Physical Science Framework (Physics & Chemistry):
Each Performance Expectation has a code denoting grade level, discipline (subject) and number. This code appears in parentheses behind each Engineering Practice, Crosscutting Concept and Core Idea (content). Using this helpful bit of information I rearranged the Performance Expectations related to Physics so that all of the support material was directly underneath it.
I teach Physics so the "Physical Science Framework" was my focus after I felt like I "got a handle" on the NGSS and its organization. While the chart form of NGSS is helpful for sorting the Performance Expectations, Practices (skills), etc. it is not the easiest from a lesson plan point of view. Each Performance Expectation describes exactly what its name implies, what a student is expected to be able to perform knowledge of. And that gives a big clue to one of the biggest shifts, students are expected to perform, demonstrate, analyze, conduct experiments, etc. They will be testing on what they can do not in a multiple choice format.
This made it easier for me to see the skills my students should be able to demonstrate regarding each Performance Expectation. One of the biggest complaints I've seen about the NGSS is that they are much more narrow than broad; but one of the biggest compliments of the NGSS is that they are deeper and narrower than broad and shallow. I think it all depends on how you look at it. My problem with the specific Discipline Core Ideas (content) for Physics is that there are many traditional concepts not listed. For example, there is a Performance Expectation about Newton's Second Law but the other laws or basic Kinematics like the differences between acceleration and velocity. I work with new teachers frequently and I am concerned that they will not think of all the other content that students will need to understand the Performance Expectations. I tried to add additional comments and suggestions underneath each Performance Expectation to help with this but of course, this is my own opinion.
Physics does not exist on its own in NGSS but is coupled with traditional Chemistry content under the area of "Physical Science." There is often overlap between Chemistry and Physics but splitting the content into these two classes is something that has not yet been determined. I identified three areas that align with what I traditionally teach:
HS-PS2 Motion and Stability: Forces and Interactions
HS-PS4 Waves and Their Applications in Technologies for Information Transfer
For each I split up the content from the chart form and included some notes as well. I hope to use these for my own understanding as well as to help my new teachers.
PS = Physical Science (Chemistry and Physics)
Matter and its Interactions (Matter organized by Performance Expectations)
I found this poster for the engineering practices from a Phoenix School District. It has statements for each category of the Science & Engineering practices that I find helpful for guiding me.
Life Science Framework (Biology):
I have also split up the sections of Life Science organized by Performance Expectations #1-4:
LS = Life Science
HS-LS1 From Molecules to Organisms: Structures and
Processes (organized by Performance Objective)
Earth & Space Science Framework (Earth Science, Geology and Astronomy):
I have also split up the sections of Earth Science organized by Performance Expectations #1-3:
ES = Earth and Space Science
HS-ESS1 Earth’s Place in the Universe (organized by Performance Objective)
Crosscutting Concepts are concepts that should appear in multiple
disciplines and help students see the overall interdisciplinary
connections between their classes. Often, teachers discuss applications
of a particular concept in multiple classes. For example, the lens of
the eye shares properties with over convex lenses so it may be discussed
in both a biology (or anatomy) class as well as a Physics class. In my
class I discuss near-sightedness and far-sightedness and how their focal
lengths differ; students who are in anatomy and have dissected a cow's
eye have a much better understanding of that concept.
Science and Engineering Practices:
These skills are listed under specific Performance Expectations but do not have to be taught only
with those concepts. All the advice I've heard for implementation of
NGSS has been to start with these Science and Engineering Practices.
These skills can be taught to students in any concept and if students
truly understand how to do it then they should be able to apply
them to any other concept. For example, there is an Science &
Engineering Practice regarding analyzing data, something that students
do frequently. There are others about designing and revising a model
which you may teach to your students in the Kinematics unit but they may
be assessed regarding Electricity. I've separated the Science and
Engineering Practices for Grades 9-12 so that you can see them a little more broadly.