# data[].attributes.attachment_link.readable_text
The Next Generation Science Standards (NGSS) ask us as science teachers to provide anchoring phenomena, opportunities for real-world application of concepts, and flexibility to allow students to follow their own curiosities while learning science. They are asking us to learn with our students and to adopt the mindset that new theories can always surface and paradigms do indeed shift. I've realized that the NGSS burst open a door that I've always tried to keep a foot in- getting my students to authentically care about our planet and to have a genuine interest in the wonderful operations of our universe.

Now, "How the heck are we busy, overwhelmed teachers supposed to have our fingertips on the pulse of every awesome and interesting thing going on in science in order to structure these phenomena-based units?"

Find Freebie Content and Follow Your Curiosity!

I have compiled a list of websites that contain rich ideas and real-world issues that are useful for finding the phenomena that can 'anchor' lessons and units aligned with the Next Generation Science Standards. Spend some time looking for the ideas and stories that pique your interest.

I recommend reading this article on the Atlas blog to learn more about how to choose good lesson-level and unit-level anchors!

Create a quick Powerpoint slide to showcase a neat phenomena that you find in order to instigate an engaging whole-class or small-group discussion on the concept. Try having your students make a list of as many 'What If...?' and 'I Wonder...?' questions as they can think of about the phenomena that they've been asked to consider. (I call this a measure of their 'I.Q.' or 'Inquiry Quotient'!).

Here are some Anchoring Phenomena examples:

To begin a unit on water properties, you could show this video of Wringing Out Water on the International Space Station. Have students draw a model of what they think is going on... they'll revise the model as they progress through the lessons in the unit.

To begin a unit on matter, you could show this video of a Railroad Car Collapsing. Have students draw a model of what they think is going on... they'll revise the model as they progress through the lessons in the unit.

To begin a unit on chemical reactions, you could show this video of a Match Burning in Slow Motion (by the way, any physical phenomena shown in slow motion is amazing for helping students to consider the physics!). Have students draw a model of what they think is going on... they'll revise the model as they progress through the lessons in the unit.

To begin a unit on waves/light, you could show a picture of this London skyscraper that's been nicknamed the 'Walkie Scorchie' and explain how it has melted cars parked in the street near it. After they consider that the building heats specific points to extreme temperatures, the students could draw a model of what they think is going on... they'll revise the model as they progess through the lessons in the unit.

During the lesson or unit, refer back to that phenomena so that your students continue to mold their understanding of the science behind the issue. Ask them to keep writing their 'What If...?' and 'I Wonder...?' questions. Let their questions guide your future planning! Maybe Bobby is ultra-intrigued by the idea of plastic-eating caterpillers... could this be a future anchoring phenomena for a unit on synthetics or the basis for a project-based learning assignment? Maybe Olivia wonders how elephants are able to 'hear' through the adipose tissue in their feet... could this question ground a future unit on the behavior of sound waves? This process is like climbing a rock wall- your ascension path changes as you find different grips and attain more stable footing.

These websites are all FREE and they offer an amazing smorgasbord of cool phenomena, real-world science applications, information databases, video collections, inquiry project ideas and more! Explore, brainstorm, and get excited about the possibilities! Oh and p.s. I plan to add to this list as I find more!

Project Phenomena

On Project Phenomena you can search by Disciplinary Core Idea (DCI) and grade level to find interesting real-world phenomena from which to launch your units! There are also tons of links to additional resources embedded on the site!

Wonderopolis

Oh my gosh. Talk about kids following their curiosities! This. Website. Is. Incredible. Head over to Wonderopolis and go to the Explore Wonders page where you can search for topics that you are going to be teaching. You can find relevant videos that will help you to isolate a phenomenon to base your students' studies on. Don't miss the Educator page called The Wonder Ground, where there is a database of lessons and other educator resources!

NOAA

The National Oceanic and Atmospheric Administration site is chockfull of incredible happenings in Earth and Ocean science. Check out the Education section to find resources and activites for specific DCI's.

Model Based Inquiry

The Phenomena Ideas section of the Model Based Inquiry site is easy to navigate as it is organized by NGSS Discipline. This site has excellently-curated questions and associated resources to help you plan specific unit investigations with super engaging anchoring content!

Jet Propulsion Laboratory

On the Jet Propulsion Laboratory website you can find NASA-approved mini-projects, slideshows, videos, and games sorted by topic and grade level.

The Kid Should See This

The best site for finding kid-friendly videos that will WOW and amaze your students is The Kid Should See This! Try showing a video that will provide the foundation for students to come up with further questions that they can explore. But BEWARE: once you're on this website it's hard to leave if you love learning strange and incredible things!

Exploratorium

'Hungry for fresh, exciting science activities based in amazing phenomena?' Check out the Exploratorium website's Science Snacks- fun, hands-on activities that will get your students engaged and thinking! I love exploring this site for neat ideas aligned with the NGSS.

The Wonder of Science

Now here is a WONDERful resource! This one will be a go-to for me! The Wonder of Science has tons of curated phenomena ideas, video links, anchor chart examples, and assessment possibilities all organized by standard. And the whole website is sort of set up in a 3-dimensional manner where you can explore by DCI or by science practice to locate appropriate resources for your class.

NGSS Phenomena

The name says it all! The author of NGSS Phenomena calls himself an 'extreme hoarder' of NGSS resources. Type your topic into the Searchable Phenomena search bar and find some fascinating photos that could simply be used as conversation pieces to engage your students or that might spark a great idea for a performance assessment.

Veritasium YouTube Channel

The name ' Veritasium' stems from the Latin veritas, meaning truth. This YouTube channel has hundreds of videos that explore the science behind real life phenomena. To focus your unit of study, show short clips from one of the videos and have your students write lots of questions that they have about the phenomena. Write their questions on a poster paper, then go through them and check off the ones that could be investigated in class.

Zooniverse

Want your students to see how data collection and observation skills are utilized in the real world? Find a project relevant to your current unit on Zooniverse! This website catalogues citizen science projects going on around the globe.

Teach Engineering

If you are looking to incorporate more of the engineering standards into your planning, try searching the STEM curriculum or Maker Space lesson inventories on TeachEngineering! This is an invaluable resource for planning lessons and units through an engineering lens.

Physics Girl YouTube Channel

Another great science YouTuber Dianna Cowern explores fascinating facets of physics on her Physics Girl YouTube Channel. Gather ideas for investigations that your students could do within your classroom to find answers to a specific phenomena, or show clips of Dianna's videos to anchor your unit.

cK-12

If you have Google Classroom, this one is for you! The cK12 website has loads of lesson ideas and supplemental resources for hitting the DCI's in each NGSS standard. You can assign videos and activities for your students to complete from this website directly through your Google Classroom.

Science Buddies

ScienceBuddies has a sorting function for topic and grade level and a nice collection of NGSS-aligned lesson plans and suggested performance assessments.

PBS Learning Media

Browse the standards to find a plethora of idea-generating resources for teaching to the NGSS on PBS Learning Media. You can find videos of other teachers teaching certain topics, articles, public broadcasting show clips, vetted webpages, and more.

The Concord Consortium

Wow. The Concord Consortium website is a gem, especially if you appreciate visuals. Click on the buttons for your science content area, the science and engineering practice you're looking to practice, and the cross-cutting concept you'd like to incorporate. There are some excellent ideas here.

eGFI

Check out the neat ideas on the eGFI website (this is sponsored by the American Society for Engineering Education and it stands for Engineering: Go For It! There are great lesson plans and project ideas here.

Cool Green Science

If you teach life science, the Cool Green Science blog by The Nature Conservancy has lots of fascinating posts that dig into wildlife and biology-related questions. Use this blog for phenomena-finding inspiration!

EnviroLink and Inhabitat

If you're looking for recent news stories relevant to a topic that you're teaching, check out the headlines at EnviroLink or Inhabitat. A lot of the news is sobering, but some of it is hopeful... and it's all going on in our world.

Science Friday

One of my favorite radio programs has a website that is a great resource for finding eye-popping examples of cool science! Check out the collection of free articles at Science Friday! I also suggest trying the Chrome extension Insert Learning to turn the articles into awesome interactive lessons and post them on your Google Classroom.

Pulitzer Center

To find authentic examples of science-based humanitarian issues like water quality, nuclear issues, climate change, and pollution, go to the lesson builder at the Pulitzer Center. Try the advanced search feature and select 'science'.

Science Journal

If you have iPads in your classroom or you are able to allow your students to use their smart phones to collect data, check out the neat experiments at Science Journal. You can have your students monitor motion, light levels, heart rate and more! They'll collect information to graph and analyze and they can come to conclusions about the relevant science phenomena behind their empirical data.

National Geographic

National Geographic stole my heart a long time ago and it still delivers in every issue. The website also has a great collection of lessons that will help ground your students' explorations in real phenomena and events. Search the lesson database by subject to find intriguing ideas!

If you have found other great web resources, please leave the links in the comments section to share!

# data[].attributes.attachment_link.keywords[]
ideas and resources for middle school science educators

# data[].attributes.attachment_link.title
Free Websites for Finding NGSS Anchoring Phenomena

# data[].attributes.attachment_link.description
The Next Generation Science Standards (NGSS) ask us as science teachers to provide anchoring phenomena, opportunities for real-world application of concepts, and flexibility to allow students to follow their own curiosities while learning science. They are asking us to learn with our students and to adopt the mindset that new theories can always surface and paradigms do indeed shift.

# data[].attributes.attachment_link.readable_text
Phenomena can be the special ingredient that brings both intrigue and relevance to an otherwise ordinary lesson. It's no surprise anchoring phenomena have become a part of the conversation whenever educators discuss NGSS science instruction. This is exciting because anchoring phenomena and driving questions can be the key to student engagement.

When I was first introduced to the importance of anchoring phenomena in NGSS instruction, I remember Googling "NGSS anchoring phenomena" and getting two, maybe three results -- and even they weren't really what I needed. Today, the same search returns more than 2000 results. In a very short time, knowledge and resources have increased at a breakneck pace. Today, I know I can find the resources I need to help me anchor phenomena to the standards with relative ease. I'd like to share some of my favorite results from my search with you.

NGSS Resources at Your Fingertips
Teaching Channel
A few of the top results from my Google search come straight from Teaching Channel. One links to a piece written by NGSS Squadster Kyla Burns, a high school biology teacher from Iowa. Kyla's post, NGSS Story-Lining: Using Entry Level Video, describes the connections between project-based learning and anchoring events.
Clemson University Media Resources
Clemson University not only has great Inquiry in Motion Lesson Plans, but they also have terrific visuals and helpful hints for helping you figure out your own anchoring phenomena. The suggestions I like best consider students' experiences or interests to create a meaningful context for learning.
Anchoring Phenomenon and Driving Questions Working Together to Improve Instruction
I was surprised to find one of my own blogs in my search for resources. In this post, I explore the importance of constructing good questions to drive instruction. No matter the anchoring phenomenon, questions must be carefully crafted to be meaningful and coherent.
Phenomena for NGSS: Creating the Next Generation of Student Engagement
Phenomena for NGSS is one of my favorite resources. It comes from the work of TJ McKenna at the Connecticut Science Center, a self-confessed " extreme hoarder of NGSS resources." To find out more about TJ and his work, check out Spark with TJ McKenna: Using NGSS Phenomena to Engage Students.
Tools for Evaluating Phenomena
It's critical to begin with the standards when planning an instructional sequence or unit, before seeking anchoring phenomena. Sometimes I'm not sure whether my choice of anchoring phenomenon is a good one. When in doubt, I look for tools to help. Two of my go-to resources for evaluating phenomena include Qualities of a Good Anchoring Phenomenon for a Coherent Series of Science Lessons by Bill Penuel and Philip Bell, and Criteria for Evaluating Phenomena by Ted Willard at NSTA. You may be familiar with Ted's fun rewrite of this classic Muppets' tune.

I wrote some lyrics to the muppets "phenomena" song. #ngsschat pic.twitter.com/zRbLsyZDnr

- Ted Willard (@Ted_NSTA) February 5, 2016

I recently discovered a tool from Georgia Science Teachers called Qualities of Good Phenomena to Anchor 3D Learning. I like the narrative introduction to this tool because it sets the context for the lesson. As a teacher trying to decide on productive versus unproductive phenomena, or determining what qualifies as anchoring phenomena and what are simply other phenomena to be included in the lesson, the distinction between "anchoring phenomena " and "other phenomena" is finally becoming clear. This is something I can say I now know.

I'm sure there are many more NGSS resources out there that I'm not aware of. If you've found some that have been useful to you, please share them with us in the comments below. The collection of resources on anchoring phenomena will continue to grow and evolve as our understanding continues to evolve.

When I wrote my first post about anchoring phenomena, my thinking was still fairly cloudy and filled with wonderings. Although I still have wonderings, my understanding of the role of anchoring phenomena and driving questions in science instruction is becoming more clear every day. The critical difference for me is in understanding the importance of relevance and meaningful context to engage students in science learning, and I'm grateful for this growing list of resources to help me along the way.
Kathy Renfrew is the K-5 science coordinator for the Vermont AOE. She has been deeply involved with the development and implementation of the NGSS and is co-developer/presenter of NSTA: Teaching NGSS in K-5 webinars. Kathy earned National Board Certification in 1998 and won the prestigious Presidential Award for Excellence in Mathematics and Science Teaching in 2000. She taught science for over 30 years. While in the classroom, Kathy won a Toyota Tapestry grant and built a 16×20 foot log cabin with her students outside her classroom window. Kathy's passion is improving science opportunities and education for all K-5 Students.

# data[].attributes.attachment_link.title
What I Know Now: Anchoring Phenomena in NGSS

# data[].attributes.attachment_link.description
Phenomena can be the special ingredient that brings both intrigue and relevance to an otherwise ordinary lesson. It's no surprise anchoring phenomena have become a part of the conversation whenever educators discuss NGSS science instruction. This is exciting because anchoring phenomena and driving questions can be the key to student engagement.

# data[].attributes.attachment_link.readable_text
Practice Brief 42 -- Topics:Instruction Practices ESPAÑOL
Using Phenomena in NGSS-Designed Lessons and Units

Anchoring student learning in phenomena can help educators align their teaching to the new vision for science education in the NRC Framework and the Next Generation Science Standards. By investigating compelling real-world phenomena, students have opportunities to apply science and engineering practices to disciplinary core ideas and gain a better idea of crosscutting concepts.

Science instruction has often been centered on learning general knowledge rather than exploring and explaining specific phenomena, such as directly teaching Newton's Laws of Motion rather than learning about them through an engineering design challenge. By exploring phenomena, students have opportunities to apply science and engineering practices and to build their own larger scientific conceptions and identities. This tool, created in collaboration with staff at Achieve and Next Gen Science Storylines, explores the significance and nuances of using phenomena in instruction aligned with the vision in the NRC Framework and NGSS.
PDF download
There are additional resources to go with this resource, including:

Authors:

Achieve, Next Gen Science Storylines & STEM Teaching Tools - October 2016

ALSO SEE STEM TEACHING TOOLS

STEM Teaching Tools content copyright 2014-19 UW Institute for Science + Math Education. All rights reserved.
This site is primarily funded by the National Science Foundation (NSF) through the Research + Practice Collaboratory (Award #1238253). Opinions expressed are not those of any funding agency.

Work is licensed under aCreative Commons Attribution-ShareAlike 4.0 Unported License. Others may adapt with attribution. Funded by the National Science Foundation (NSF). Opinions expressed are not those of any funding agency.

# data[].attributes.attachment_link.title
Using Phenomena in NGSS-Designed Lessons and Units : StemTeachingTools (en-US)

# data[].attributes.attachment_link.description
Practice Brief 42 -- Topics:Instruction Practices ESPAÑOL Anchoring student learning in phenomena can help educators align their teaching to the new vision for science education in the NRC Framework and the Next Generation Science Standards. By investigating compelling real-world phenomena, students have opportunities to apply science and engineering practices to disciplinary core ideas and gain a better idea of crosscutting concepts.

# data[].attributes.attachment_link.title
Georgia Science Teachers Association - Phenomenal Resources

# data[].attributes.attachment_link.description
The Wonder of Science was created to support the next generation of science teachers. All of the resources are licensed under Creative Commons licensing.

# data[].attributes.attachment_link.description
The Wonder of Science website aggregates the work of Paul Andersen around the NGSS (Next Generation Science Standards)

# data[].attributes.attachment_link.description
Access Google Sites with a personal Google account or Google Workspace account (for business use).

# data[].attributes.attachment_link.readable_text
This briefresource about phenomena was developed for educators, and describes how phenomena can be used in NGSS classrooms to drive teaching and learning.

In addition, the three minute video interview below with Brian Reiser introduces phenomena and their connection to the NGSS and three-dimensional learning:
Resource about Engineering Problems External Resources About Phenomena

Qualities of a good anchor phenomenon- a resource from the Research + Practice Collaboratory

www.ngssphenomena.com - a collection of interesting phenomena that could be instructionally productive

Video discussing phenomena in the context of evaluating instructional materials. From Achieve and the Teaching Channel.

# data[].attributes.attachment_link.description
This briefresource about phenomena was developed for educators, and describes how phenomena can be used in NGSS classrooms to drive teaching and learning.

# data[].attributes.attachment_link.description
This site is a curated collection of science phenomena for the NGSS, along with phenomenon based learning resources and help for how to use phenomenon to drive student questions in the classroom centered around 3 dimensional teaching and learning.

# data[].attributes.attachment_link.description
Anatomy and Physiology AP Biology AP Chemistry AP Environmental Science AP Physics Biology Chemistry Earth Science Educational NGSS - Next Generation Science Standards Physics Statistics & Graphing

# data[].attributes.attachment_link.readable_text
Practice Brief 46 -- Topics: Implementation Instruction

How to define meaningful daily learning objectives for science investigations

Teachers should have the authority to design instruction by involving students in developing daily objectives.

District Staff & PD Providers should help teachers learn how to define and sequence 3D learning performances across the units they teach that culminate in students understanding performance expectation bundles.

School Leaders should learn how to see and support science instruction that engages students in making sense of phenomena and should consider how daily learning objectives might be different in a 3D instruction classroom.

What Is The Issue?

Many schools require teachers to post the day's learning target, objective, or standard on the board. However, displaying the target concept to be learned-the disciplinary core idea that is the focus of instruction-"gives away" what students should actually be figuring out as they make sense of phenomena by engaging in the science and engineering practices. Many teachers face a dilemma when they try to meet their administrator's requirements. It is important for teachers and administrators to come to consensus around developing and using objectives that are consistent with 3D learning.

Authors:

WILLIAM R. PENUEL, MICHAEL NOVAK, TARA MCGILL, KATIE VAN HORNE & BRIAN J. REISER | MARCH 2017

Reflection Questions

Teachers: What shifts might be needed in your teaching for you to develop learning objectives focused on student questions?

Building Administrators: How can you support student-driven learning goals and investigation while learning about classroom learning objectives?

District Leaders: How do your district's frameworks for observing teachers support or interfere with 3D science teaching and learning?

Things to Consider

Conceptual understanding takes time and effort. It takes multiple lessons for students to understand an educational standard-i.e., a 3D performance expectation (PE) from the NRC Framework. Students should not be expected to master a PE in a single lesson. A lesson-level 3D learning performance is a more appropriate focus.

Don't short-circuit deep learning. PEs describe the science concepts students are learning, so posting it "gives away" the thing to be explained, possibly reducing student motivation to learn and their ability to explain with any depth what and how they know. Students should be able to say what they are trying to figure out in their own words-and come to use formal science terminology once they have gotten a feeling for it after multiple investigations.

Investigations should help students construct understanding. The NRC Framework vision is about students seeing that science and engineering practices are ways that can help them make sense of and change the world. Students should be deciding together what they need to investigate each day, based on what they've already figured out and what they need to learn to explain or design. They shouldn't know the outcome of an investigation ahead of time.

All three dimensions of any PE are in service of answering questions (in science) or designing solutions (in engineering) related to natural phenomena, so students' should generate questions to investigate or define problems to solve as part of any learning objective.

Attending to Equity

Schools that have been historically underresourced or that serve populations facing the most barriers to equitable education may face more pressure and direct supervision/evaluation of teaching practices. It is crucial to provide all students with meaningful instruction and maintain high educational goals.

All students should be able to understand why they are doing what they are doing in class. Students should help define learning objectives-where the class is headed as part of an unfolding investigation. You can build an objective for the next day by eliciting student responses about what they figured out and what they need to figure out next at the end of class. Aim to include many student voices in this process, rather than letting the most vocal students consistently set the agenda.

Recommended Actions You Can Take

Invite your administrator to visit at a time when students are developing a consensus model of a phenomenon through classroom discussion. They'll see students engaging in evidence-based argumentation and sophisticated understandings being articulated.

Co-construct the daily objective with students at the beginning of class to post on the board, as an answer to the question: What do we need to figure out today to help us answer our driving question/solve our design challenge? It should ideally be a question (e.g., "Today we are trying to figure out: Why don't antibiotics work like they used to?"), but it could also be a piece of a model needed to explain a phenomenon or a step needed to develop a engineering solution.

Prepare a one-pager to hand to a visiting administrator or colleague. It could be: (a) a short explanation/model from your unit storyline showing how an explanation of the phenomenon will help students master the PEs, (b) the culminating product that students will produce in the unit, (c) research supporting an equitable 3D instruction approach, or (d) a 3D learning performance for the lesson.

ALSO SEE STEM TEACHING TOOLS

STEM Teaching Tools content copyright 2014-19 UW Institute for Science + Math Education. All rights reserved.
This site is primarily funded by the National Science Foundation (NSF) through the Research + Practice Collaboratory (Award #1238253). Opinions expressed are not those of any funding agency.

Work is licensed under a Creative Commons Attribution-ShareAlike 4.0 Unported License. Others may adapt with attribution. Funded by the National Science Foundation (NSF). Opinions expressed are not those of any funding agency.

# data[].attributes.attachment_link.title
How to define meaningful daily learning objectives for science investigations :StemTeachingTools

# data[].attributes.attachment_link.description
Practice Brief 46 -- Topics: Implementation Instruction Teachers should have the authority to design instruction by involving students in developing daily objectives. District Staff & PD Providers should help teachers learn how to define and sequence 3D learning performances across the units they teach that culminate in students understanding performance expectation bundles.

# data[].attributes.attachment_link.description
RubricEQuIP Rubric for Lessons & Units: ScienceExamplesExamples of Instructional MaterialTraining MaterialsEQuIP Professional Learning Facilitator's GuideAdditional Science Instructional Materials ResourcesPEEC for NGSS Instructional Materials Design

# data[].attributes.attachment_link.description
The Wonder of Science was created to support the next generation of science teachers. All of the resources are licensed under Creative Commons licensing.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.headline
5 Steps to Use Science Phenomena More Effectively in Your Classroom

# data[].attributes.subject
5 Steps to Use Science Phenomena More Effectively in Your Classroom

# data[].attributes.attachment_link.readable_text
There are 5 steps educators can adopt in their own classrooms to use phenomena most effectively in the classroom.
Step 1: Find a real-world anchor phenomenon.
If you're a KnowAtom user, you don't need to find anything because phenomena are the basis for all of our lessons. If you don't use KnowAtom, that's fine. These are all things you can do in your class.

Anchor phenomena are complex, real-world contexts. A phenomenon can be anything. You can look out your window any time of day or night and you will see real-world phenomena happening.
Learn more about anchor and investigative phenomena.
This anchor phenomenon has to be something that's too complex to replicate, and it should relate to one or more of the standards you plan to explore in the lesson/unit.

It will form a thread through the lesson that guides student learning. Whatever students discuss and investigate should serve the goal of unpacking part of the anchor phenomenon to better understand it.
Step 2: Use the phenomena as the platform for Socratic dialogue.
We want students to become dissatisfied with their level of understanding about elements of the phenomenon. This often occurs as a result of collaborative reflection on the phenomena. That's how students get the value out of it and engage in the practices. It also encourages academic honesty because it may highlight the fact that we may think things for which we lack evidence.

The best way we've found to engage students in the phenomena so that they become dissatisfied is to transition from the introduction of the phenomenon (such as through nonfiction reading and/or video) into a Socratic dialogue. If you're not familiar with Socratic dialogue, it's a form of questioning that focuses on higher order questions that require students to create, evaluate, and analyze in order to respond.

The point of Socratic dialogue is to train students to bring their ideas forward, to do so with academic honesty, and to appropriately build on the ideas of others or have a dissenting opinion.

What we're doing is maximizing students' opportunity to engage with the ideas so they can build on those ideas, find personal relevance in those ideas, and engage in the practices of science and engineering.
Step 3: Facilitate students arriving at a question or problem they can investigate.
After the Socratic dialogue, students come to that dissatisfaction, to the problem that hasn't been solved, or a belief for which there is no evidence yet, and this leads to a question or a problem.

Your role as teacher is to facilitate students arriving at a question or problem that they can investigate. That means arriving at a central question or problem as a group, which you can facilitate by asking the right kinds of questions.

The question or problem becomes the platform for what students investigate.
Step 4: Coach students as they carry out their plan and gather authentic data.
The fourth step is coaching students as they carry out their plan and gather authentic data through investigative phenomena. As students move from their question or problem toward creating a plan, you coach them in that creation process by being an interested skeptic.

Ask questions such as: "Is that how a scientist would do it?", "Is that consistent with what we read about?", or "Do you agree with your partner's idea?"

By asking these types of questions, you start to get students mixing ideas and perspectives. Again, you're role is as coach and not expert in this. You're skillfully creating the environment for inquiry here.

There are many decisions that need to be made before students can actually carry out their task. This is why it's important to put the phenomena front and center, rather than putting the task first. If you put the task first, it doesn't really have a lot of relevance and it doesn't require the kind of thinking that is so foundational to these new standards. It's just something to observe.

If the task fits its purpose, and students understand the purpose of it, then what that task yields has relevance. Equally importantly, the investigative phenomena process engages students in almost every science and engineering practice as they're going through all of these elements.

Step 5: Be an interested skeptic as students use their data to form a data-based conclusion and reflect back on the anchor phenomena.

The last step also involves being an interested skeptic, helping students use their data to form defensible, logical, data-based conclusions.

This process creates the opportunity for students with different conclusions to not only engage in reflection of their own work, but also to collaborate and to compare their work to others' work, and to consider others' ideas.

The purpose of going through this whole process is to leave that investigative phenomenon with data that students can use to form an evidence-based conclusion.

Students need to reflect back on the initial problem or question because that's what the conclusion is about, but they also need to reflect back on the overarching anchor phenomena-how this whole process began.

At the end of the day, if you want to prepare students to engage with real-world phenomena and succeed, it starts with bringing that phenomena into the classroom and giving students access to it on their own terms, unfettered, free to make mistakes and learn and contribute, as individuals, to the world's knowledge.

# data[].attributes.attachment_link.title
5 Steps to Use Science Phenomena More Effectively in Your Classroom

# data[].attributes.attachment_link.description
There are 5 steps educators can adopt in their own classrooms to use phenomena most effectively in the classroom. Step 1: Find a real-world anchor phenomenon. If you're a KnowAtom user, you don't need to find anything because phenomena are the basis for all of our lessons.

# data[].attributes.attachment_link.readable_text
Since the Sputnik launch, Americans have regarded science education as vital to national security and economic growth. Yet, recent research indicates that U.S. students lag internationally in science education, making them less competitive for jobs in the global workforce.

The Thomas B. Fordham Institute released The State of State Science Standards, which points out that the K-12 science standards of most states are mediocre, at best, placing America's technological prowess and scientific leadership in jeopardy. (Watch the panel discussion video.) Recently, a National Science Board report found that the U.S. could soon be overtaken as global leader in supporting science and technology unless improvements are made.

The need for the next generation of science standards is both real and urgent: Over the past 15 years, students' achievement in science has remained stagnant with no more than 30% of students meeting the proficiency mark on the National Assessment of Educational Progress (NAEP) and about the same percentage of students at the "below basic" level. Internationally, between 2000 and 2006, the number of countries scoring higher than the U.S. on the PISA science assessment rose from 6 to 12. Economically, over the past 10 years, growth in science, technology, engineering and mathematics (STEM) jobs was three times greater than that of non-STEM jobs, and STEM jobs are expected to continue to grow at a faster rate than other jobs.

The Georgetown University Center on Education and the Workforce recently released a report exploring both projections for STEM jobs and how STEM skills are utilized across non-STEM jobs: "STEM provides choice for people both immediately after school and at mid-career, allowing people to transition to different and oftentimes more lucrative career pathways, including management and healthcare that provide long-term stability and excellent wages," said Anthony P. Carnevale, the Center's director and the report's lead author. (See a state-level analysis of STEM jobs here.)

It's clear that we must provide our students a strong science education so they have the necessary knowledge to compete in a global economy. A strong understanding of science is crucial not only to our success as a nation, but to living in the 21st century, and first-class K-12 science standards provide the necessary foundation.

All of this underscores why twenty-six states are leading the development of the Next Generation Science Standards (NGSS), a shared effort that will clearly define the science content, practices and crosscutting concepts all students will need to learn from kindergarten through high school graduation.

The NGSS are being developed in a two-step process in partnership with the National Research Council (NRC), the National Science Teachers Association (NSTA), the American Association for the Advancement of Science (AAAS) and Achieve. The first step was the development of the Framework for K-12 Science Education, led by the NRC, which identified the broad ideas and practices in natural sciences and engineering that all students should be familiar with by the time they graduate from high school.

The second step is drafting standards true to the Framework. Led by 26 states, a writing team comprised of science educators and experts from around the country have begun drafting the Next Generation Science Standards, a process which Achieve is managing. The final standards will be released in early 2013, with two public review and feedback periods scheduled for the spring and early fall of 2012. For more information, see www.nextgenscience.org.

CONTACT: Chad Colby (202) 419-1570, ccolby@achieve.org

# data[].attributes.attachment_link.title
New Research Reinforces the Need for Next Generation Science Standards

# data[].attributes.attachment_link.description
Since the Sputnik launch, Americans have regarded science education as vital to national security and economic growth. Yet, recent research indicates that U.S. students lag internationally in science education, making them less competitive for jobs in the global workforce. The Thomas B.

# data[].attributes.attachment_link.title
Partners | Next Generation Science Standards

# data[].attributes.attachment_link.description
The National Research Council, the National Science Teachers Association, the American Association for the Advancement of Science, and Achieve were the lead partners in the two-part process to develop the Next Generation Science Standards (NGSS). The heads of each of these organizations formed the Strategic Partners Group, and met as required to review the progress of the project and provide on-going guidance.

# data[].attributes.attachment_link.readable_text
Contents and Research Background of the Standards Standards Development Process Next Steps for the Standards and Framework
Don't see your question listed here? Contact Us
Purpose of Next Generation Science Standards Why new science standards? Why now?
Science-and therefore science education-is central to the lives of all Americans, preparing them to be informed citizens in a democracy and knowledgeable consumers. If the nation is to compete and lead in the global economy and if American students are to be able to pursue expanding employment opportunities in science-related fields, all students must have a solid K-12 science education that prepares them for college and careers. States have previously used the National Science Education Standards from the National Research Council (NRC) and Benchmarks for Science Literacy from the American Association for the Advancement of Science (AAAS) to guide the development of their current state science standards. While these two documents have proven to be both high quality and durable, they are around 15 years old. Needless to say, major advances have since taken place in the world of science and in our understanding of how students learn science effectively. The time is right to take a fresh look and develop Next Generation Science Standards.
Contents and Research Background of the Standards How are critical thinking and communications skills, which are fundamental to student success in today's global economy, addressed in the Next Generation Science Standards?
It is important to understand that the scientific practices in the Next Generation Science Standards (NGSS), as defined by the National Research Council (NRC), include the critical thinking and communication skills that students need for postsecondary success and citizenship in a world fueled by innovations in science and technology. These science practices encompass the habits and skills that scientists and engineers use day in and day out. In the NGSS these practices are wedded to content. In other words, content and practice are intertwined in the standards, just as they are in the NRC and in today's workplace.
How do the standards take into account current research in cognitive science?
Research on how students learn science effectively has been a long-term interest of the National Research Council, which published How People Learn, How Students Learn, Taking Science to School, and Education for Life and Work. Findings in cognitive science permeate the Framework for K-12 Science Education and were central to the development of the Next Generation Science Standards (NGSS).
Are the standards internationally benchmarked?
Yes. Achieve undertook a study of 10 countries' standards to determine their overall emphases on the expectations they have for all students (grade spans 1-6 and 7-10), as well as emphases on Biology, Chemistry, Physics and Earth/Space courses in upper secondary. The comparison countries were generally those whose students performed well on the Programme for International Student Assessment (PISA) or the Trends in International Math and Science Study (TIMSS): Ontario Canada, Chinese Taipei, England, Finland, Hong Kong, Hungary, Ireland, Japan, Singapore and South Korea. Achieve's study consisted of two parts: a quantitative analysis of the knowledge and performances included in each country's standards; and a qualitative in-depth review of five of the ten countries that offered the most guidance for constructing useful and meaningful standards.

The quantitative analysis enabled Achieve to detect patterns of emphases on major categories of knowledge and performances. Major findings for grade span 1-10 revealed that prior to having students take discipline-specific courses, seven of 10 countries require general science for all students through grade 10. Among discipline-specific courses, Physical science (chemistry and physics taken together) receives the most attention, Biology receives somewhat less attention, and Earth/space science much less. Crosscutting concepts, such as the nature of science and engineering, and the interactions of science, technology and society, and environmental sustainability also receive significant attention.

Achieve's qualitative analysis revealed exemplary features that were incorporated in the Next Generation Science Standards (NGSS). These features include: the use of an overarching conceptual framework; clarification statements to provide examples that clarify the level of rigor expected and connect concepts with applications; concrete links between standards and assessments; and development of inquiry and design processes in parallel to facilitate students engaging in both science and engineering practices. (Additional information regarding the study can be found at www.achieve.org.)
What are core ideas in science?
The National Research Council (NRC) defines disciplinary core ideas as those that focus K-12 science curriculum, instruction and assessments on the most important aspects of science disciplinary content knowledge. In order to identify the relevant core ideas for K-12 level science, the NRC Committee developed and applied a set of criteria. To be considered "core", the ideas had to meet at least two of the following criteria and ideally all four: Have broad importance across multiple sciences or engineering disciplines or be a key organizing principle of a single discipline; Provide a key tool for understanding or investigating more complex ideas and solving problems; Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge; Be teachable and learnable over multiple grades at increasing levels of depth and sophistication. Design teams working in four domains-life sciences, physical sciences, earth and space sciences, and engineering and technology-supported the work of the Committee on core ideas by examining related research and key documents. These included recent research on teaching and learning science, much of which has been summarized in previous reports from the NRC- How People Learn, Taking Science to School, Learning Science in Informal Environments, Systems for State Science Assessment and America's Lab Report. The Committee and design team members also reviewed the NAEP 2009 Science Framework, the College Board Science Standards for College Success, the National Science Teacher Association's Science Anchors initiative, and such seminal documents as the National Science Education Standards developed by the NRC and the Benchmarks for Science Literacy developed by American Association for the Advancement of Science (AAAS).
What are scientific practices?
Like previous editions of science standards from the NRC and the American Association for the Advancement of Science (AAAS), the NGSS also include engineering practices, which are the behaviors that engineers engage in as they apply science and mathematics to design solutions to problems. Although engineering design is similar to scientific inquiry, there are significant differences. For example, scientific inquiry involves the formulation of a question that can be answered through investigation, while engineering design involves the formulation of a problem that can be solved through design. Strengthening the engineering aspects of the Next Generation Science Standards will clarify for students the relevance of science, technology, engineering and mathematics (the four STEM fields) to everyday life. And engaging in these practices help students become successful analytical thinkers, prepared for college and careers.
What are crosscutting concepts?
The NRC Framework describes crosscutting concepts as those that bridge disciplinary boundaries, having explanatory value throughout much of science and engineering. Crosscutting concepts help provide students with an organizational framework for connecting knowledge from the various disciplines into a coherent and scientifically based view of the world. These concepts are: Patterns; Cause and Effect; Scale, Proportion, and Quantity; Systems and System Models; Energy and Matter; Structure and Function; and Stability and Change. The also emphasizes that these concepts need to be made explicit for students because they provide an organizational schema for interrelating knowledge from various science fields into a coherent and scientifically-based view of the world.
What is the difference between the Common Core State Standards for Literacy in Science and the NGSS?
The Common Core State Standards (CCSS) for Literacy were written to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields-in this case, science. The literacy standards do not replace science standards-they supplement them. The NGSS lay out the disciplinary core ideas, science and engineering practices, and crosscutting concepts that students should master in preparation for college and careers.
How was the development of the Next Generation Science Standards different than the development of the Common Core State Standards?
The Next Generation Science Standards (NGSS) followed a different developmental pathway than did the Common Core State Standards (CCSS) in English language arts and mathematics. The process for the science standards development took into account the importance of having the scientific and educational research communities identify core ideas in science and articulate them across grade bands. That is why the NRC took the first step by constructing a Framework for K-12 Science Education -to ensure scientific validity and accuracy. A committee of 18 experts in science, engineering, cognitive science, teaching and learning, curriculum, assessment and education policy, was responsible for writing the . The describes a vision of what it means to be proficient in science. It also presents and explains the interrelationships among practices, cross-disciplinary concepts and disciplinary core ideas. The NRC released a draft for public comment during the summer of 2010 and the final report in July of 2011.

Achieve facilitated the next step: a state-led process where state policy leaders, higher education, K-12 teachers, the science and business community and others developed science standards that are grounded in the . This second step recognized the importance of state and educator leadership in the development of the actual standards. Moreover, all stakeholders had multiple opportunities for public feedback, review and discussion, just as there were during the CCSS development process.
Did the federal government sponsor development of the Next Generation Science Standards?
No. The federal government was not involved in the effort to develop the Next Generation Science Standards (NGSS). It was state-led, and states are deciding whether or not to adopt the NGSS. The work undertaken by both the National Research Council (NRC) and Achieve has been supported by the Carnegie Corporation of New York. No federal funds were used to develop the standards.
Who was involved in the development of the Next Generation Science Standards?
The development of the Next Generation Science Standards (NGSS) was a state-led effort. In addition to states, the National Research Council (NRC), the National Science Teachers Association (NSTA), the American Association for the Advancement of Science (AAAS), and other critical partners were active in the development and review of the NGSS and will continue to provide significant support to states as they consider adoption and implementation of the standards. Writing and review teams consisted of K-12 teachers, state science and policy staff, higher education faculty, scientists, engineers, cognitive scientists, and business leaders. Achieve managed the development process on behalf of the lead states.
Was there an opportunity for the general public to submit feedback on the standards during the development process?
Yes. The Next Generation Science Standards (NGSS) had two public web-based feedback periods prior to the finalization of the standards, during which over 200,000 unique visitors viewed the standards. In addition to the public feedback, state leaders, teachers, scientific and educator organizations, higher education faculty, scientists and business community members reviewed drafts at specific intervals.
When were the Next Generation Science Standards completed?
The Next Generation Science Standards (NGSS) writing process began in the summer of 2011, and the final version of the NGSS was released in April 2013.
How are the Next Generation Science Standards aligned to the National Research Council's Framework for K-12 Science Education?
During the Next Generation Science Standards (NGSS) development, a feedback loop between Achieve and the National Academies ensured alignment during the writing of the NGSS. After the completion of the standards, an independent review of the NGSS managed by the NRC and conducted by individuals chosen for their technical expertise and familiarity with the determined that the NGSS are consistent with the content and structure of the
Will the new standards be the Common Core State Standards for Science?
In the end, the decision to adopt the standards and make them consistent between states lies in the hands of the states themselves. The goal was to create robust, forward-looking K-12 science standards that all states can use to guide teaching and learning in science for the next decade. Thus, the National Academies, Achieve, the National Science Teachers Association (NSTA), and the American Association for the Advancement of Science (AAAS) collaborated with states and other stakeholders to ensure the standards are of high quality-internationally benchmarked, rigorous, research-based and aligned with expectations for college and careers.
How will states use these standards documents?
To reap the benefits of the science standards, states should adopt them in whole without alteration. States can use the NGSS, as they are using the CCSS in English language arts and mathematics, to align curriculum, instruction, assessment, and professional preparation and development.
How will states use the NRC Framework?
The NRC Framework for K-12 Science Education articulates a vision for science learning and teaching. States can start implementing changes to their systems for professional development and pre-service teacher training based on a deep understanding of this vision. They can also begin to think about ways to align curriculum, instruction and assessment with this vision. Once the Next Generation Science Standards are developed, the process of alignment can begin in earnest.
Will there be common science assessments for the Next Generation Science Standards?
States will decide whether to create assessments aligned to the Next Generation Science Standards (NGSS).

Don't see your question listed here? Contact us

# data[].attributes.attachment_link.description
Contents and Research Background of the Standards Standards Development Process Next Steps for the Standards and Framework Don't see your question listed here? Contact Us Purpose of Next Generation Science Standards Why new science standards? Why now? Science-and therefore science education-is central to the lives of all Americans, preparing them to be informed citizens in a democracy and knowledgeable consumers.

# data[].attributes.headline
Supporting Implementation of NGSS through Research

# data[].attributes.subject
Supporting Implementation of NGSS through Research

# data[].attributes.attachment_link.title
Appendix F  Science and Engineering Practices in the NGSS - FINAL 060513

# data[].attributes.attachment_link.readable_text
The Classroom Sample Tasks blend content, practices, and concepts from both the NGSS and the Common Core State Standards. Teachers across the disciplines have collaborated to write sample tasks, which are the result of a vision of integrating science, engineering, and mathematics for classroom use.

Currently, nine draft middle and high school tasks are available below. Additional tasks, including those for elementary grade levels, will be added as they become available. Educators are encouraged to modify these tasks for their needs and to let us know how they can be improved (via the website contact form). It important to note that these tasks are drafts and that they will be revised as we receive feedback from users.

Introduction and Overview: Learn more about the tasks and their development process and criteria.

# data[].attributes.attachment_link.description
The Classroom Sample Tasks blend content, practices, and concepts from both the NGSS and the Common Core State Standards. Teachers across the disciplines have collaborated to write sample tasks, which are the result of a vision of integrating science, engineering, and mathematics for classroom use.

# data[].attributes.attachment_link.title
NGSS - Next Generation Science Standards - bozemanscience

# data[].attributes.attachment_link.description
Anatomy and Physiology AP Biology AP Chemistry AP Environmental Science AP Physics Biology Chemistry Earth Science Educational NGSS - Next Generation Science Standards Physics Statistics & Graphing

# data[].attributes.attachment_link.description
Find your path through the new Next Generation Science Standards using the Concord Consortium’s interactive pathfinder.

# data[].attributes.attachment_link.title
Thank You for Registering for our Webinar: Understanding New Science Assessments and Avoiding Common Pitfalls

# data[].attributes.attachment_link.title
Next Generation Science Standards Classroom Assessments, Homework, Videos, Lesson Plans

# data[].attributes.attachment_link.description
5020 Resources for Next Generation Science Standards. Free Videos, Quizzes, Assessments, Homework Assignments, from the Worlds Largest K-12 Library.

# data[].attributes.attachment_link.description
September 2017 Vol. 84 No. 6 Using Evidence-Based Reasoning In this issue: * Learning iteratively * Reasoning from models * Dinosaurs: Warm-blooded or cold? Visit www.nsta.org to find more resources for science educators

# data[].attributes.headline
Science & Engineering Practices Venn Diagram

# data[].attributes.subject
Science & Engineering Practices Venn Diagram

# data[].attributes.headline
Matrix for K-12 Progression of Science & Engineering Practices

# data[].attributes.subject
Matrix for K-12 Progression of Science & Engineering Practices

# data[].attributes.headline
Science & Engineering Practices Progression Matrix

# data[].attributes.subject
Science & Engineering Practices Progression Matrix

# data[].attributes.attachment_link.title
MS Topics Course 3 Model Summary and Flowchart

# data[].attributes.attachment_link.readable_text
Practice Briefs

These very short pieces highlight ways of working on specific issues that come up during STEM teaching. You can browse them below or easily flip through and browse the entire collection online. If you would like to browse or download the entire collection of tools as eye-catching PDFs, check out: http://STEMteachingtools.org/link/PDFcollection/

We're translating our collection of tools for science education into Spanish. Click here to read the STEM Teaching Tools that have been translated.
Estamos trabajando para traducir las STEM Teaching Tools en español. Hagan click aquí para leer las STEM Teaching Tools (STT) que han sido traducidas.

Topics:

Enter your email below to receive periodic updates about new tools. This is a low-volume email list, and we promise not to share your address with others.

Tweets by @STEMTeachTools

# data[].attributes.attachment_link.description
These very short pieces highlight ways of working on specific issues that come up during STEM teaching. You can browse them below or easily flip through and browse the entire collection online. If you would like to browse or download the entire collection of tools as eye-catching PDFs, check out: http://STEMteachingtools.org/link/PDFcollection/ We're translating our collection of tools for science education into Spanish.

# data[].attributes.attachment_link.title
MS Topics Course 1 Summary and Flowchart

# data[].attributes.attachment_link.title
Where Do I Begin Learning About The NGSS?

# data[].attributes.attachment_link.description
If you need an introduction to the NGSS, head to Teaching Channel. We have gathered valuable resources to help all educators become familiar with the NGSS.

# data[].attributes.attachment_link.readable_text
As many classrooms are realigning curriculum to the carefully crafted and highly praised Next Generation Science Standards (NGSS), many classrooms are coming up short of the intended rigor and requirements.

In our action research we have noticed some key shortcomings, and would like to offer helpful solutions.

Issue #1 Misalignment

Low Rigor and Below Grade Level Expectations for the practices finds middle and high school classrooms implementing the expectations the standards attribute to early elementary science. The standards describe what students should be doing not what the teacher should be demonstrating or doing for them. For example: Ask and Answer questions means that the student develops their own question and works to find solutions rather than the teacher posing a single question for all students.

Helpful Solutions:

Start with NGSS's Appendix F. From here, we get a clear picture of what students should be able to do at each grade band from K through 12. For example students in 3-5 should "represent data in tables and/or various graphical displays (bar graphs, pictographs, and/or pie charts) to reveal patterns that indicate relationships," where as high school students can "analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims."

Next, check out NGSS's Appendix E. This one is your vertical alignment key. From here, we get a clear picture how concepts progress as the student's sophistication of thinking progresses. For example, in topics that are covered in the curriculum of multiple grades, we see a repeat of the concepts memorized and the complexity of thought in that area (ex: ESS3.A Natural resources). Using this appendix we get a clear idea of the rigor and sophistication of application expected as the learner progresses.

Issue #2: Lack of Inquiry

This is particularly common at elementary and middle school levels. Teachers may not be comfortable or trained in letting students "figure out"

Helpful Solutions:

Inquiry means walking away from telling the answer to the students. That's not an easy habit to break. Start small and value process over the product or "correct" answer.

Try This: Come up with an "overall question" for a lesson. Ask students to designs ways to find a solution. Reassure yourself that it will not damage the student to fail. Rather they begin to see that science involves trying and trying yet again. Its OK to not get it the first time, and struggle is a valuable part of the process.

Not sure how to talk about this with students? Try: The Most Magnificent Thing or What Do You Do With an Idea?

Issue #3: Three Dimensional Learning=Missing

The NGSS components are not designed for teachers to dip their toes into once in a while. Rather, there are multiple elements that should be working in tandem. Teaching data analysis in isolation has no meaning if students can not comprehend the content the data is connected to, just as making a model without core disciplinary ideas to make the model about is meaningless!

Helpful Solutions:

Start your crosswalk with an analogy. Believe it or not...The Cross Cutting Concepts, The Disciplinary Core Ideas, The Scientific & Engineering Practices and even The Math and ELA Common Core are all simultaneously coming together in the arena of science! Sounds exciting.

Try this helpful analogy...
A chef preparing a meal needs:

The Recipe (District Scope and Sequence/Curriculum)

The Ingredients (Disciplinary Core Ideas: DCI)

The Techniques (Science & Engineering Practices-skills applied to DCI content)

The Mixing Tools (Cross Cutting Concepts-to bring the DCIs together)

The "Real World" Taste Testers (Common Core-Learning through reading and math how Science lives in our world today)

Each of the elements impacts the others. Just because you have the best ingredients, for example, does not mean you will have the best dish!

(creative analogy inspiration credit: Champaign Unit District 4, Illinois-Mike and Jamie)

# data[].attributes.attachment_link.description
As many classrooms are realigning curriculum to the carefully crafted and highly praised Next Generation Science Standards (NGSS), many classrooms are coming up short of the intended rigor and requirements. In our action research we have noticed some key shortcomings, and would like to offer helpful solutions.

# data[].attributes.attachment_link.title
NGSS Video Resources: Watch Teachers Using The NGSS In Their Classrooms

# data[].attributes.attachment_link.description
Videos showing teachers implementing the NGSS in their classrooms. There are countless ways teachers can build lessons around the new NGSS.

# data[].attributes.attachment_link.description
The NSTA Next Generation Science Standards Hub offers information, resources, news, professional learning opportunities, and expert advice in understanding and implementing the Next Generation Science Standards - NGSS

# data[].attributes.attachment_link.description
What is 3 dimensional learning? The NGSS is based on 3 dimensional learning, so what is it and how can you incorporate it into your classroom.

# data[].attributes.attachment_link.description
The NGSS bring science and engineering practice to the students. Learn how easy it is to introduce your students to science and engineering with the NGSS.

# data[].attributes.attachment_link.description
Get a peek inside NGSS classrooms. Watch videos showing how teachers around the country are using the NGSS in their classrooms.

# data[].attributes.attachment_link.description
Anatomy and Physiology AP Biology AP Chemistry AP Environmental Science AP Physics Biology Chemistry Earth Science Educational NGSS - Next Generation Science Standards Physics Statistics & Graphing

# data[].attributes.attachment_link.description
This curriculum is designed to help professional development leaders work with teachers on NGSS-aligned curriculum, instruction, and assessment.

# data[].attributes.attachment_link.readable_text
Improving Science Education Through Three-Dimensional Learning

Quick Search Next Generation Science Standards

THE THREE DIMENSIONS OF SCIENCE LEARNING

Within the Next Generation Science Standards (NGSS), there are three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard-or performance expectation-and each dimension works with the other two to help students build a cohesive understanding of science over time.

Crosscutting Concepts help students explore connections across the four domains of science, including Physical Science, Life Science, Earth and Space Science, and Engineering Design.

When these concepts, such as "cause and effect", are made explicit for students, they can help students develop a coherent and scientifically-based view of the world around them.

Science and Engineering Practices describe what scientists do to investigate the natural world and what engineers do to design and build systems. The practices better explain and extend what is meant by "inquiry" in science and the range of cognitive, social, and physical practices that it requires. Students engage in practices to build, deepen, and apply their knowledge of core ideas and crosscutting concepts.

Disciplinary Core Ideas (DCIs) are the key ideas in science that have broad importance within or across multiple science or engineering disciplines. These core ideas build on each other as students progress through grade levels and are grouped into the following four domains: Physical Science, Life Science, Earth and Space Science, and Engineering.

More about 3D Learning

GET TO KNOW

The Next Generation Science Standards (NGSS) are K-12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students.

A goal for developing the NGSS was to create a set of research-based, up-to-date K-12 science standards. These standards give local educators the flexibility to design classroom learning experiences that stimulate students' interests in science and prepares them for college, careers, and citizenship.

Get to Know the Standards

IMPLEMENT

The NGSS call for a three-dimensional approach to K-12 science instruction. This represents a significant transition from previous state standards. That's why effective implementation demands a great deal of collaboration and patience among states, districts, schools, teachers, and students.

Thoughtful and coordinated approaches to implementation will enable educators to inspire future generations of scientifically literate students. That is the vision of the NGSS. This website provides a range of high-quality resources that empower educators, administrators, parents, and the general public to help bring this vision to life.

Find Tools and Resources

WHY

Science-and therefore science education-is central to the lives of all Americans.

A high-quality science education means that students will develop an in-depth understanding of content and develop key skills-communication, collaboration, inquiry, problem solving, and flexibility-that will serve them throughout their educational and professional lives.

# data[].attributes.attachment_link.title
Home Page | Next Generation Science Standards

# data[].attributes.attachment_link.description
Improving Science Education Through Three-Dimensional Learning Quick Search Next Generation Science Standards Within the Next Generation Science Standards (NGSS), there are three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard-or performance expectation-and each dimension works with the other two to help students build a cohesive understanding of science over time.

# data[].attributes.headline
NGSS Performance Expectations Cards - Elementary (K-5)

# data[].attributes.subject
NGSS Performance Expectations Cards - Elementary (K-5)

# data[].attributes.headline
NGSS Performance Expectation Cards - Middle School (6-8)

# data[].attributes.subject
NGSS Performance Expectation Cards - Middle School (6-8)

# data[].attributes.attachment_link.readable_text
In my role as a facilitator of professional learning for science teachers, I'm often asked "What do the Next Generation Science Standards (NGSS) look like when they're translated into classroom practice, and how do we help teachers get there?" Along with some innovative collaborative partner institutions and generous funders, we at the American Museum of Natural History (AMNH) have been working on two projects to answer these questions. Thanks to Teaching Channel, we captured some of this work on video to share with the larger science education community.

Instructional Materials Designed for NGSS

AMNH, in collaboration with curriculum development experts from the SEPUP team (Science Education for Public Understanding Program) at the Lawrence Hall of Science (University of California, Berkeley), has developed a middle school ecosystems unit, designed to meet a bundle of PEs from LS2 and ESS3.

With funding from the National Science Foundation, we're just beginning our third and final year of field testing the curriculum. Our teachers are trying to help us understand how high quality instructional materials designed for NGSS, coupled with professional learning, can support teachers with shifting their practice. At the time we made these videos, New York State had not adopted the new standards yet ( they finally did in December 2016), and it was interesting to see brave teachers taking the risk to use a curriculum with their students unlike anything they had used before.

What you see in Lauren DeFino and William Leou's classrooms are New York City students experiencing three-dimensional learning for the first time. We wanted to capture what this process looks like for both children and teachers.

William's Classroom

The lesson you're seeing in the videos of William's classroom comes from Chapter 4 of the curriculum. At this point in the unit, students have already learned about relationships in ecosystems, how to use models to explain how matter and energy flow in them, and how limiting resources can affect the ecosystem.

In Chapter 4, students learn about an invasive species, the zebra mussel, that has affected the Hudson River ecosystem. They engage in modeling and data analysis to better understand the impact this invasive species has had on the larger system. Students have already been introduced to the argument scaffold at this point and will now, in Engaging in Argument From Evidence, create an argument about the ecosystem.

William noticed his students struggling with using the Argument Tool, along with making sense of their data, so what we're seeing in Using the Argument Tool is how he's coaching and supporting students to help them understand their graphs and how to use that information to support or refute an argument.

Lauren's Classroom

The two videos from Lauren's classroom show the first lesson in the final chapter of the ecosystems unit. This involves students applying the scientific principles they learned about in previous chapters to design solutions to problems ( MS-ESS3-3). In Supporting the NGSS: The "Engage" Model, students are presented with a scenario in order to activate prior knowledge and pique curiosity through discourse.

In Engineering in an NGSS Classroom, students design solutions for dealing with a beetle infestation. They also engage in evaluating competing solutions based on criteria and constraints related to environmental, social, and economic concerns ( MS-LS2-5). Research on how students learn science shows the importance of surfacing students' current conceptions, so what we see in the videos is how Lauren elicits her students' ideas about engineering and design solutions. Instead of an anchor phenomenon for the sequence of lessons, she presents them with an engaging, relatable, real-world problem and students revisit this problem, a design challenge, throughout the chapter.

Developing NGSS-Designed Curriculum

After participating in the curriculum field test, Lauren and William also participated in a professional learning institute to support them with developing their own rigorous and coherent units designed for the NGSS. With funding from the Carnegie Corporation of New York, AMNH along with BSCS and WestEd's K-12 Alliance, developed a set of resources called the Five Tools and Processes for Translating the NGSS into Instruction and Classroom Assessment. The Five Tools include facilitation guides, slides, digital templates, and handouts for professional learning leaders to support teachers in helping the vision for the standards come to life in the classroom.

Tom Jenkins and I wrote a blog post last year about the Tool 1 card decks and the Tool 3 classroom scenarios. In the new Tool 4 video on Learning Sequences above, and in this new video on Analysis Guides, Jody Bintz and I are working with our NYC teachers on analyzing the same Tool 3 "Ms. Rivera" classroom scenario for the three dimensions of the NGSS.

The Tool 4 digital template and Tool 4 Analysis Guides help teachers use the BSCS 5E Instructional Model to develop phenomena-based sequences of three-dimensional lessons. All of the resources and professional learning tools are available freely online.

The six videos in this series can be used by both teachers and professional learning facilitators to help develop a shared vision of how to move the new standards into practice.
Dora Kastel is a leader of professional development programs at the American Museum of Natural History, primarily focusing on supporting science teachers with the Next Generation Science Standards and Common Core literacy strategies. She is currently co‐project director of an NSF-funded curriculum and research study titled "Moving Next Generation Science Standards into Practice: A Middle School Ecology Unit and Professional Development Model" in collaboration with SEPUP and the University of Connecticut. She is also a 2016-2017 CADRE fellow. Prior to her work at AMNH, she was a middle school science and math teacher for six years in East Harlem. She earned her B.A. in Geology from the University of Pennsylvania, along with her M.A. in Science Education and Ed.M. in Mathematics Education from Teachers College at Columbia University. She recently returned to Teachers College, and is a first-year Ph.D. student in Science Education. Connect with Dora on Twitter: @Dora_AMNH.

# data[].attributes.attachment_link.description
In my role as a facilitator of professional learning for science teachers, I'm often asked "What do the Next Generation Science Standards (NGSS) look like when they're translated into classroom practice, and how do we help teachers get there?"

# data[].attributes.headline
NGSS Performance Expectations Cards - High School

# data[].attributes.subject
NGSS Performance Expectations Cards - High School