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Welcome to the SDCOE Science Resource Center

The San Diego County Office of Education Science Resource Center has been developed to guide educators as they implement the California Next Generation Science Standards (CA NGSS). This website contains information about the three dimensions of the standards, searchable versions of the CA NGSS Performance Expectations, descriptions of the various K-12 course models for CA NGSS, a framework for planning and monitoring quality science programs, and other tools to support professional learning in science.

Provide Feedback on CA NGSS in Spanish

The documents below are draft versions of the CA NGSS in Spanish and may contain errors in spelling, grammer, and/or phrasing. They are provided to gather public feedback. Please complete the CA NGSS in Spanish Feedback Form to help make this resource as accurate as possible.

To aid in the review and feedback process, the performance expectations documents are organized by Disciplinary Core Idea. They are not in final form or organization.
Updates and revisions to the SDCOE Resource Center have been funded partially through the Standards Implementation Project and made possible by a collaboration between CCSESA, the California Department of Education, the State Board of Education, and the S.D. Bechtel, Jr. Foundation.

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The San Diego County Office of Education Science Resource Center has been developed to guide educators as they implement the California Next Generation Science Standards (CA NGSS). This website contains information about the three dimensions of the standards, searchable versions of the CA NGSS Perfo…

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NGSS: Three Big Questions Answered by Janet Hale

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NGSS: Three Big Questions Answered by Janet Hale

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Using Science Anchor Phenomena Effectively

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Using Science Anchor Phenomena Effectively

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Key Differences between NGSS Curriculum and NGSS Standards

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Key Differences between NGSS Curriculum and NGSS Standards

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Mastering the Next Generation Science Standards

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Mastering the Next Generation Science Standards

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Introducing Teachers & Administrators to NGSS

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Introducing Teachers & Administrators to NGSS

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Prompts for Integrating Crosscutting Concepts into Assessment and Instruction

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Prompts for Integrating Crosscutting Concepts into Assessment and Instruction

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Resources from Paul Anderson at Bozemanscience

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Resources from Paul Anderson at Bozemanscience

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NGSS - Next Generation Science Standards - bozemanscience

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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

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From the Santa Clara County Office of Education

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What's so Special about Disciplinary Core Ideas?

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What's so Special about Disciplinary Core Ideas?

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I still remember the day Helen Quinn asked if she could visit me at the University of Michigan where I was a professor to discuss the Framework for K-12 Science Education ( Framework) and possible roles I might play in its development. I was honored that I was being considered to lead the team on coming up with the big ideas (now called disciplinary core ideas, or DCIs) for physical science. What a privilege and huge responsibility to be part of team to decide the key, big ideas that all students need to know and use to make sense of the world (explain and predict phenomena and find solutions to problems). Not only would our work provide the substance for the Framework, it also would provide the foundation for the development of new K-12 science standards-the Next Generation Science Standards (NGSS)-released in 2013. The physical science team was one of four; Life Science, Earth and Space Science, and Engineering, Technology, and Applications of Science were the other three disciplinary areas. It was a daunting task, particularly because each discipline could pick no more than four big ideas! How could chemistry be boiled down to four big ideas, let alone chemistry and physics? Of course, the core ideas are broken down into component ideas, but it is the disciplinary core ideas that provide the structure and coherence.

From the start of this effort the disciplinary core ideas were going to be different than the science ideas presented in previous standards documents. Don't get me wrong, the Framework built on important documents such as the Benchmarks for Science Literacy (AAAS, 1993) and the National Science Education Standards (NRC, 1996). These documents have an important place in the development of science education; they helped guide our nation in science education for two decades and still have a powerful influence on what happens in science classrooms. But the vision of Framework, based on what we know about how students learn, was to help learners develop conceptual knowledge of important ideas that could be used throughout life and get richer and deeper with time. The core ideas serve as a conceptual framework that can be further developed, allowing learners to understand critical ideas about the world in which they live. For example, PS 1 Matter and Its Interactions, supports all learners in understanding the structure, properties, and interactions of matter so they can explain important phenomena, such as how there is such diversity of different types of matter (substances) in the world despite there being relatively few types of building blocks (atoms). Of course, a full understanding of this question and explanation of these phenomena also overlap with PS 2: Motion and Stability: Forces and Interactions and PS 3: Energy. Another example is the Life Science Core Idea LS 1, From Molecules to Organisms: Structure and Process, that provides students with the knowledge to explore questions related to how organisms live, grow, respond to their environment, and reproduce. A deep conceptual understanding of this core idea and its components, allows learners to understand where the energy and matter come from to help us grow. A full understanding of the phenomena, however, also requires understanding of PS 1: Matter and Its Interactions and PS 3: Energy.

This blog and those that follow will provide some reflections about the DCIs, but before I go further I have to acknowledge the important role of all three dimensions in making sense of phenomena. Yes, DCIs are critical, but to make sense of phenomena and find solutions to problems, all three dimensions play a critical role. Science and engineering practices (SEPs), disciplinary core ideas, and crosscutting concepts (CCCs) work together to support students in making sense of phenomena or designing solutions. You cannot learn the ideas of science in isolation from the doing and you cannot learn the practices of science in isolation from the content of science. To develop deep, usable understanding of the DCIs, it is necessary for a learner to use SEPs and CCCs. The basic premise of the Framework is that one cannot learn one without learning the other. The three dimensions work together to help students make sense of phenomena or design solutions to problems, and as students make sense of phenomena they develop deeper, more usable understanding of the dimensions. It basically boils down to "doing science," or "doing engineering." Convincing evidence exists that understanding DCIs will only result when core ideas are integrated with SEPs and CCCs, and understanding SEPs will only result when integrated with DCIs and CCCs (NRC, 2007).

In this blog series, I'm going to explore the DCIs in more depth, including the ideas that DCIs serve as conceptual tools, that they provide explanations for phenomena, and that they develop across time. The first of these follows below and the other two ideas will follow in my next two blogs.
Disciplinary Core Ideas Serve as Conceptual Tools
I'm frequently asked how DCIs differ from science concepts. Energy is energy? Evolution is evolution? Is there a difference in how the Framework presents them and how they were treated in the past? I've already mentioned how the DCIs form a conceptual framework; now let's dig a bit deeper into that idea.

By their very structure, core ideas are different than how standards were previously structured. Each core idea is a conceptual whole that can guide student thinking, but they also link to other core ideas to form even deeper and more meaningful understandings that students can use to make sense of the world.

DCIs support a new vision for science education that moves classroom teaching away from focusing on numerous disconnected science concepts that students memorize, to learning environments where students develop connected understanding of a few powerful ideas that they can use along with SEPs and CCCs to make sense of real-world phenomena or design solutions to problems. The Framework focuses on a limited number of DCIs that students can use to describe and predict phenomena that they experience in their lives. In all, there are 13 DCIs: 4 from Physical Science, 4 from Life Science, 3 from Earth and Space Science, and 2 from Engineering, Technology, and Applications of Science. The list of DCI's follows. Click here to explore subcomponents.

LS: Life Science
LS1: From Molecules to Organisms: Structures and Processes

LS2: Ecosystems: Interactions, Energy, and Dynamics

LS3: Heredity: Inheritance and Variation of Traits

LS4: Biological Evolution: Unity and Diversity
ESS: Earth and Space Science
ESS1: Earth's Place in the Universe

ESS2: Earth's Systems

ESS3: Earth and Human Activity
PS: Physical Science
PS1: Matter and Its Interactions

PS2: Motion and Stability: Forces and Interactions

PS3: Energy

PS4: Waves and Their Applications in Technologies for Information Transfer
ETS: Engineering, Technology and the Application of Science
ETS1: Engineering Design

I like to think of disciplinary core ideas as conceptual tools that learners can use to make sense of phenomena or solve problems. They are conceptual tools because learners can access them when needed to make sense of a situation. Moreover, they are conceptual tools because as a learner uses them to explore and explain phenomena and solve problems throughout their lives, they learn more about these core ideas and they become more deeply connected to other ideas.

Click here to read What's So Special about Disciplinary Core Ideas (Part 2)

Click here to read What's So Special about Disciplinary Core Ideas (Part 3)

I would love to hear your ideas, questions, and feedback on this blog. Tweet me at @krajcikjoe or email krajcik@msu.edu. If you want to learn more about the disciplinary core ideas take a look at our new book just published by NSTA Press; Disciplinary Core Ideas: Reshaping Teaching and Learning, edited by myself as well as Ravit Duncan, and Ann Rivet.

Joe Krajcik (Krajcik@msu.edu) is a professor of science education at Michigan State University and director of the Institute for Collaborative Research for Education, Assessment, and Teaching Environments for Science, Technology and Engineering and Mathematics (CREATE for STEM). He served as Design Team Lead for both the Framework and the NGSS.

Editor's note: This blog is the first in a series of three by Joe Krajcik that explore the NGSS disciplinary core ideas.
References
American Association for the Advancement of Science. 1993. Benchmarks for science literacy. New York: Oxford University Press.

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

NGSS Lead States. 2013. Next generation science standards: For states, by states. Washington, DC; National Academies Press.
Future NSTA Conferences STEM Forum & Expo Follow NSTA

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What's so Special about Disciplinary Core Ideas? (Part 1)

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I still remember the day Helen Quinn asked if she could visit me at the University of Michigan where I was a professor to discuss the Framework for K-12 Science Education ( Framework) and possible roles I might play in its development.

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Critical Questions for Crosscutting Concepts

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Critical Questions for Crosscutting Concepts

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Claim Evidence Reasoning

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Over the last 16 months, here at Education Week we've been covering state adoptions of the Next Generation Science Standards.

So far, a dozen states and the District of Columbia have adopted them. The K-12 science standards, finalized in April 2013, were developed by 26 "lead state partners" in collaboration with several national groups. Key dimensions of the standards include providing a greater emphasis on depth over breadth of science content and asking students to apply their learning through the practices of scientific inquiry and engineering design.

As I wrote in January, the pace of adoption has been somewhat slow, especially when compared to that of the Common Core State Standards. Those standards, which cover math and English/language arts, were approved in rapid succession by most states in the months following their release. However, proponents of the science standards say slow and steady is just the pace they'd expected given that states are caught up implementing the common core. And many say they're still hopeful the majority of states will adopt over the next several years.

So who exactly has adopted so far, and how quickly did that happen? The timeline below takes stock of where things stand and how we got there. I'll try to update as states adopt. In the meantime, feel free to use this as a handy reference tool.

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Next Generation Science Standards: Which States Adopted and When?

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Over the last 16 months, here at Education Week we've been covering state adoptions of the Next Generation Science Standards. So far, a dozen states and the District of Columbia have adopted them. The K-12 science standards, finalized in April 2013, were developed by 26 "lead state partners" in collaboration with several national groups.

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A database for identifying and selecting science phenomena for NGSS aligned instruction.

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Access Google Sites with a personal Google account or Google Workspace account (for business use).

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http://www.cccoe.k12.ca.us/
https://docs.google.com/document/d/1fjWfsN2vdNXGU9EQiHAUaNnx9FxSJl4bEJBHHwx8h9w/edit
chrome-extension://ecnphlgnajanjnkcmbpancdjoidceilk/http://ecommerce-prod.mheducation.com.s3.amazonaws.com/unitas/school/explore/ngss/white-papers/crosscutting-concepts.pdf

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Jeffers Foundation - Education in the Environment

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Jeffers Foundation was established in March 2005 for the following purpose: "...to provide for direct primary education and the development of primary education principles, models, and curricula aimed at teaching young persons the value of wise stewardship of natural resources... and insuring the conservation and preservation of natural resources for the use and enjoyment of present and future generations."

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Accessing NGSS lessons and resources by Topic

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Accessing NGSS lessons and resources by Disciplinary Core Ideas

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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

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NGSS Rollout #3 - Registration Opens 2/19/16

Posted: Tuesday, January 12th, 2016
Updated February 22, 2016, 11:33 AM
Registration will open for the next round of professional learning events designed to help teachers and administrators implement the California Next Generation Science Standards on February 19. Session offerings for Rollout #3 are available below. Registration is now available online at Registration is now online at https://www.regonline.com/NGSS2016Training.

April 13-14: San Joaquin County

April 26-27: Riverside and San Bernardino Counties

May 17-18: Orange and Los Angeles Counties

September 7-8: Hayward

October 13-14: Fresno County

November 7-8: Santa Clara County

November 15-16: San Diego County

November 29-30: Siskiyou County

December 12-13: Ventura and San Luis Obispo Counties
NGSS Statewide Rollout Phase 3

CA NGSS Assessment Update

The CDE will be sharing information on the development and progress of the new CA NGSS student assessments.

Environmental Principles & Concepts (EP&G)

Overview of how EP&C are integrated into NGSS

Tool P: Administrator Strand: Observing Implementation

The Administrator Strand is designed to provide PD aimed at the leadership work of administrators. The session includes an overview of the shifts of NGSS and then provides training on the use of two observational protocols designed to create awareness of supports needed for the implementation of the NGSS. Opportunities to utilize these protocols are embedded into the Roll Out as well as follow up session.

Tool E: Teacher Strand: Putting it Together

Building on Tool A, B, C, and D, Tool E helps teachers analyze their resources for alignment to the NGSS, and inclusion in a 5 E learning sequence.

Tool E to K-2 Learning Sequence

Apply Tool E to see how a teacher planned a learning sequence and then experience it as a learner.

Tool E to 3-5 Learning Sequence

Apply Tool E to see how a teacher planned a learning sequence and then experience it as a learner.

Tool E to 6-8 Learning Sequence

Apply Tool E to see how a teacher planned a learning sequence and then experience it as a learner.

Tool E to 9-12 Life Science Learning Sequence

Apply Tool E to see how a teacher planned a learning sequence and then experience it as a learner.

Tool E to 9-12 Physical Science Learning Sequence

Apply Tool E to see how a teacher planned a learning sequence and then experience it as a learner.

Deepening Understanding of Modeling in the Elementary Classroom

Scientific modeling is an essential Science and Engineering Practice in NGSS. After experiencing an engaging science lesson, participants will learn how to use NGSS Evidence Statement to support the planning of three dimensional assessments and instruction.

Deepening Understanding of Modeling in the Secondary Classroom

Scientific modeling is an essential Science and Engineering Practice in NGSS. After experiencing an engaging science lesson, participants will learn how to use NGSS Evidence Statement to support the planning of three dimensional assessments and instruction.

Table Talks

Lunch opportunities to have follow-up conversations on topics of choice.

Admin Planning for Communication

The first session of the Administrator Strand is designed to provide a quick overview of the shifts needed for NGSS implementations, as well as, introduce two observation protocols aimed at helping to identify the support needed by administrators in implementing NGSS into their school/district. The session will provide opportunities to learn about and determine how the two protocols will be utilized by administrators during the Roll Out. The two observation protocols were designed by two initiatives charged with developing and disseminating processes to help California implement NGSS into the state school system.

Science and Common Core ELA

Experience the authentic use of CCSS ELA to obtain and communicate science understanding. The integration benefits learning in both disciplines.

Exploring Integration at Middle School

This session is designed for those who have selected, or are strongly leaning towards, the integrated progression for middle school. It will give you an opportunity of what it means to be integrated, and how to use phenomena and use models from the draft framework to think about integration.

High School Models

Review the policy issues related to the implementation of NGSS at the high school level. Explore and compare sample HS course sequences that might be appropriate for your district. Discuss strategies for leading school/district discussions with stakeholders about which model(s) are best for your context. This session is an updated version of the High School Sequence session offered at Rollout II taking into account assessment decisions and examining Achieve's Accelerated Model.

Cross Cutting Concepts:
Deepening Our Understanding

Experience the impact on thinking as different cross cutting concepts are used as a lens for understanding.

Engineering in Life Science

Think engineering is only appropriate in the Physical sciences? Come learn how engineering can drive engaged learning in life science and biology. Experience how an engineering and science sequence can be structured for learning in both.

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NGSS Rollout #3 - Registration Opens 2/19/16

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Posted: Tuesday, January 12th, 2016 Updated February 22, 2016, 11:33 AM Registration will open for the next round of professional learning events designed to help teachers and administrators implement the California Next Generation Science Standards on February 19. Session offerings for Rollout #3 are available below.

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From Hot Asphalt to Solar Radiation

Posted: Monday, March 14th, 2016
by Philip Hudec
Imagine a group of sixth graders, challenging one another to see who can sit on the asphalt the longest, on a hot August day at a middle school in the Palm Springs Unified School District, where temperatures can reach 115° F. (This may sound crazy to you but believe me, students in our district really do this!) Our students know that it is hotter in the desert than in most other places.They know that if they stick to the white lines of the black top, they are less likely to burn their feet. They know that when splashing water on the pool deck, it will be cool enough, even if only for a few minutes, to sit on.

What they don't know is why these facts are true.

Now imagine the opportunity that their science teachers have to make connections between this common knowledge and the physics of heat, weather, and climate. Previous iterations of the California Science Standards, more often than not, ignored these types of opportunities. The 1998 California Science Standards, which placed an emphasis on students' "knowing" information (often understood to mean being able to regurgitate information), did not always emphasize real world examples as a way of extending knowledge. For example, a 1998 standard on heat at 6th grade read, "Heat moves in a predictable flow from warmer objects to cooler objects until all the objects are at the same temperature." Separate standards on energy in the Earth system further emphasized the need for students to "know" facts about these important science concepts without making explicit connections in relation to the cause and effect between them.

Today, as then, we have students in our classrooms that can make concrete connections to experiences in their everyday lives. The difference between then and now, however, is that now we are expected to tap into those real world experiences. As people of science, we understand the connection between heat transfer and how it drives weather and climate. Previously, however, their connections were often lost due to the mere fact that they were concepts in separate chapters of an adopted textbook.

Within the California Next Generation Science Standards (CA-NGSS), our students are asked to develop and use models to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic currents that determine regional climates. They are asked to collect data and to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. These performance expectations ( MS-ESS2-5and MS-ESS2-6) are loaded with academic content in the form of "doing" science and engineering practices, applying understanding of disciplinary core ideas, and thinking in terms of crosscutting concepts. It is easy to see that our students will be challenged to make the connections among the cause and effect relationship between the physics of heat and weather and climate. As educators, we can draw on their prior knowledge (like that obtained in their fun filled challenges on the school asphalt or by wearing black on a hot summer day) and begin to build conceptual frameworks that help them to demonstrate their understanding of the world around them.

This, of course, is one of the main goals behind the CA-NGSS. We want our students to have an understanding of how the universe works. This was also one of the main goals a team of scientists and educators and I had when we came together last summer as part of the California K-8 Next Generation Science Standards Early Implementation Initiative to provide professional development training. Dr. Cheryl Peach, from the Birch Aquarium at UCSD's Scripps Institute of Oceanography, and Dr. Susan Gomez-Zwiep, a CSULB professor of science education, and I worked with a passionate group of 6th grade science educators from around southern California on the integration of earth, physical, and life science components of the NGSS. We found that making strong connections to prior knowledge and asking questions in regards to interesting phenomena helped to make learning the science a more meaningful experience that led to a deeper understanding.

During the summer institute, teacher's involved spent time collecting data from their own investigations, and cross checking their findings, while looking for patterns in real world data gathered from various sources such as offshore moorings, National Oceanic and Atmospheric Administration (NOAA) websites, and the graduate students at the Scripps Institute of Oceanography. We started our week with a phenomenon: an animated map of global weather conditions indicating both global temperature patterns and ocean currents.

Throughout the summer institute, an emphasis was placed on asking interesting questions and the path to finding the answers using a 3-dimensional approach found within the NGSS. A 3-dimensional approach is the integration of the Science and Engineering Practices (SEP) with Crosscutting Concepts (CCC) and Disciplinary Core Ideas (DCI). While teachers conducted investigations and analyzed data (SEP) about how heat flows in different Earth materials (DCI), questions were used to focus their discussions around patterns (CCC). Is there a pattern to this data? How can I organize and display my data to show this pattern? Later in the week, teachers were asked to extend these patterns to develop models about how heat from the Sun can predict and explain global wind and ocean currents in the Earth's system. Our questions shifted to "how can we model this system (Earth) and what are the parts or sub-systems contributing to these currents?" Our goal was to contribute to the important work being done to create more scientifically literate students. As science educators, we were reminded of our need to challenge students to think, to ask questions, and to connect their prior knowledge to science concepts.

Perhaps, in a few years, we will overhear our students contemplating the relationship between elevation, air pressure, and temperature as they sit on the hot blacktop determined to win the asphalt challenge.

Crosscutting concept questions retrieved from http://crosscutsymbols.weebly.com/

>Philip Hudec is a Science Teacher on Special Assignment with the Palm Springs Unified School District, and can be contacted at phudec@psusd.us

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Posted: Monday, March 14th, 2016 by Philip Hudec Imagine a group of sixth graders, challenging one another to see who can sit on the asphalt the longest, on a hot August day at a middle school in the Palm Springs Unified School District, where temperatures can reach 115° F.

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The Next Generation Science Standards (NGSS) may seem overwhelming at first glance. However, just like with Common Core, we need to realize that the transition to NGSS will take time: Start slow. Just start!

Even though we don't yet have ready access to NGSS-aligned curriculum materials and assessment items, you can enhance student learning now by...

1. regularly incorporating the NGSS Science and Engineering Practices into instruction (see my September Blog)

2. using a student-centered, constructivist approach to planning instruction (e.g., the 5E Learning Cycle)

This blog focuses on the 5E model as a framework for planning the type of instruction promoted by NGSS. It includes an overview of the instructional approach, a planning tool to help you get started, tips for what teachers and students should be doing during each phase of the cycle, and examples of what each phase might look like in the classroom.

What are the phases in the 5E learning cycle?

Click on the link below for an overview of these 5 components, a description of what teachers and students should be doing at each phase in the cycle, and examples of what each phase might look like in the science classroom.

Note: The 5E teaching sequence can be used for entire courses, specific units, and individual lessons. Each lesson begins with an engagement activity, but students can reenter the 5E model at other points in the cycle.

Students do not enter our classrooms as blank slates, but bring with them preconceived ideas about how the world works. When we introduce them to new ideas, students assess them according to what they already believe to be true. For example, we can tell our students that gases take up space and have volume, but when we ask them where the mass of a seed comes from when all we start with is a tiny seed, they are hesitant to take our word for it that carbon dioxide is the major contributor.

When new ideas don't seem to mesh with what students already believe about the world, they are not fully integrated into their knowledge base. The 5E model encourages students to explore science concepts and phenomena, construct their own understanding through self-reflection and interaction with peers, and relate those understandings to other science concepts so that they can reconsider and appropriately change the way they understand reality (Bybee, 1997).

How is 5E different from the traditional way of teaching science?

The traditional way: The teacher dispenses information to be learned by the students.

The 5E way: The teacher plans learning experiences in which students construct knowledge through exploration and investigation.

The traditional way: The teacher explains concepts and vocabulary before students experience them for themselves.

The 5E way: Students' explanations precede explanations provided by the teacher. Students explore a phenomenon/concept and describe what's going on in their own language first in order to create a need for new vocabulary.

The traditional way: Students memorize facts and definitions.

The 5E way: Students apply science ideas to explain new situations or phenomena.
5E Planning Tool: Post examples below of how you are incorporating the 5E Learning Cycle into your science teaching practice...

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Translating NGSS into Classroom Instruction: 5E Planning Tool and Teaching Tips

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The Next Generation Science Standards (NGSS) may seem overwhelming at first glance. However, just like with Common Core, we need to realize that the transition to NGSS will take time: Start slow. Just start! Even though we don't yet have ready access to NGSS-aligned curriculum materials and assessment items, you can enhance student learning now by...

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The BSCS 5E Instructional Model has its origins with the work of earlier science educators, in particular the Karplus and Thier learning cycle developed for the Science Curriculum Improvement Study (SCIS). The findings reported in the National Research Council research summary How People Learn supports the design and sequence of the BSCS 5E Instructional Model.

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California Science Teachers Association - NGSS Page

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California Science Teachers Association - NGSS Page

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CSTA - Next Generation Science Standards

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In the fall of 2013 California formally adopted the Next Generation Science Standards for California Public Schools, K-12 and Appendices A-M. These standards are essentially the Next Generation Science Standards as released by Achieve with a few minor changes to seven clarification statements.

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https://itunes.apple.com/us/app/next-generation-science-standards/id683491579?mt=8

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http://ngss.nsta.org/Classroom-Resources.aspx

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This is a wonderful site helps you find lessons and activities based on your desired Core Idea, Practices, and Crosscutting Concepts.
http://concord.org/ngss/

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Find your path through the Next Generation Science Standards with help from the Concord Consortium.

1. Start in the center with a core idea. What do you teach?

2. Add a science and engineering practice-or two!

3. Add a crosscutting concept.

4. You've created one path through the NGSS. Use the Concord Consortium resources available for that path below.

Practices

Asking Questions
Defining Problems

Using Models

Conducting
Investigations

Analyzing
Data

Using Mathematics &
Computational Thinking

Constructing Explanations
Designing Solutions

Arguing from
Evidence

Communicating
Information

Core Ideas
What do you teach?

Life
Sciences

Engineering &
Technology

Earth & Space
Sciences

Physical
Sciences

Crosscutting Concepts

Patterns

Causation

Scale

Systems

Energy

Structure & Function

Stability & Change

Start by selecting a Core Idea.

About the Next Generation Science Standards

You can also download our
NGSS "fortune tellers" (PDF) for another fun way to find resources available for different paths.

The Next Generation Science Standards provide a framework and examples for STEM learning. Grounded in the National Academy of Science's thoughtful Framework for K-12 Science Education, these new K-12 science standards have been developed to provide students an internationally benchmarked science education, and signify a new direction for STEM education. They elevate the importance of Earth science, present engineering education as coequal with science education for the first time and emphasize a key set of Scientific and Engineering Practices and Crosscutting Concepts that should buttress all learning in these disciplines.

The NGSS hold the potential for helping focus the current national concern for improving STEM education. They will undoubtedly help bring clarity and unity to the patchwork of state standards developed throughout the standards movement in the past decades. As this occurs, innovative educational technology will be a critical component in this STEM education revolution.

The Concord Consortium and the NGSS

Our NGSS Pathfinder provides numerous examples of how the NGSS-and especially its Practices and Crosscutting Concepts-are central to our work in STEM education. Over nearly two decades, we've been demonstrating how technology can make complex concepts more approachable, underscore important crosscutting ideas and engage students in the practices of science and engineering.

Using computational models and probe-based activities, elementary students can watch biological evolution, middle school students can analyze and interpret data to understand the genetic basis of inheritance and high school and college students can argue from evidence in discussing interactions between molecules. With these technology-supported activities, students can engage in doing real science as they plan and carry out investigations, use models, analyze data and design solutions. Students also gain wide experience with crosscutting concepts-from scales in space and time to energy and systems-across domains in science, math and engineering.

More about the NGSS

© Copyright 2020 The Concord Consortium. All rights reserved.

This material is based upon work supported by the National Science Foundation under Grant No. DUE-1044263. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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Find your path through the Next Generation Science Standards with help from the Concord Consortium. Start in the center with a core idea. What do you teach? Add a science and engineering practice-or two! Add a crosscutting concept. You've created one path through the NGSS. Use the Concord Consortium resources available for that path below.

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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.

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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.