Next Generation Science Standards

1. Next Generation Science Standards Intro to NGSS

4. Framework Summary • First, it is built on the notion of learning progressions as a developmental progression. • Second, the framework focuses on a limited number of core ideas in science and engineering both within and across the disciplines. • Third, the framework emphasizes that learning about science and engineering involves integration of the knowledge of scientific explanations (i.e., content knowledge) and the practices needed to engage in scientific inquiry and engineering design.

5. Iowa Core Science Standard Middle School (6-8) Details and Example:Understand and apply knowledge of: • elements, compounds, mixtures, and solutions based on the nature of their physical and chemical properties. • physical and chemical changes and their relationship to the conservation of matter and energy. • A substance has characteristic properties, such as density, a boiling point, and solubility, all of which are independent of the amount of the sample. A mixture of substances often can be separated into the original substances using one or more of the characteristic properties.  • Substances react chemically in characteristic ways with other substances to form new substances (compounds) with different characteristic properties. In chemical reactions, the total mass is conserved. Substances often are placed in categories or groups if they react in similar ways; metals is an example of such a group. • Chemical elements do not break down during normal laboratory reactions involving such treatments as heating, exposure to electric current, or reaction with acids. There are more than 100 known elements that combine in a multitude of ways to produce compounds, which account for the living and nonliving substances that we encounter.

6. NGSS Performance Expectation • MS-PS1-d Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]

7. Creating Performance Expectations

8. Scientific and Engineering Practices • Asking Questions (science) and Defining Problems (engineering) • Developing and using Models • Use and/or develop models to predict, describe, support explanations, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics and computational thinking • Constructing explanations (for science) and designing solutions (for engineering) • Engaging in argument from evidence • Obtaining, evaluating, and communicating information

9. Crosscutting Concepts • Patterns • Cause & Effect: Mechanism & Explanation • Scale, proportion, and quantity • Energy & matter: Flows, cycles, and conservation • Matter is conserved because atoms are conserved in physical and chemical processes. • Structure & Function • Stability and Change

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

11. Core Idea PS1.B: Chemical Reactions • Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d),(MS-PS1-e),(MS-PS1-f) • The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d)

12. NGSS Performance Expectation • MS-PS1-d Develop molecular models of reactants and productsto support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]

13. Integrating Common Core

14. NGSS Matrix of Standards by Discipline Core Ideas and Grade Level • K Total Performance Expectations: 12 • 1st Total Performance Expectations: 13 • 2nd Total Performance Expectations: 19 • 3rd Total Performance Expectations: 17 • 4thTotal Performance Expectations: 19 • 5thTotal Performance Expectations: 21 • Middle School Total Performance Expectations: 93 • Life Science P.E. 34 • Physical Science P.E. 25 • Earth &Space Science P.E. 34 • High School Total Performance Expectations: 96 • Life Science P.E. 34 • Physical Science P.E. 31 • Earth &Space Science P.E. 31