Next Generation Science Standards Quiz 2

What are the three essential ways in which the NGSS are distinct from prior science standards?

• They focus on memorization, understanding, and application

• They prioritize theoretical knowledge, practical skills, and interdisciplinary connections

• They promote individual learning, group projects, and real-world applications

• They emphasize performance of science concepts, practices, and crosscutting ideas, in the context of real-world applications.

What are the three foundation boxes below the performance expectations?

• Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts

• Science and Engineering Practices, Crosscutting Concepts, and Articulation of DCIs

• Science and Engineering Practices, Disciplinary Core Ideas, and Common Core State Standards

• Disciplinary Core Ideas, Crosscutting Concepts, and Connections to the Common Core State Standards

What is the color coding used in the online versions of the standards?

• Green for Science and Engineering Practices, Blue for Disciplinary Core Ideas, and Red for Crosscutting Concepts

• Red for Science and Engineering Practices, Yellow for Disciplinary Core Ideas, and Blue for Crosscutting Concepts

• Orange for Science and Engineering Practices, Green for Disciplinary Core Ideas, and Blue for Crosscutting Concepts

• Blue for Science and Engineering Practices, Orange for Disciplinary Core Ideas, and Green for Crosscutting Concepts

What is the purpose of the Connection Boxes in the NGSS?

• To provide examples of real-world applications of the performance expectations

• To show how the performance expectations connect to other PEs in science and to common core state standards

• To list additional resources for teachers to use in their instruction

• To explain the historical context of the core ideas in the major fields of natural science

What is the primary focus of the NGSS performance expectations?

• To guide curriculum planning and development for teachers

• To provide a set of instructional or assessment tasks for teachers to follow

• To demonstrate what students should be able to do after instruction

• To assess students' ability to memorize scientific facts

What is the purpose of the color coding in the online versions of the standards?

• To make the standards visually appealing to students

• To differentiate between the different types of assessment tasks

• To highlight the most important concepts for teachers to focus on

• To indicate the three dimensions represented in each performance expectation

What is the significance of the standard codes used in the NGSS [e.g., 3-PS2-4]?

• They indicate the grade level and the core ideas in the major fields of natural science

• They provide a summary of the performance expectations for each standard

• They represent the specific science and engineering practices used in each performance expectation

• They highlight the connections between individual performance expectations and the statements in the foundation boxes

What is the purpose of the Disciplinary Core Ideas (DCIs) in the NGSS?

• To explain the historical context of the core ideas in the major fields of natural science

• To describe the most essential ideas in the major science disciplines

• To list the mathematical skills that students need for science

• To provide examples of real-world applications of the performance expectations

What is the role of the Connection Boxes in the NGSS?

• To explain the historical context of the core ideas in the major fields of natural science

• To list additional resources for teachers to use in their instruction

• To provide examples of real-world applications of the performance expectations

• To show how the performance expectations connect to other PEs in science and to common core state standards

What is the primary focus of the NGSS performance expectations?

• To provide a set of instructional or assessment tasks for teachers to follow

• To assess students' ability to memorize scientific facts

• To demonstrate what students should be able to do after instruction

• To guide curriculum planning and development for teachers