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To implement this concept, one idea is to create “Science in Action” projects, where students identify a current environmental or community issue—such as reducing plastic waste, conserving water, or increasing green spaces—and design a scientific solution. For example, students could work in teams to develop a school-based recycling program, conduct research on waste reduction, learn about materials science, and track their program’s impact.

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1.  Think about your science classroom and other teachers science classrooms.
2.  Think about the conceptual shifts you read and reflected on.
3.  Write at least one activity, teaching practice, type of assignment etc you should see  less in Science Education with NGSS under the heading "Science Education will Involve Less"
4.  Write at least one activity, teaching activity, type of assignment you should see more in Science Education with NGSS under the heading "Science Education will involve More"
5.  After completing your own posts, follow the directions found under "A New Vision for Science Education.

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How to add a new post: scroll to the bottom of the column and click the + button below the last post.
How to comment on a post: click on "add comment" at the bottom of the post.

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Objective: Students will investigate the components of a local ecosystem and understand the interdependence of organisms within it.

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Objective: Students will work in groups to design a sustainable garden, applying concepts from ecology, plant biology, and environmental science.

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Community Engagement and Global Awareness

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Community Engagement and Global Awareness

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Connecting with the Community: Students participate in community-based projects, collaborating with local organizations and scientists to apply their knowledge in meaningful ways.

Global Perspectives: The curriculum includes global scientific issues and encourages students to think about their roles as global citizens who can contribute to solutions.

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Students can do a field study on a local ecosystem, like a school garden or park. They can observe and take notes on various organisms they find, like plants, insects, and birds, and note their roles in the ecosystem (e.g., producers, consumers, decomposers). When they return to the classroom, they can make a food web to show how these organisms depend on each other and talk about how energy moves through the ecosystem and how changes in one part can affect the entire system.

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One teaching activity for this objective is to have students research and select plants for their sustainable garden based on local climate, soil type, and water availability. Students can work in groups to explore which plants are native to their area, require minimal resources, and provide benefits to the local ecosystem, such as attracting pollinators or improving soil health.

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Students will investigate the problem presented in the unit phenomenon video. Students begin to think about how they will investigate why water in a fishbowl evaporates over time. Their  task will be to design an investigation, collect data, graph your data, and analyze the results to explain why the problem is occurring.

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students will describe and measure the properties of common materials like water, glass, plants, and rocks. At the end of the unit, students will be able to develop a model of the three states of matter and use it to explain what happens when water evaporates. Students will be introduced to decreasing water levels in a fishbowl.

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Less emphasis should be placed on memorizing facts and terminology without understanding. NGSS promotes conceptual understanding and the application of knowledge in real-world contexts

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A type of activity that we should see more of with Science Education with NGSS is Inquiry-Based Learning. We should encourage students to ask questions, design experiments, and engage in hands-on investigations. This approach fosters curiosity and critical thinking.

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My fifth grade students and I placed water in a cup and marked it each week. We wanted to know how long it would take the water to evaporate fully over time. We learned about the changes in matter. This is how we were able to relate to the opening phenomenon question.

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My fifth grade students and I placed water in a cup and marked it each week. We wanted to know how long it would take the water to evaporate fully over time. We learned about the changes in matter. This is how we were able to relate to the opening phenomenon question.

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Balanced and Unbalanced Forces

The students are expected to understand balanced and unbalanced forces. They will conduct an investigation to determine the cause and effect of balance forces on a toy car. They will work as a team. They will explore , gather evidences, analyze their data to provide evidences to support their claim and provide reasonings.

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Teacher talk time should be lesser than student talk time. Students learn by doing. A lecture based teaching must be avoided. If a video is too long, the teacher should pause the video at different times and check for understanding.

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Hands on activities- Students love all the hands on activities. They are able to remember all the experiments vividly.

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Project based learning will promote inquiry based learning and critical thinking to solve a real world problem.

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Landforms and Waterforms

Science education will include less memorization of facts and more hands-on learning, investigation and problem solving

My second graders students investigate how water flows (river) from high elevation to low elevation.

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Hands-On Investigation

Model of Rivers and Lakes

Students make a model of a river and a lake and learned from their investigation how are they similar and different. Students have fun and at the same time learning by doing.

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Students engage with phenomena and design solutions: 

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Students engage with phenomena and design solutions: 

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Students conducting investigations, solving problems, and engaging in discussions with teachers’ guidance. Students goal is to be able to explain real-world phenomena and to design solutions using their understanding of the Disciplinary Core Ideas.

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My students have been having a great time doing hand-on activities and experiments in my classroom. I feel that it has really helped them to understand concepts more in-depth rather than simply being taught to memorize information. It makes their learning meaningful and it builds their higher order thinking skills.

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Real life scientific thinking and exploration

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Real life scientific thinking and exploration

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The new science curriculum incorporates activities that allow students to improve their problem solving skills, increase their interest in natural phenomenon, and it prepares them for future science learning.

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What are scientists and what they actually do to benefit society.  

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What are scientists and what they actually do to benefit society.  

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The new science education allows students to gain a better understanding of working as a scientists. Students are not only learning that there are many types of scientists, but they are able to rid any misconceptions of what real life scientists are and what they do and teaches them they are able to follow along with how scientists perform their duties. Students are able to build their own understanding using their 5 senses, just like real life scientists!

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Less teacher talk and more student collaboration and hands-on for better understanding.

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Hands-on inquiry for students and applying real-life experiences. These activities would be memorable and deepen their understanding, including student engagement and collaboration.

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I’m really excited about the direction science education is heading with this new vision. The emphasis on combining scientific knowledge with real-world applications, critical thinking, and problem-solving is exactly what students need to be successful in today’s world

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Hands-on experiences and inquiry-based learning, which would allow students to engage in their education actively. This approach promotes curiosity, experimental design, and scientific reasoning, which can lead to higher levels of engagement and retention.

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Less emphasis on isolated textbook work. When students have opportunities to work in teams on interdisciplinary projects, they build interpersonal skills and learn to appreciate diverse perspectives. These collaborative experiences can foster a classroom culture of respect and shared inquiry.

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The NGSS conceptual shifts, aligned with the CCSS for ELA and Mathematics, provide a framework for enriching student learning in your classroom. The integration of deep understanding, inquiry-based practices, and real-world applications prepares students to not only excel in science but also to be competent, informed citizens in a complex world. By focusing on these connections, you can create a learning environment that is dynamic, engaging, and beneficial for all students.

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Of reading from the textbooks/articles. It is especially difficult for my ELL learners and some IEP students. They learn more with visuals such as videos and hands on activities.

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Student based centers and projects. Students, especially ELL and those with problems with reading learn better with hands on activities. Collaboration among students will also foster peer learning and accountable talk.

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Students will become scientific literate out of habit as they get older. When students are exposed and their learning involves them to ask questions, define problems, investigate, analyze data, construct explanations and design solutions from an early age (elementary school) they get used to the process.

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Science Education with NGSS will involve less instructor or lecture based learning. It will also see a decrease of a specific science only teaching.

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With Science Education with NGSS there will be more hands-on activities and questioning. Students will be able to see Science in other subjects and be able to discuss and talk about what they are learning. Lots of engagement and interactions with me facilitating and allowing students to come up with their learnings.

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Having the students see/ learn about the different environments and animals that live there. Next, the students will create their own ecosystem with animals and be able to share their ideas.

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Having students walk around the school building and write down and discuss the different types of plants and trees they saw. Next, they will go outside again picking up leaves , pieces of grass, or other materials. Then they will make a their own garden by gluing and drawing on paper what they picked up and be able to explain their garden.

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Have students take a field trip to the local landfill to learn about where trash goes and what to recycle. Then have students bring in some trash from home and have them sort out what to recycle and what is trash.

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Lecturing or giving information to students.

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Hands-on learning, group investigation projects, outdoor learning, and student-led discussions.

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Tests, Lecture, giving information without an immediate connection to an activity

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Observation, hands on activities focused on a theme or overarching learning goal. Thinking critically to analyze data.

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The idea is that science isn't facts to be learned, but is instead discovery and project oriented so students can experience the world and how it works and receive guidance in forming a correct understanding of their observations.

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Teachers coming up with all of the questions that drive scientific inquiry.

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Students being active participants in their learning, including experiments and investigations.

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Students can take a field trip to a museum etc. where they observe scientists in action and are able to ask questions about their occupation.

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In order to keep up with the fast-changing world, students need to be scientifically and technologically literate and trained.

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Rote Memorization and Fact-Based Worksheets.

For example, rather than asking students to complete a worksheet on the parts of a plant as isolated facts and vocabulary lists.

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Inquiry-Based Investigations and Hands-On Experiments

A hands-on experiment, where students investigate questions like “What do plants need to grow?” or “How does removing one part of an ecosystem affect the whole system?” encourages them to ask questions, make predictions, test hypotheses, collect data, and analyze their findings.

For example, in a unit on ecosystems, rather than simply reading about food chains, students could design a model of a mini-ecosystem (such as a terrarium) and observe how different organisms interact over time. They could pose questions about how changing one element affects others, documenting their observations and drawing conclusions based on evidence.

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The new vision of science education under NGSS is one that shifts from passive reception of knowledge to active engagement with scientific ideas and practices. Rather than seeing science as a set of facts to memorize, students are encouraged to view science as a process of discovery, problem-solving, and critical thinking. This vision transforms science education into an immersive experience where students are actively involved in doing science, building an understanding of core ideas by engaging in meaningful investigations and exploring real-world phenomena.

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A new vision of science education focuses on fostering scientific literacy, critical thinking, and real-world problem-solving skills rather than rote memorization. It emphasizes active, student-centered learning that encourages inquiry, collaboration, and the application of science to everyday life. Here are some of the key elements:

1. Inquiry-Based Learning: Students engage in hands-on experiments and investigations, posing questions, and exploring answers through experimentation. This method allows students to understand the scientific method and think like scientists.

2. Integration of Cross-Disciplinary Skills: Rather than isolating science content, new science education integrates math, technology, engineering, and even arts (STEAM). This interdisciplinary approach reflects how scientific problems are solved in real-world contexts, fostering skills like coding, data analysis, and engineering design.

3. Focus on Real-World Applications: Lessons are framed around current and relevant issues, such as climate change, environmental sustainability, health, and technology. By connecting science education with global challenges, students see the purpose and impact of their learning.

4. 21st-Century Skills: This vision emphasizes skills like critical thinking, creativity, communication, and collaboration. The idea is to prepare students not just for tests, but for participation in a rapidly changing world.

5. Equity and Access: The new vision prioritizes inclusivity, aiming to engage students from diverse backgrounds, promote equity in STEM fields, and address systemic barriers that may limit access to quality science education.

6. Use of Technology and Digital Tools: Digital resources like simulations, virtual labs, and data modeling tools help students explore concepts in a modern, interactive way, often providing experiences that would be challenging to replicate in a traditional classroom.

7. Assessing Deep Understanding: Rather than multiple-choice tests, assessments include project-based learning, portfolios, and other methods that allow students to demonstrate conceptual understanding and apply knowledge.

In sum, a new vision of science education seeks to create a more engaging, relevant, and inclusive environment that prepares students to think critically and become informed global citizens.

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Students reading informational text (Science text) from a textbook and write the then copy and answer comprehension questions in a notebook independently.

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The Sleeping Bear Dunes are changing. Students view photographs and maps of the dunes and read about how the dunes are getting smaller and how this affects animals and people in the area. This unit is broken into two sections driven by student questions. These questions support students to investigate what sand dunes are and why they are important, how wind and water cause fast and slow changes to the dunes, and why this is a problem. Students apply their understanding of the science ideas and engage in engineering practices to design and test solutions that can protect the dunes.

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The vision for science education outlined in the Framework differs in important ways from how science has traditionally been taught. It emphasizes engaging students in using the tools and practices of science and engineering and providing them with opportunities to explore phenomena and problems that are relevant to them and to their communities.

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standardized, teacher talk.

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Science education will include more hands-on activities. It will include more activities that increases students' engagement, requires critical thinking skills and have real-world connections.

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I hope that every student experiences the joy, beauty and power of science, learns how science can be used to solve local and global problems, sees the pathways they can take into science-related careers, and feels welcomed and valued in science classrooms.

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Less teacher-centered lectures and isolated fact memorization
Students might be given a vocabulary list to memorize, such as terms related to plant biology or ecosystems, without connecting those concepts to real-world situations or deeper understanding. We should move away from this rote memorization in favor of more engaging, hands-on learning that allows students to apply their knowledge to solve real problems.

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More hands-on, inquiry-based learning and collaborative projects

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More hands-on, inquiry-based learning and collaborative projects

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Science education should emphasize inquiry-driven, hands-on activities that require students to explore, question, and solve real-world problems. For example, in a school garden project, instead of memorizing plant species or reading about gardening techniques, students would work in groups to design and build a sustainable garden. They would research which plants thrive in the local environment, test soil for nutrients, and learn about the local ecosystem. This approach encourages collaboration, critical thinking, and deeper understanding of how science connects to everyday life, making the learning experience more meaningful and relevant to students.

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A New Vision for Science Education (School Garden)

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A New Vision for Science Education (School Garden)

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Science education becomes more about engaging students in real-world problems and hands-on learning. A school garden project is an excellent example, as it ties together various scientific concepts—such as ecology, plant biology, and environmental science—and allows students to directly apply these ideas in a tangible way. Students will research sustainable gardening practices, test soil, choose appropriate plants, and observe how their garden grows. This project not only teaches science but also fosters teamwork, problem-solving, and a sense of environmental responsibility, aligning with the NGSS's goal of preparing students to think critically and act thoughtfully in the world around them.

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Students will be encouraged to express their thoughts in complete sentences as they express what they know, what they expect to learn and what they learned while conducting engaging activities.

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More relevant and less abstract concepts:

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More relevant and less abstract concepts:

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Students will be able to apply what they learn to everyday instances. They will be able to animate definitions instead of simply memorizing definitions. Once they internalize a concept, it would be difficult to forget.

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Science Education should include less lectures and more hands on activities.

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Students will create tools and use them to measure weather patterns rather than only reading or looking at videos.

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The classroom could be a place to enjoy each experiment. It is necessary to awaken in them the desire of the why of things.

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Students' lessons will explain how the scientific principles apply to everyday life and its challenges i.e climate change. These types of lessons help students become inform and empower so they can make contributions that can improve their community.

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Science Education will involve less:

a. recitation, memorizing facts (student activities)

b. lectures, reading concepts from books (teacher activities)

c. Fill in the blanks. (Type of Assignment)

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Science Education will involve more:

a. Hands-on, observing/experimenting, recording data in Science Journals, (student activities)

b. Presenting Phenomena; Asking probing questions leading to investigation; utilizing the 5E model in teaching (teaching activity)

c. performance-based activity, producing a product (student assignments)

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A New Vision of Science Education

To produce learners who are equipped with the essential scientific knowledge and skilled in applying the scientific concepts gained in working towards the solutions of practical problems in real life situations.

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An NGSS-related activity that involves less could be a shift from traditional lecture-based instruction focused on memorizing facts about the water cycle to a more streamlined, inquiry-driven approach. Instead of having students passively learn the definitions of evaporation, condensation, and precipitation, you would include less rote memorization of isolated terms and instead focus on fewer but deeper concepts.

For example, rather than teaching many random details about weather, you could guide students through an activity where they build a model of the water cycle using real data and observations from their environment. This approach involves less passive learning and focuses more on understanding the core processes in greater depth, giving students a more profound grasp of how the water cycle works in the context of broader systems like climate and weather patterns.

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Classroom is a place of excitement and wonderings. Questions are asked and answered. Students learn better with hands on experiments.

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Science classrooms should have less lectures talking at students. Especially on the Elementary level, students have a hard time sitting and just listening to adults talking all the time they become bored and busy. Allowing students to be more hands-on and engaged in their learning promotes better place for learning to take place.

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Let the students lead the conversation of science and see where it takes you. Students can be very talkative when you least expect.

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Students are very inquistitive.

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I believe the science should include more hands on activities. Hands-on activities keep the students engaged, and it further their curiosity to what happens next. I always try to incorporate a small activity that makes them wonder and has them questioning. The other day we did a quick activity called the magic milk experiment. The students were amazed at how after adding three different liquids, milk, food, coloring, and dish soap, the colors began to dance across the surface of the milk and different way. They immediately began to ask different questions such as why did this happen, why did it happen after dish soap out before and what would happen if we changed the type of milk or the type of dish. These type of quick activities that are hands-on further there curiosity and it makes them think on far more levels than it would, if I would just to talk to them about a situation .

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Science education should include less worksheets and fact memorization.

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Science education should include more student lead engineering based inquiry.

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A new vision for science education uses the NGSS to create critically thinking scholars that uses their community, the environment, and engineering practices to build a pathway for lifelong learning.

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Science Education will involve less silo mentality between content departments and rely less heavily on teacher led discussions.

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Science education will involve more collaboration between connected disciplines.

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Students should be taught to understand that THEY are the future scientists, designers, engineers, and problem solvers. They need to be shown that although something is done a certain way right now it doesn't mean that it should stay that way. The new vision for science education should encourage students to think outside the box and challenge issues that do not support best practices for healthy sustainable living.

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It should include more investigations and the materials to complete those investigations. Students should find real-world problems to solve through scientific inquiry.

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It should include less repetitive facts for students to learn.

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A new vision for me would be teaching students to raise and grow foods and everything that is involved. The various ways to do that efficiently and effectively. Focusing on a problem like food shortage and how they can grow foods in different climates and ecosystems. Students learning ways to grow foods out of their original ecosystems.