Working with NGSS

There are a number of considerations to keep in mind when working with NGSS. Achieve has provided some support through the Appendices to the NGSS. Below are some other areas for thought:

Finding engineering performance expectations in NGSS

There are two documents that can help you. The first document is Appendix I - Engineering Design in the NGSS. For example, if I am a teacher that teachers 3rd grade, the overview of engineering for grades 3-5 is described on page 4 and the specific performance expectations are listed on pages 6 and 7. Below are the Performance Expectations that incorporate engineering practices for grade 3.

For third grade the physical science performance expectation incorporating engineering is 3-PS2-4

For third grade the life science performance expectation incorporating engineering is 3-LS4-4

For third grade the earth and space science performance expectation incorporating engineering is 3-ESS3-1

There are also specific Engineering Design performance expectations for the grade span, third through fifth grade.

For third through fifth grade the engineering performance expectations are 3-5-ETS1-1, 3-5-ETS1-2 and 3-5-ETS1-3

I would next use the NGSS document. If we use the Topics view of this document, Topic Arrangements of the Next Generation Science Standards, we can see all the performance expectations that incorporate engineering practices because they have an asterisk at the end of the performance expectation.

Note. Michigan educators are being encouraged to use the NGSS by topic arrangement. However, you can also use the NGSS by disciplinary core ideas, called DCI view on the website. For this example, however, I will use the topic arrangement document. For third grade the performance expectations that incorporate engineering practices are below. I am also including the pages they can be found in the document.

3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets.* [Clarification Statement: Examples of problems could include constructing a latch to keep a door shut and creating a device to keep two moving objects from touching each other.] Found on page 18

3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.] [Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.] Found on page 19

3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.* [Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lighting rods.] Found on page 21

There are also specific Engineering Design performance expectations for the grade span, third through fifth grade.

For third through fifth grade the engineering performance expectations are 3-5-ETS1-1, 3-5-ETS1-2 and 3-5-ETS1-3. The complete performance expectation for each of these is listed below. All of these can be found on page 32.

3-5.Engineering Design Students who demonstrate understanding can:

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Let's do another example using 4th grade. Below are the Performance Expectations that incorporate engineering practices for grade 4.

For fourth grade the physical science performance expectations incorporating engineering are 4-PS3-4 and 4-PS4-3

For fourth grade there are no life science performance expectations incorporating engineering practices

For fourth grade the earth and space science performance expectation incorporating engineering is 4-ESS3-2

The wording for each performance expectation in the fourth grade is below. I am also including the pages they can be found in the Topic Arrangements of the Next Generation Science Standards.

4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.* [Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.] [Assessment Boundary: Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound.] Found on page 23

4-PS4-3. Generate and compare multiple solutions that use patterns to transfer information.* [Clarification Statement: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1's and 0's representing black and white to send information about a picture, and using Morse code to send text.] Found on page 24.

4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.* [Clarification Statement: Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.] [Assessment Boundary: Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions.] Found on page 26.

There are also the specific Engineering Design performance expectations for the grade span, third through fifth grade.

For third through fifth grade the engineering performance expectations are 3-5-ETS1-1, 3-5-ETS1-2 and 3-5-ETS1-3

These are the same as those listed for third grade above.

Hopefully this doesn't appear more complicated than what it really is.

Course Sequencing

Eric Brunsell from the University of Wisconsin Oshkosh has a short video in his MOOC that describes Model Course Sequences. To access click here.

Steps to School Improvement This professional development series takes a school improvement team through the process of curriculum alignment while developing a professional learning community. It may be useful to school teams as they prepare for the Next Generation Science Standards. Although some of the examples show science teachers creating courses and sequencing courses based on the Michigan Curriculum Framework, the process can be used with NGSS.   

 

Sample Unit Development Process.  Teacher's Artifacts.

Grade 2 Storyline: Harvest Corn
Unit 7 Step 13: Harvest Corn Coherence Worksheet
Unit 7 Step 13: Student Artifacts Harvest Corn