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This document is updated frequently and provides titles of science literature that can be used in lessons

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Great for preschool - grade 2. Free digital fiction/ non-fiction books. Narrations are available in English and multiple other languages. No account or log in required

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Unite for Literacy provides free digital access to picture books, narrated in many languages. Literacy is at the core of a healthy community, so we unite with partners to enable all families to read with their young children.

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This resource was put together by the Fresno County office of ED. This contains lesson plans for the entire energy units

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Access over 40,00 of the best books & videos for kids on Epic.

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Free for educators! Give students unlimited in-class access to the best books & videos on Epic

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Organized resources/references for CAST

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California Science Test - CAST

In 2019 all LEAs will administer the first operational version of the CAST or the CAA-Science field test to all students enrolled in grades 5, 8, and students in grade 12 who have did not participate in the 2018 CAST Field Test or CAA Science Year Two Pilot. The CAST testing window opens January 9, 2018. Districts may elect to administer the high school assessment to students enrolled in grades 10 and 11 (see "High School Administration Guidance" below for details).

In the fall of 2018, CDE will make available assessment results in the form of preliminary indicators from the 2018 CAST field test (see the "Field Test Results" tab below for details).

UPDATED AS OF 3/12/20
CSTA NGSS Committee has developed and updated a set of Frequently Asked Questions, in conjunction with CDE Assessment staff and leadership.

CAST Segments for 2018/19 Administration

This table outlines the six segments that make up the single CAST test. Unlike the Smarter Balanced Language Arts and Math Assessments, the Performance Task segments of the CAST are not separately administered. It is all one assessment. (Table coming soon!)

Source: California Department of Education: http://www.caaspp.org/rsc/pdfs/CAASPP.CAST.Suggested-Pausing-Points...

CAST Blueprints

Assessment blueprints document the content standards to be measured using the assessment. The CAST Blueprints were approved by the CA State Board of Education on November 8, 2017. The blueprint is available from CDE.

CAST General Achievement Level Descriptors and Score Reporting Structure (Operational Assessment)

On November 8, 2017, the SBE also approved CDE's recommendation for the CAST general Achievement Level Descriptors (ALD) and Score Reporting Structure. General ALDs provide descriptions of student performance level expectations across four levels. These general ALDs will be used to develop both student level reporting of performance and grade-level specific ALDs.

Source: California Department of Education: https://www.cde.ca.gov/be/ag/ag/yr17/documents/nov...

The operational CAST score reporting structure will include an overall scale score and three sub-scores, one each for three-dimensional Earth/space, life, and physical sciences. Assessment items measuring PEs from the Engineering, Technology, and Application of Science domain will be set in the context of life, physical, or Earth and space sciences and those items will be reported according to one of those three domains in the reporting structure.

Source: California Department of Education: https://www.cde.ca.gov/be/ag/ag/yr17/documents/nov...

CA NGSS Quick Nav

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cast
california ngss assessment
california science test

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In 2019 all LEAs will administer the first operational version of the CAST or the CAA-Science field test to all students enrolled in grades 5, 8, and students in grade 12 who have did not participate in the 2018 CAST Field Test or CAA Science Year Two Pilot.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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CAST resources and communication materials, reporting information

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Program Overview

The statewide California Assessment of Student Performance and Progress (CAASPP) System includes federally required science assessments in grades five and eight and once in high school (i.e., grade ten, eleven, or twelve). Since the adoption of the Next Generation Science Standards for California Public Schools, Kindergarten Through Grade Twelve (CA NGSS) in 2013, the California Department of Education developed the California Science Test (CAST), which is aligned with these standards.

High school students will have only one opportunity to take a science test (i.e., in grade ten, eleven, or twelve). Local educational agencies (LEAs) can elect to administer a science test to students in grade ten or eleven. Students in grade twelve, who have not yet taken a science test, will automatically be registered to test. Students repeating grade twelve are not eligible to test.

The following links provide additional information about the program.

Resources and Communication Materials
Resources for Communication with Parents/Guardians Talking to Parents About the CAASPP (PPTX; 5MB) CAST Informational Video CAST Assessment Fact Sheet flyer (PDF) Introducing CAST Item Specifications flyer (PDF) 2020-21 California Student Assessment Accessibility Graphic for Science (PDF) CAST Practice and Training Tests flyer (PDF)
Partner Organizations

Test Administration

CAST-How to Start a Training Test

CAST-How to Start a Practice Test

CAST-How to Start a Test Session (This resource is intended for California educators and requires district log-in credentials.)

Periodic table of elements

Reference sheets that include formulas and constants

Science Test Administration for High School Students (PDF) Student Accessibility Resources web page
Scores and Results Reporting

Test Results for California's Assessments Website -For directions on how to view results, go to the Quick Reference Guides.

The CAST Reporting Achievement Level Descriptors (ALDs) (PDF) document provides descriptions of the four levels possible for a student's overall performance on the CAST and the three levels possible for a student's performance by science domain.

CAST Scale Score Ranges provides the scale score ranges by grade and achievement level.

CAST 2017-18 administration research files contain the results from the 2017-18 field test. CAST aggregated results are reported by the state, county, LEA, and school levels as well as by student groups. These research files are intended for use by educators or researchers to perform analyses and prepare customized reports. Caution should be used when interpreting the preliminary indicator results, given that these results are from an assessment that was not operational.

Laws, Regulations, and Requirements
California Education Code Section 60640 Assessment Apportionment Reimbursements to LEAs
Technical Documents

CAST Blueprint (PDF) was used to build the 2018-19 through 2020-21 administrations of the CAST.

Revised CAST Blueprint (PDF; 2MB) will be implemented with the 2021-22 administration of the CAST.
CAST Item Specifications CAST Range Achievement Level Descriptors (ALDs) 2016 Science Framework Accessibility Supports for Operational Testing (PDF) CAASPP Technical Reports and Studies
CAST Interim Assessments

The CAST Interim Assessments (IA) in grades three, four, and five will each assess all three science domains. Middle school and high school will each have three interim assessments that assess a single science domain. Each CAST IA will consist of two segments: one discrete segment and one performance task (PT) segment. The PT consists of four to six items, including one constructed response item worth 2 points that must be hand-scored.

The CAST IAs will be available for preview in mid-September 2023, with full access to administer in mid-October 2023.

Questions: California Assessment of Student Performance and Progress | caaspp@cde.ca.gov | 916-445-8765

Last Reviewed: Tuesday, November 21, 2023

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California Science Test - California Assessment of Student Performance and Progress (CAASPP) System (CA Dept of Education)

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California’s statewide science assessment for students in grades five and eight and once in high school.

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Short Science videos grades 1-3

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How old can Greenland sharks get? | SciShow Kids #shorts #science #scishowkids #shark

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Content for grade 3-5

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This website allows you to access the NGSS standards

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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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Overview of NGSS and grade level chapters

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This resource provide notebooking resources and lesson ideas.

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Teaching Resources for the Science Classroom

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Whether you're looking for lesson plans, science videos, or distance learning programs, the Academy has teaching resources galore.

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This resource provides strategies for implementing UDL

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Scaffold tools for writing/reading in science

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Scaffold tools for writing/reading in science

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Tools for scaffolding, sentence frames, talking starters etc.

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Scaffolds for writing and talking are supports for communicating in science-specific ways that may seem unnatural for students. We mean for example that writing causal explanations, talking in small groups about how evidence can be used to back up a claim, or critiquing the ideas of one's peers in a whole class setting, are not the kinds of communication that students engage in outside of school. Tools can help-these take the form of sentence frames, guides for how to help ELL students practice final explanations, norms for whole class discussion that are developed by students, roles that students can take up in small group activity, and others. We provide a small sample of the types of scaffolding that are used during ambitious teaching.
Scaffolds for talk Norms for whole class conversations
Classrooms should have norms for civil discussions that are developed-with help from your students-from the first day of school, that are explicitly modeled by the teacher (i.e. the teacher "names" the norm as she/he uses it) and reinforced on a regular basis. Here are some samples of these norms-there are many possibilities:

Anyone can ask questions if they don't understand an idea that is being talked about

We (students and teacher) can critique ideas of others, but personal attacks are out of bounds

Don't talk over your classmates

The teacher will give "think time" before asking for students' ideas

In small group work, everyone will contribute to the conversations

It is helpful to re-visit these norms periodically, asking your students: "How did we do today in our discussion? What do we need to work on?"
Sentence starters to sustain productive whole class conversations
Some students don't participate because they are so unfamiliar with critiquing the ideas of others or adding onto a peer's comments. They don't know how to publicly disagree and some students even feel uncomfortable agreeing with others in class.

For these reasons some of our teachers have developed, with students, a list of sentence starters (structures for student talk) to help them accomplish what seems unnatural. The tool we show is just one of a set of 4 posters that a teacher made, with her students, on the first day of class. This one shows "How do I respectfully disagree with a classmate?" There are three others, including agreeing and adding to another person's ideas, asking a probing question (often asking for evidence) or asking a peer for clarification of an idea or claim.
Role cards for small group interaction
To foster group participation, it is helpful to assign roles to students. Roles should not be simply about managerial duties, such as the note-taker, the supply-getter, the procedure-reader. Roles should be about different students taking responsibility for different parts of the science talk that moves everyone's thinking forward. Here are some examples of roles for intellectual work. We list more here than you would assign to a group of students, and you might combine these roles in some cases. What we show below is not "the list" but some suggestions based on our experience in classrooms. To the right is one of the kinds of cards that we place on tables to help students know what to ask their peers.

Big ideas person. The BI person pulls the group (occasionally) back to the scientific purpose of the activity (often a group will get too wrapped up in the rote execution of the directions).

Asks "How does X (something we are studying, reading, investigating, observing, etc.) relate to the anchoring event?"

Asks: "How does X change the way we're thinking about the anchoring event?"

Asks: "What is the big idea we are trying to understand? Why are we [watching ice melt]?"

Clarifier. This is a role of monitoring everyone's comprehension about one or two key science terms.

Asks: "Do we know what the word ____ refers to?"

Asks: "Can we put it into our own terms?"

Questioner. This person asks probing questions during the activity. These folks listen for questions posed by other group members and then re-voice the questions to make sure that the whole group takes a moment to hear and entertain questions from everyone. This is not a role that students find easy, so it helps to provide them with question stems such as :

Asks: "What does it mean that ____?"

Asks: "How do we know that_____?"

Paraphrases what other have said: "So, what I think you are saying is... Is that right?"

Asks: "What would happen if we changed ____?"

Asks: "What's your evidence?"

Skeptic. This person tries to strengthen the group's work by probing for weaknesses in the developing explanation or model.

Says: "Here's an alternative explanation-is this just as good as the one we have now?"

Asks: "Does it always work this way (the explanation)?"

Asks: "How does our idea match up with what we've just learned?"

Progress monitor. This person ask others to periodically take the measure of the group's progress.

Asks: "What can we say we've accomplished so far?"

Asks: "What do we still need to know/do to accomplish this task?"

Asks: "What can we now add to our explanation that we didn't have before?"

When you stop by a table to listen in on a group, you should expect this person to be able to communicate the ideas of the group members AND attribute ideas to particular people (giving credit where it is due).
"Talk to your partner" routines
Sometimes a tool can be more like a routine a teacher enacts to help students interact. The "A-B partner" routine is one of these. We found in many classrooms that when students were asked to talk in pairs before offering comments in whole class discussion, that most students were not really listening to their partners. Or they viewed their partner's talk as just something to politely sit through until it was their turn to talk. This is where "A-B partners" came in. We asked students in pairs to talk about something substantive, like a hypothesis, or some evidence or an everyday experience that related to the science ideas being taught.

After the pairs talk, the teacher asks a student in the class to express the ideas that their partner had expressed. The difference in this routine from just "turn and talks." In addition, the teacher presses the student to say more than a cursory few words about their partner's idea. We found that this compels students to actively listen to one another and to ask follow up questions of their partners in order to understand their viewpoints. This works particularly well with English Language Learners.
Scaffolds for writing Drafting evidence-based claims
The tool we show below is to support students' writing of evidence-based explanations. This is core to the science practice of argumentation. The tool is accompanied by a routine. The tool is used near the end of a unit where the students have been studying a complex puzzling event (the anchoring event for the unit). They have also done several investigations that have provided data that can support various parts of the final explanation for the anchoring event.

Students work in small groups when using this tool. In the left hand column of the tool, the groups negotiate a claim about a part (just a part) of the full explanation for the event. They then cite evidence from one of the activities they'd done that applies to this claim. In the bottom cell they state the reasoning that links the evidence to the claim. You can see in the cells that there is a designated space to write and there are sentence frames, both of which help students.

But this is not the end of the work. The claim-evidence-reasoning is only the first step. Next the students give their sheet to another group. This group's goal is to look at the argument and try to give feedback so that it strengthens the clarity and credibility. The group giving feedback has drafted their own argument of course, but they may be attempting to explain and provide evidence for a very different part of the anchoring event. In this way, the second group is learning a bit about how the first group is constructing evidence-based arguments for a different aspect of the phenomenon.

Finally, the second group meets with a member of the first group and explains their comments. The first group then takes those comments into consideration and revises their argument.
Upper elementary example of scaffolded writing
The tool below has a number of scaffolds built into it that support young learners in constructing explanations with evidence. At the top there are clear instructions that are explicit about what should be written-this is more than "explain the skateboarder's jump." Below is a checklist of ideas that need to be included (this is more than a vocabulary list!), there are sentence frames below that, and at the bottom there is a rubric that challenges students to achieve a "why" level explanation. These are only a few examples of tools that can support writing, there are many others.

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Tools | Scaffolding for writing & talking science | AST

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Scaffolds for writing and talking are supports for communicating in science-specific ways that may seem unnatural for students. We mean for example that writing causal explanations, talking in small groups about how evidence can be used to back up a claim, or critiquing the ideas of one's peers in a whole class setting, are not the kinds of communication that students engage in outside of school.

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Human Circuits - Energy Ball - Building Circuits

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Provides many resources for CER: organizers, sentence frames, articles, etc.

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This organizer is a tool to help students write their Claim Evidence reasoning

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CER_GraphicOrganizer with transition words for writing.pdf

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This is a google drive created by Leslie Gates. This resource provides several different lesson and unit topics

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Reviews topics to help you teach standards

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The Wonder of Science was created to support the next generation of science teachers. All of the resources are licensed under Creative Commons licensing.