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Introduction

At an early age, all children have the capacity and propensity to observe, explore, and discover the world around them (NRC 2012). These are basic abilities for science learning that can and should be encouraged and supported among children in the earliest years of their lives. The National Science Teachers Association (NSTA) affirms that learning science and engineering practices in the early years can foster children's curiosity and enjoyment in exploring the world around them and lay the foundation for a progression of science learning in K-12 settings and throughout their entire lives.

This statement focuses primarily on children from age 3 through preschool. NSTA recognizes, however, the importance of exploratory play and other forms of active engagement for younger children from birth to age 3 as they come to explore and understand the world around them. This document complements NSTA's position statement on elementary school science (NSTA 2002) that focuses on science learning from kindergarten until students enter middle or junior high.

Current research indicates that young children have the capacity for constructing conceptual learning and the ability to use the practices of reasoning and inquiry (NRC 2007, 2012). Many adults, including educators, tend to underestimate children's capacity to learn science core ideas and practices in the early years and fail to provide the opportunities and experiences for them to foster science skills and build conceptual understanding (NRC 2007, p. vii). Also underestimated is the length of time that young children are able to focus on science explorations. Effective science investigations can deeply engage young children for extended periods of time, beyond a single activity or session.

NSTA supports the learning of science among young children that will create a seamless transition for learning in elementary school.

Young Children and Science Learning

NSTA identifies the following key principles to guide the learning of science among young children.

Children have the capacity to engage in scientific practices and develop understanding at a conceptual level.

Current research shows that young children have the capacity for conceptual learning and the ability to use the skills of reasoning and inquiry as they investigate how the world works (NRC 2007, NRC 2012). For example, their play with blocks, water, and sand shares some science-relevant characteristics. Young children also can learn to organize and communicate what they learn, and know the difference between concrete and abstract ideas (Carey 1985). Adults who engage children in science inquiry through the process of asking questions, investigating, and constructing explanations can provide developmentally appropriate environments that take advantage of what children do as part of their everyday life prior to entering formal school settings (NAEYC 2013, p. 17; NRC 2007).These skills and abilities can provide helpful starting points for developing scientific reasoning (NRC 2007, p. 82).

Adults play a central and important role in helping young children learn science.

Everyday life is rich with science experiences, but these experiences can best contribute to science learning when an adult prepares the environment for science exploration, focuses children's observations, and provides time to talk about what was done and seen (NAEYC 2013, p. 18). It is important that adults support children's play and also direct their attention, structure their experiences, support their learning attempts, and regulate the complexity and difficulty of levels of information (NRC 2007, p. 3). It's equally important for adults to look for signs from children and adjust the learning experiences to support their curiosity, learning, and understanding.

Young children need multiple and varied opportunities to engage in science exploration and discovery(NAEYC 2013).

Young children develop science understanding best when given multiple opportunities to engage in science exploration and experiences through inquiry (Bosse, Jacobs, and Anderson 2009; Gelman, Brenneman, Macdonald, and Roman 2010). The range of experiences gives them the basis for seeing patterns, forming theories, considering alternate explanations, and building their knowledge. For example, engaging with natural environments in an outdoor learning center can provide opportunities for children to examine and duplicate the habitats of animals and insects, explore how things move, investigate the flow of water, recognize different textures that exist, make predictions about things they see, and test their knowledge.

Young children develop science skills and knowledge in both formal and informal settings.

Opportunities to explore, inquire, discover, and construct within the natural environment and with materials that are there need to be provided in formal education settings, such as preschool and early care and education programs through intentional lessons planned by knowledgeable adults. In addition, children need to have opportunities to engage in science learning in informal settings, such as at home with cooking activities and outdoor play or in the community exploring and observing the environment.

Young children develop science skills and knowledge over time.

To effectively build science understanding, young children need opportunities for sustained engagement with materials and conversations that focus on the same set of ideas over weeks, months, and years (NRC 2007, p. 3). For example, investigating the concept of light and shadows over several weeks indoors and out with a variety of materials and multiple activities will allow children to re-visit and re-engage over time, building on observations and predictions from day to day.

Young children develop science skills and learning by engaging in experiential learning.

Young children engage in science activities when an adult intentionally prepares the environment and the experiences to allow children to fully engage with materials. The activities allow children to question, explore, investigate, make meaning, and construct explanations and organize knowledge by manipulating materials.

Declarations

NSTA recommends that teachers and other education providers who support children's learning in any early childhood setting should

recognize the value and importance of nurturing young children's curiosity and provide experiences in the early years that focus on the content and practices of science with an understanding of how these experiences connect to the science content defined in theNext Generation Science Standards (NGSS)(NGSS Lead States 2013);

understand that science experiences are already a part of what young children encounter every day through play and interactions with others, but that teachers and other education providers need to provide a learning environment that encourages children to ask questions, plan investigations, and record and discuss findings;

tap into, guide, and focus children's natural interests and abilities through carefully planned open-ended, inquiry-based explorations;

provide numerous opportunities every day for young children to engage in science inquiry and learning by intentionally designing a rich, positive, and safe environment for exploration and discovery;

emphasize the learning of science and engineering practices, including asking questions and defining problems; developing and using models; planning and carrying out investigations; analyzing and interpreting data; using mathematics and computational thinking; constructing explanations and designing solutions; engaging in argument from evidence; and obtaining, evaluating, and communicating information (NRC 2012, NGSS Lead States 2013);

recognize that science provides a purposeful context for developing literacy skills and concepts, including speaking, listening, vocabulary development, and many others; and

recognize that science provides a purposeful context for use of math skills and concepts.

NSTA recommends that teachers and other providers who support the learning of science in young children be given professional development experiences that

engage them in learning science principles in an interactive, hands-on approach, enabling them to teach about science principles appropriately and knowledgeably;

are ongoing and science-specific;

help them understand how children learn science and engineering practices (NRC 2012, NGSS Lead States 2013);

inform them about a range of strategies for teaching science effectively; and

include the use of mentors to provide ongoing support for educators for the application of new learning.

NSTA recommends that those in a position to provide financial, policy, and other support for early childhood education should

provide appropriate resources for teachers and children;

ensure a positive and safe environment for exploration and discovery;

ensure teachers receive sustained science-specific professional development that includes how children learn and how to teach science;

provide mentoring; and

establish a coherent system of science standards, instruction, appropriate assessment, and curriculum.

Parents and other caregivers can nurture children's natural curiosity about the world around them, creating a positive and safe environment at home for exploration and discovery. These recommendations can be found in NSTA's position statement, Parent Involvement in Science Learning(NSTA 2009), found at www.nsta.org.

- Adopted by the NSTA Board of Directors, January 2014

References

Bosse, S., G. Jacobs, and T. L. Anderson. 2009. Science in the air. Young Children,p. 10-15, reprinted and retrieved at www.naeyc.org/files/yc/file/200911/BosseWeb1109.pdf.

Carey, S. 1985. Conceptual change in childhood. Cambridge, MA: The MIT Press.

Gelman, R., K. Brenneman, G. Macdonald, and M. Roman. 2010. Preschool pathways to science: Ways of doing, thinking, communicating and knowing about science. Baltimore, MD: Brookes Publishing.

National Association for the Education of Young Children (NAEYC). 2013. All criteria document, 17-18. Retrieved from www.naeyc.org/files/academy/file/AllCriteriaDocument.pdf

National Research Council (NRC). 2007. Taking science to school: Learning and teaching science in grades K-8. Washington, DC: National Academies Press.

National Research Council (NRC). 2012. A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.

National Science Teachers Association (NSTA). 2002. NSTA Position Statement: Elementary School Science.

National Science Teachers Association (NSTA). 2009. NSTA Position Statement: Parent Involvement in Science Learning.

NGSS Lead States. 2013. Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press.

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Download PDF At an early age, all children have the capacity and propensity to observe, explore, and discover the world around them (NRC 2012). These are basic abilities for science learning that can and should be encouraged and supported among children in the earliest years of their lives.

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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.

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Home Page | Next Generation Science Standards

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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.

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Building on existing inclusion frameworks to develop and validate a STEMIE model for high quality inclusion of young children with disabilities in STEM learning. Developing and validating learning trajectories for science, technology, and, engineering, while continuing to refine and validate existing trajectories for math.

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Science is a critical part of elementary education. It's not just facts and formulas - it's a way to inspire wonder and curiosity in students as they learn about the world around them.

The most recent National Survey of Science and Mathematics Education published in 2018 found that elementary teachers taught science for just 18 minutes a day on average. Less than 20% of K-3 educators taught science more than twice a week.

But science plays a crucial role in early childhood! When you introduce a love for science early on, it can lead to lifelong benefits. Science instruction in elementary school can help students develop strong critical thinking skills, problem-solving, creativity, and curiosity! Science is important to children's development, and it's essential that educators make regular time for it in their routine.

Many elementary students love science because it often involves fun hands-on activities. Children see the practical application of learning in real time when they are classifying animals, sprouting seeds, making observations, or experimenting with magnets. Science does better than almost any other subject at getting students interested, focused, and excited. Science comes alive in the classroom!

When students engage in hands-on experiments, they are in the mindset to explore. They are more likely to ask questions, investigate independently, and actively participate in their learning.

Studies Weekly's Explore Science curriculum creates these opportunities for students and allows them to drive their own learning through inquiry. The activities and experiments in each unit engage students and spark their curiosity.

You can also purchase materials kits that contain items called for in the curriculum to make it easy to implement hands-on activities in your instruction time.

Granted, it can be challenging to make enough time for so many areas of instruction - especially at a time when the National Assessment for Educational Progress reports that two-thirds of students cannot read at a proficient level. Thus, many educators cut their science blocks back to make more time for reading and writing.

However, science incorporates elements of reading, math, social studies, and more, making it an excellent tool for teaching other subjects concurrently. These cross-curricular connections can reinforce and support students' learning of other disciplines while still giving them the exciting, eye-opening moments that come with learning science.

Studies Weekly's Science curriculum is aligned with state science standards and includes extensive non-fiction and informational text practice to support ELA, making it an excellent tool for teaching science and literacy together.

These are only a few of the many benefits to making time for science education in your elementary school classroom. Science keeps students engaged and active in their learning and encourages them to always ask questions. It is critical to help your young students build a foundation in science and spark their excitement about being lifelong science learners.

The problem-solving, creative thinking, and exploratory skills that begin in elementary school can be critical assets to students. A solid science foundation will help them be better prepared for more challenging disciplines they will eventually encounter, like chemistry, physics, and biology.

Children today are the future's scientists and innovators! Help inspire them to pursue more education and careers in STEM by nurturing their love for science now.

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Why Science Education Matters in Your Elementary School Classroom

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Science instruction in elementary school can help students develop strong critical thinking skills, problem-solving, creativity, and curiosity!

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The Next Generation Science Standards (NGSS) have transformed STEM education across the U.S. In this article, we'll answer the most common questions about NGSS and explore what the Next Generation Science Standards are, their purpose and benefits, and how to find STEM curriculum for elementary and middle school that aligns with NGSS practices.

Whether you are a teacher, administrator, parent, or community member, this comprehensive guide will help you understand the impact of NGSS and how to introduce these standards to your school or district.

What is NGSS?

So what are the Next Generation Science Standards?

In simple terms, NGSS is an educational framework designed to give students a deeper understanding of science topics. It does this through hands-on learning, integrating science concepts and STEM subjects, and linking concepts sequentially across grade levels.

In addition to the framework of instruction, hundreds of NGSS standards reside on the Next Generation Science Standards website and can be searched by keywords, grade level, and science subject.

However, NGSS uses a unique set of vocabulary to organize and define its curriculum, so you might find it helpful to review the NGSS terminology later in this article.

How does NGSS differ from old science standards?

Traditional science education typically follows a grade-specific topical curriculum taught through direct instruction. This might have students studying earth science in 5th grade, physical science in 6th grade, and life science in 7th grade. While students are exposed to a wide variety of science concepts, they don't spend a lot of time exploring the interconnectedness of these subjects and how technology, engineering, or mathematics might play a role in the science concepts they're studying.

Rather than gaining a shallow understanding of many different science topics throughout their education, NGSS introduces students to science concepts gradually and encourages students to apply their knowledge through active learning activities like labs, challenges, and projects. NGSS-aligned curriculum also introduces the other subjects of STEM through various hands-on learning activities and exercises so that students can see how these science concepts are applied outside of the classroom.

With these education practices, combined with a cumulative approach to learning (building on concepts learned in previous grade levels), students gain a much deeper understanding of each science concept and learn valuable skills like critical thinking, creative problem-solving, and communication skills that can be applied to any discipline.
Knowledge vs. Performance
Another difference between traditional science education standards and the Next Generation Science Standards is the definition of what qualifies as a met standard. Traditionally, we measured how much students knew and what knowledge they retained.

With NGSS, the focus is shifted to student performance: Which skills have the students mastered? How well can they apply their knowledge?

This is best seen in the structure of the standards themselves, which are called Performance Expectations. (More on that below.)

Where did The Next Generation Science Standards come from? (The History of NGSS)

At the time of developing the Next Generation Science Standards in the early 2000s, academic performance in the sciences was slipping, and educators realized that students were not developing the STEM skills needed for the 21st century. Their focus in developing the NGSS was to transform K-12 science education and replace outdated standards with research-based educational standards designed for the modern world.

The Next Generation Science Standards were developed through a coordinated effort from education and research organizations and 26 state partners from departments of education and science. In 2013, the standards were officially finalized and have since been adopted by 20 states, with 24 other states using science education standards based on the NGSS framework.

Understanding NGSS Terminology

NGSS Domains: These are the general areas of science that are taught through the Next Generation Science Standards. With NGSS's integrated approach, these domains are often integrated throughout the curriculum, and students build upon their knowledge year by year.

The four domains of NGSS include:

Physical Sciences - The study of how matter and energy interact. This domain covers science concepts such as physics, chemistry, motion, and energy.

Life Sciences - The study of living organisms and their biological processes. This domain includes science concepts like ecosystems, evolution, and the cells, structures, and functions of organisms.

Earth and Space Sciences - The study of processes, systems, and interactions of Earth and the universe. This includes concepts such as geology, oceanography, astronomy, and space exploration.

Engineering, Technology, and Applications of Science - This domain involves the application of scientific knowledge to design solutions using engineering and technology. Within this domain are skills such as defining problems, designing and testing solutions, and critical thinking.

NGSS Performance Expectations (PEs): What students are expected to know and be able to do by the end of each level of instruction.

The Next Generation Science Standards are organized into a catalog of Performance Expectations (PEs). Each performance expectation is comprised of three dimensions to help students build proficiency in disciplinary knowledge, scientific skills, and the ability to connect that knowledge to other concepts.

The three dimensions of NGSS Performance Expectations include:

Disciplinary Core Ideas (DCIs): The main science concept that students should understand. This is the "book knowledge" students learn to explain real-world phenomena.

Science & Engineering Practices: These are skills that scientists and engineers use to investigate problems and solve them creatively. These practices include skills like asking questions, analyzing data, and designing models.

Crosscutting Concepts (CCCs): These are the fundamental scientific concepts that connect all domains of science, such as cause and effect, patterns, logic, and systems.

Because every Performance Expectation includes each of these three dimensions, students benefit from a comprehensive learning experience that provides new knowledge, lets them practice new skills, and helps them connect their learning to other disciplines and activities outside the classroom.

At Kid Spark Education, each lesson plan provides the NGSS Performance Expectation that corresponds to the lesson material. You can browse our STEM lesson plans and curriculum tools here to see how NGSS is applied in our STEM lessons.

For example, our elementary lesson on Rotary Motion lists the learning objectives of the lesson plan and clearly defines the associated NGSS alignment:

What are NGSS storylines?

The Next Generation Science Standards utilize a tool called "Storylines " to help link key concepts across multiple grade levels. These storylines make it easier for students to revisit concepts from previous school years and add a more nuanced understanding as they develop those concepts further.

NGSS storylines also help educators. You can think of storylines like the "theme" of a series of lessons and activities.

At the elementary level, you might introduce a "Weather and Climate Storyline" that includes multiple lessons and activities across numerous grade levels.

Or middle schoolers might follow a "Forces and Motion Storyline" that introduces several different aspects of the physical sciences like motion, velocity, mass, and gravity.

The goal of NGSS storylines is to create a general topic of instruction that's easy to refer back to. This helps students recall previous lessons and activities so they can build upon the knowledge and skills they've already learned in previous grade levels.

The 8 Science and Engineering Practices of NGSS

The Next Generation Science Standards are organized into eight different practices that can be applied to science education. These are designed to help students develop core science skills that can be used to investigate, understand, and change the world around them.

The eight NGSS practices include:

Asking questions and defining problems: Students learn to ask questions and develop hypotheses about the world around them and how to identify problems that can be solved with engineering.

Developing and using models: Students learn to build, draw, or use computational models to describe and predict events.

Planning and carrying out investigations: To test their hypotheses, students learn how to conduct controlled scientific investigations using the scientific method through hands-on learning experiences.

Analyzing and interpreting data: Students learn how to use the data they collect in their investigations by finding patterns, relationships, and possible sources of error.

Using mathematics and computational thinking: Students learn how to apply mathematical concepts and tools to answer scientific questions. They also learn the foundations of logic and how to apply this to computer simulations and coding.

Constructing explanations and designing solutions: Students learn how to construct logical explanations from their investigations and propose creative engineering solutions to solve problems.

Engaging in argument from evidence: In addition to crafting explanations, students learn how to support their scientific conclusions and designs with both evidence and logical reasoning.

Obtaining, evaluating, and communicating information: Students are taught the importance of presenting scientific information clearly and learning how to read, analyze, and interpret information clearly.

These practices are woven throughout the cumulative curriculum of the Next Generation Science Standards so that students develop a comprehensive understanding of the concepts they're being taught, along with tools and skills that they can apply to their entire academic career.

In fact, a review of multiple research studies revealed that when STEM instruction incorporated NGSS practices, an increase in critical thinking, collaboration, motivation, and comprehension was seen across all four STEM subjects.

NGSS teaching practices inspire students to learn through interaction, and states that have adopted the Next Generation Science Standards into their curriculum have seen significant gains in student test scores and overall achievement.

NGSS Lesson Plan Examples for Elementary and Middle School

The NGSS Performance Expectations provide the framework for what students should know and which skills they should develop by grade level, but how to teach these standards is not included. That leaves ample room for creative lesson plans or NGSS-aligned curriculum programs like Kid Spark's to bring these educational standards to your class.

To see what NGSS can look like in the classroom, we've provided some sample lesson plans for elementary and middle school.

Elementary NGSS Lesson Plan Samples
Designing Bird Feeders
NGSS Performance Expectation K-2-ETS1-2: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

Disciplinary Core Idea: Designs can be conveyed through sketches, drawings, or physical models

Science & Engineering Practice: Developing and using models

Crosscutting Concept: Structure and function

Sample Lesson: Using the framework of the Performance Expectation K-2-ETS1-2, you can create a lesson plan guiding students through designing and modeling a bird feeder. Provide your students with a list of criteria and constraints and a specific problem that needs to be solved, then have students create a drawing of their bird feeder design. They can then create a model of their design.
Investigating Sound Vibrations
NGSS Performance Expectation 1-PS4-1: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

Disciplinary Core Idea: Sound can make matter vibrate, and vibrating matter can make sound.

Science & Engineering Practice: Planning and carrying out investigations

Crosscutting Concept: Cause and effect

Sample Lesson: Gather various noise-making materials such as tuning forks, drums, or hollow tubes, then gather various materials as samples of matter to be affected by sound vibrations like sand, water, or balloons. Create vibrating sounds with the various items around the different matter samples and have students record their observations and findings.

Middle School NGSS Lesson Plan Samples
Simple Machines: Inclined Plane
NGSS Performance Expectation MS-PS2-2: Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object.

Disciplinary Core Idea: The motion of an object is determined by the sum of the forces acting on it.

Science & Engineering Practice: Planning and carrying out investigations

Crosscutting Concept: Stability and change

Sample Lesson: In this Kid Spark lesson, students assemble an inclined plane and investigate how it's used to multiply force. In your Kid Spark lab kit, you'll be provided with step-by-step instructions, a curriculum packet, student workbooks, and reusable engineering components that can be used for this lesson and many others. Contact us today for more information about our NGSS-aligned STEM lab kits.
Nature's Resources
NGSS Performance Expectation MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

Disciplinary Core Idea: Organisms depend on their environment for survival. Resource availability affects organism populations.

Science/Engineering Practice: Analyzing and interpreting data

Crosscutting Concept: Cause and effect

Sample Lesson: Gather various data sets of wildlife populations (some ideas might include tracking the population of endangered species, tracking the population of an animal when it's been reintroduced to an area, etc). Discuss the patterns and trends in these populations with your students and have them create graphic representations of the relationships between each wildlife population and their food supply.

How to bring the Next Generation Science Standards into your classroom

The Next Generation Science Standards are designed to help students navigate the world of science by engaging with it. This helps students develop a deeper understanding of science concepts and sets them up for success throughout their academic careers.

Kid Spark Education has created a comprehensive STEM curriculum that aligns with NGSS standards and provides all the curriculum tools and training you need to confidently teach each lesson.

To explore more and speak with Kid Spark about bringing our lab kits to your classroom, contact us today.

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Understanding NGSS Standards for Elementary and Middle School

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A complete guide to the Next Generation Science Standards (NGSS), NGSS terminology, and NGSS lesson plan examples.