
• Recommendations for adoption provided to Commissioner – May/June,
2013
• NH Legislature adopts new standards – Summer/Fall 2013/2014 ?
N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S

7. REPRESENT CONCEPTUAL SHIFTS
7
• K-12 science education should reflect the interconnected nature of
science as it is practiced and experienced in the real world.
• The Next Generation Science Standards are student performance
expectations – not curriculum.
• The science concepts build coherently from K-12.
• The NGSS focus on deeper understanding of content as well as
application of content.
• Science and engineering are integrated in the NGSS from K–12.
• The NGSS are aligned with the Common Core State Standards in
English Language Arts and Mathematics.
N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S

8. THE DNA OF NEXT GENERATION SCIENCE
8
• The NGSS are written as
Performance
Expectations
• Each Standard represents
a combination of all three
dimensions.
• NGSS will require
contextual application of
the three dimensions by
students.
N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S

9. THE ARCHITECTURE OF NGSS
9N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S
PRACTICES
CONTENT
CROSSCUTTING

10. COMMON CORE CONNECTIONS IN NGSS
10N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S
The Final version has been released.
Connections to Common Core will be available.
Connection to other disciplinary core ideas will be available.
Updates will be on or before April 26.

11. THE NATURE OF SCIENCE
11N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S
Process

12. THE NATURE OF SCIENCE
12N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S
Cross Cutting Concepts

13. THE NATURE OF SCIENCE
13N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S
25 most common words…

14. 14
• Knowledge through content-rich
text.
• Reason abstractly and
quantitatively.
• Construct arguments.
• Critique the reasoning of others.
• Argue with evidence.
N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S
CONVERGENCE AT THE CORE
FOR COLLEGE AND CAREER READY STUDENTS

15. NEW WAYS OF TEACHING AND LEARNING
15
EFFECTIVE SCIENCE TEACHING CAN BE USED AS
A FOCAL POINT THAT EXEMPLIFIES TEACHING
PRACTICES FOR ALL CORE AREAS.
N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S

16. COLLEGE AND CAREER READY PRACTICES
16
Science and Engineering Practices
1. Asking questions and defining problems.
2. Developing and using models.
3. Planning and carrying out investigations.
4. Analyzing and interpreting data.
5. Using mathematics, information and computer technology,
and computational thinking.
6. Constructing explanations and designing solutions .
7. Engaging in argument from evidence.
8. Obtaining, evaluating, and communicating information.
N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S

17. COLLEGE AND CAREER READY PRACTICES
17
Mathematical Practices
1. Make sense of problems and persevere in
solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique
the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated
reasoning.
N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S

18. COLLEGE AND CAREER READY PRACTICES
18
English Language Arts Capacities
1. Demonstrate independence.
2. Build strong content knowledge.
3. Respond to the varying demands of
audience, task, purpose, and discipline.
4. Comprehend as well as critique.
5. Value evidence.
6. Use technology and digital media
strategically and capably.
7. Come to understand other perspectives and
cultures.
N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S

19. COMMON PRACTICES
19
ELA Capacities manifest as:
“construct effective arguments,” “request clarification,” “ask relevant questions,”
“build on others’ ideas,” “articulate their own ideas,” “question assumptions and
premises,” “assess the veracity of claims,” “assess the soundness of reasoning,”
“cite specific evidence,” “make their reasoning clear,” “constructively
evaluate others’ use of evidence,” “evaluate other points of view critically and
constructively,” “express and listen carefully to ideas,” “cite specific textual
evidence to support conclusions,” “delineate and evaluate the argument and
specific claims in a text including the validity of the reasoning as well as the
relevance and sufficiency of the evidence,” “participate effectively in a range of
conversations and collaborations with diverse partners, building on others’
ideas and expressing their own clearly and persuasively.”
N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S

20. COMMON PRACTICES
FOR NH COLLEGE AND CAREER READY STANDARDS
20N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S
Points to Consider:
• “Reasoning practices” in all content areas have to be enacted,
and for learners, most are enacted socially, through talk and
writing.
• “Social” does not just mean student-led group work. Well-
structured social interaction builds in time to think as an
individual – making thinking available - metacognition.

21. 21
AT THE CORE OF ALL NH COLLEGE AND CAREER READY STANDARDS
IS:
• REASONING WITH EVIDENCE.
• BUILDING ARGUMENTS AND CRITIQUING THE ARGUMENTS OF
OTHERS.
• DEVELOPING RIGOROUS, CONCEPTUALLY STRONG, EVIDENCE-
BASED THINKING PRACTICES.
• PARTICIPATING IN REASONING-ORIENTED PRACTICES, WITH
OTHERS.
THESE PRACTICES RELATE EXPLICITLY TO SENSE-MAKING AND
DISCUSSION:
REASONING, IN THE SERVICE OF MAKING ARGUMENTS.
N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S
COMMONALITIES AT THE CORE
FOR NH COLLEGE AND CAREER READY STANDARDS

22. COMMONALITIES AT THE CORE
FOR NH COLLEGE AND CAREER READY STANDARDS
22
REASONING, IN THE SERVICE OF MAKING ARGUMENTS
• REQUIRES THAT TEACHERS FOCUS MORE ATTENTION ON
REASONING AND “THINKING PRACTICES.”
• REQUIRES STUDENTS TO PARTICIPATE IN MAKING THEIR
THINKING PUBLIC AND COGENT.
• REQUIRES STUDENT RECEIVE GUIDANCE TO MAKE THEIR
THINKING…
• Visible
• Public
• Available to others
…IN SPEAKING AND WRITING!
N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S

23. 23
TEACHERS WILL HAVE TO HELP ALL STUDENTS:
• EXTERNALIZE THEIR THINKING;
• LISTEN CAREFULLY TO ONE ANOTHER
AND TAKE ONE ANOTHER SERIOUSLY;
• DIG DEEPER INTO THE DATA AND EVIDENCE FOR THEIR
POSITIONS;
• WORK WITH THE REASONING OF OTHERS.
N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S
COMMONALITIES AT THE CORE
FOR NH COLLEGE AND CAREER READY STANDARDS

24. THE GOOD NEWS
24N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S
“Reasoning” practices are common to all 3 sets of standards.
Big bang for the buck.
The practices of deep discussion transfer from one content
domain to another.
We now know a great deal about how to induct students,
from all backgrounds, into these reasoning practices, through
rigorous, content-rich, teacher-guided discussions.
Good science teaching has always supported these practices.

25. THE BAD NEWS
25N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S
The dominant forms of talk in classrooms — recitation and direct
instruction — do NOT support reasoning, building arguments with
evidence, explaining, critiquing, and building common ground.
Teachers are often not well-prepared to lead academically
productive, reasoning-oriented discussions.
Teachers often rely on group work, hoping that the hands-on
activities, in small groups, will teach the students what they need to
learn.
Even science teachers have a hard time running these discussions.
Discussions are often skipped. “…We just didn’t have time.”

26. THE TAKE AWAY
26N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S
What do we do now?  model teaching practices that support the ISTE NETS-T
• We need to take seriously our role as education leaders in New Hampshire.
• We can’t just host “professional development” that talks about the NH College
and Career Ready Standards, we have to model these core ideas in our
actions and teaching for the field.
• We have to insist that professional development we deliver, authorize,
promote, and approve, fits this active teaching model.
• Engages socially through peer interactions
• Stresses metacognitive processes
• Extends learning beyond the “workshop” or “webinar” or “seminar”
• Requires a project based / demonstration product to assess learning
• Incorporates technology to engage and enhance the experience
• We have to insist that our professional development providers follow this
collaborative and metacognitive model as well.

27. N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S 27
THE TAKE AWAY
The Bottom Line
We cannot effectively teach and assess the
achievement of the NH College and Career
Ready Standards by kids using technology
and online assessments unless we effectively
teach those kids using those same
technologies and online tools to support and
engage them in their learning.

28. LEARN MORE ABOUT THE STANDARDS ONLINE
28N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S
www.NextGenScience.org
www.CoreStandards.org

29. IMPLEMENTING THE NEXT GENERATION SCIENCE STANDARDS
29N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S
www.achieve.org/publicati
ons/ngss-adoption-and-
implementation-workbook
Free Publication from

30. RESOURCES
30N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S
New Hampshire Educators Online (NHEON)
NHEON.org www.nheon.org
NH e-Learning for Educators Project
NH e-Learning for Educators informational website www.opennh.org
OPEN NH course and tutorial management system www.opennh.net
Online Learning in New Hampshire www.nheon.org/onlinelearning
Institute in a Box
Collaboration Rings
Common Core Lesson Sharing
www.nhdrc.org

31. N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S 31
THE END

32. N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S 32
OFFICE OF EDUCATIONAL TECHNOLOGY
Contact Information
Stan Freeda
New Hampshire Technology Readiness Coordinator
Office of Educational Technology
New Hampshire Department of Education
Stanley.Freeda@doe.nh.gov 603.271.5132
www.education.nh.gov www.nheon.org www.opennh.org
@