High School Resources

Physical Science Framework (Physics & Chemistry):

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.

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.

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:

Motion and Stability: Forces and Interactions
HS-PS3 Energy
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)

HS-PS1 Matter and its Interactions (Matter organized by Performance Expectations)
HS-PS2 Motion and Stability: Forces and Interactions (Forces organized by Performance Expectations, with notes)
HS-PS3 Energy (Energy organized by Performance Expectations, with notes)
HS-PS4 Waves and Their Applications in Technologies for Information Transfer
(Waves organized by Performance Expectations, with notes)

Content Proportions
I found that the waves section was lacking a lot about sound and resonance that I usually teach. While there have always been starred standards or additional things that I teach that were not required by the state. I still plan to teach Sound, as many teachers probably plan to. I developed this visual to help illustrate that while we will be held to the content in the NGSS there will be additional content that we teach.

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)
HS-LS2 Ecosystems: Interactions, Energy, and Dynamics
(organized by Performance Objective)
HS-LS3 Heredity: Inheritance and Variation of Traits
(organized by Performance Objective)
HS-LS4 Biological Evolution: Unity and Diversity
(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)
HS-ESS2 Earth’s Systems
(organized by Performance Objective)
HS-ESS3 Earth and Human Activity
(organized by Performance Objective)

Crosscutting Concepts:

The 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.

Crosscutting Concepts Grades 6-8 and Grades 9-12

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.