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Contains NGSS standard translated into Spanish from San Diego County Office of Education

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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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Appendix A: Conceptual shifts(new changes)

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Appendix A: Conceptual shifts(new changes)

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Contains a framework of 3 dimensions: science and engineering practices, crosscutting concepts and disciplinary core ideas.

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Suggested improvements to the first draft of NGSS standards from 2012

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Appendix C: College and Career Readiness 

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Appendix C: College and Career Readiness 

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Creating a complex and rigorous standards enough to aid students when on a path to secondary education

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Appendix D: "All Standards, All Students" 

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Appendix D: "All Standards, All Students" 

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Teachers should be making instructional shifts to prepare all students for college and future careers

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Appendix E: Progressions within the NGSS

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Appendix E: Progressions within the NGSS

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Describes the progression of disciplinary core ideas

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APPENDIX F – Science and Engineering Practices in the NGSS

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APPENDIX F – Science and Engineering Practices in the NGSS

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Students to learn the disciplinary core ideas in the context of science and engineering practices

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Describe the second dimension- crosscutting concepts

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APPENDIX H – Understanding the Scientific Enterprise

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APPENDIX H – Understanding the Scientific Enterprise

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How students can learn about the nature of science

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APPENDIX I – Engineering Design in the NGSS

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APPENDIX I – Engineering Design in the NGSS

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Integrate engineering design into the structure of science education

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APPENDIX J – Science, Technology, Society and the Environment

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APPENDIX J – Science, Technology, Society and the Environment

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The goal that all students should learn about the relationships among science, technology, and society

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Appendix K: Model Course Mapping in Middle and High School for the Next Generation Science Standards

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Appendix K: Model Course Mapping in Middle and High School for the Next Generation Science Standards

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organizing the grade banded performance expectations into courses

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APPENDIX L – Connections to the Common Core State Standards for Mathematics

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APPENDIX L – Connections to the Common Core State Standards for Mathematics

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Science learning coheres well with their learning in mathematics

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APPENDIX M – Connections to the Common Core State Standards for Literacy in Science and Technical Subjects

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APPENDIX M – Connections to the Common Core State Standards for Literacy in Science and Technical Subjects

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Literacy and science must be used together to build critical skills

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Short article explaining as to why science should be taught in elementary schools

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Practice Brief 43 -- Topics: Background Implementation

Why Do We Need to Teach Science in Elementary School?

Teachers should support extended 3D investigations in elementary education for all students (e.g., by not allowing students to be pulled out during science). Keep images of science broad.

District Staff & PD Providers should support elementary teachers in teaching science and school-building administrators in supporting science instruction.

School Leaders should resource and support teams of elementary teachers by giving them ample time and materials to teach science.

What Is The Issue?

Our future depends on a public that can use science for personal decision-making and to participate in civic, political, and cultural discussions related to science. Though we have national goals for science education, science is often pushed to the side-particularly at the elementary school level. There are multiple reasons for science to be a core part of elementary school learning. It can support: (a) development of a knowledgeable citizenry, (b) meaningful learning of language and mathematics, (c) wonderment about how the natural world works, and (d) preparation for STEM-related careers.

Authors:

JULIE CAFARELLA, AMBER MCCULLOCH & PHILIP BELL - JANUARY 2017

Reflection Questions

Do you view ELA and math instructional time to be at odds with the teaching of science? Have you considered integrating ELA and math into science investigations?

On average, how many science instructional minutes do your students receive each week? 300? 150? 30? Fewer? What factors shape that quantity?

What concrete steps need to happen in order for you to improve your science teaching?

Things To Consider

Attending to Equity

Recommended Actions You Can Take

ALSO SEE STEM TEACHING TOOLS

STEM Teaching Tools content copyright 2014-22 UW Institute for Science + Math Education. All rights reserved.
This site is primarily funded by the National Science Foundation (NSF) through Award #1920249 (previously through Awards #1238253 and #1854059). Opinions expressed are not those of any funding agency.

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

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Why Do We Need to Teach Science in Elementary School? : StemTeachingTools (en-US)

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Practice Brief 43 -- Topics: Background Implementation Teachers should support extended 3D investigations in elementary education for all students (e.g., by not allowing students to be pulled out during science). Keep images of science broad. District Staff & PD Providers should support elementary teachers in teaching science and school-building administrators in supporting science instruction.

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This article provides recommendation that supports a high-quality science education in elementary classrooms

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Introduction

High-quality elementary science education is essential for establishing a sound foundation of learning in later grades, instilling a wonder of and enthusiasm for science that lasts a lifetime, and in addressing the critical need for a well-informed citizenry and society. The National Science Teachers Association (NSTA) recognizes the importance of effective elementary science education and recommends the involvement of all education stakeholders to provide effective and equitable instruction, materials, environment, and opportunities so that allstudents may succeed. This document is part of a continuum of school science learning beginning with the NSTA position statement, Early Childhood Science Education(NSTA 2014), and continuing with the NSTA position statement, Science Education for Middle Level Students(NSTA 2016a).

Science learning begins long before children enter formal education. Their innate curiosity about the world and how it works prompts them to independently develop rudimentary forms of scientific investigations and design activities to find answers to their questions and solutions to their problems (NRC 2007). Effective elementary education recognizes and capitalizes on children's intrinsic interest in science and engineering, builds upon the initial concepts and strategies children have acquired, and provides an educational environment that allows those concepts and strategies to expand and deepen.

In many schools and districts, however, elementary science instruction often takes a back seat to math and reading and receives little time in the school day. Many elementary educators do not receive an adequate amount of professional learning to gain the confidence needed to teach science (Horizon Research 2013; McClure et al. 2017).

The release of A Framework for K-12 Science Education( Framework;NRC 2012) provides a new vision for science teaching and learning, and recommends important conceptual shifts in science instruction. NSTA supports this new vision-and its application in the Next Generation Science Standards( NGSS)-and recommends all educators make the transition to three-dimensional teaching and learning (NSTA 2016b, 2018).

NSTA identifies the following key principles to guide effective science learning in the elementary grades:

The elementary educational environment plays a key role in student learning.Students thrive with teachers who consider all aspects of space (physical, socio-emotional, gallery, and intellectual) for creative and in-depth learning (DeVries and Zan 2012). Such an environment provides children with opportunities to engage in the practices of science, engineering, and mathematics daily through real-world applications during the course of exploring topics of interest and relevance.

Elementary students have the capacity to engage in scientific and engineering practices as they develop conceptual understandings over time.High-quality science instruction moves students from curiosity to interest to reasoning (Moulding, Bybee, and Paulson 2015). The progression of learning occurs with each science and engineering experience and is magnified by frequency and intentionality. As noted in the NSTA position statement,Early Childhood Science Education, children have the capacity to engage in scientific practices and develop understanding at a conceptual level (NSTA 2014), and early in their science education, they need opportunities to observe phenomena, engage in problem solving, and provide explanations of their thinking (Katz 2010). Over time and through multiple and varied experiences, children develop skills in scientific discourse. They construct more detailed models and explanations, and listen to and critique the explanations of others. Children enter the realm of scientists as they plan and carry out investigations, solve problems, create models, analyze and interpret data, construct explanations, and design solutions. These opportunities allow them to deepen their understandings of fundamental concepts over time.

Elementary students can and should engage in science within the broader community of science.There are numerous possibilities to support students' science engagement in the community and this can occur both in and out of the classroom. Tapping into the broader scientific community allows children to become active participants within diverse cultures of practicing scientists and engineers. Out-of-school settings can provide additional learning experiences for students within the context of their daily lives, as outlined in the NSTA position statement,Learning Science in Informal Environments(NSTA 2012).

There must be adequate time in every school day to engage elementary students in high-quality science instruction that actively involves them in the processes of science.NSTA does not find a research basis for recommending a specific number of minutes for teaching core content, including science. However, most states, districts, and schools currently prescribe a set number of minutes-either by day, week, or year. As a result of this practice, science receives far less instruction time than other core subjects (Horizon Research 2013). NSTA recommends that science be given equal priority as other core subjects, so schools should strive for at least 60 minutes of science instruction a day, including significant science investigations.

Declarations

NSTA provides the following recommendations to support high-quality science education in elementary classrooms.
To support high-quality elementary science learning, NSTA recommends that science educators

use science and engineering practices to actively engage students in science learning, embed the learning of science concepts within scientific and engineering practices and through crosscutting concepts, and use real-world application of interest and relevance to engage students in three-dimensional instruction (NSTA 2018);

build on students' embodied knowledge and understanding of the world and help them confront their misconceptions (NRC 2008, p. 38);

give students time and space to structure their own investigations in a familiar domain as a way to encourage their investment in learning and engagement in reasoning (Metz 2011);

consider development and learning, individuality, and social and cultural contexts as children mature, while also introducing experiences outside of children's own life experiences as they move towards more abstract concepts;

provide authentic formative and summative assessments to guide and assist development of conceptual understandings;

practice science as a social endeavor in which knowledge is based on empirical evidence;

explicitly integrate discussions and a variety of lessons to support an understanding of the Nature of Science (Lederman 2014);

involve students in scientific discourse to help them make evidence-based conclusions and decisions, and communicate those conclusions and decisions effectively through speaking and writing;

immerse students in a variety of scientific text and literature genres to develop an understanding of the different purposes for which each is used;

embed authentic mathematical applications within scientific and technological investigations and engineering designs providing deeper understanding of content and processes in science, technology, engineering, and mathematics (STEM);

promote science learning for all children regardless of language, gender, race, ethnicity, age, skill, cognitive and physical abilities, or economic status;

help students understand the difference between scientific data, beliefs, and opinions;

work to integrate all the disciplines in the elementary curriculum with science;

adhere to professional practices and legal safety standards outlined in NSTA's position statementSafety and School Science Instruction(NSTA 2015) and be proactive in ensuring that school and school district leaders know and are adhering to these safety expectations; and

encourage and engage families to support children's interest and investigation in science and other STEM activities through communication including sharing of community resources.

To support high-quality elementary science learning, NSTA recommends that administrators and/or curriculum specialists

continually develop knowledge of child development and learning progressions within science, engineering, and mathematics to design appropriate and engaging science experiences for elementary children;

ensure teachers have adequate time to engage students every day in high-quality science instruction that actively involves students in the processes of science;

provide research-based, developmentally appropriate, high-quality science resources and materials for teachers with adequate time to engage in the same hands-on, engaging learning environments and practices they provide to children (McClure et al. 2017);

provide ongoing research-based opportunities within professional learning communities for teachers that meaningfully integrate the processes of reading, writing, and mathematics within scientific investigation and engineering design;

support community and school partnerships that provide real-world science education experiences for students and teachers, such as offering regular opportunities for teachers to collaborate with and learn from experienced science and engineering professionals in a variety of settings; and

ensure that student learning opportunities are implemented through research-based best practices that integrate reading, writing, and mathematics with science instruction in ways shown to measurably improve skills and knowledge (Cervetti et al. 2012; Satchwell and Loepp 2002).

To support high-quality elementary science learning, NSTA recommends that policy makers

align district and state policies to support the recommendations of theFramework, and theNGSSif adopted, including teacher professional learning;

work with all levels of government (federal, state, and local) to apply existing and new funding resources to improve general science teaching;

serve as advocates for policies that provide equitable science education for all; and

support community and school partnerships that provide authentic science education experiences for students and teachers.

To support high-quality elementary science learning, NSTA recommends that professional development for classroom teachers and preparation for future elementary teachers

counter pre-existing anxiety and attitudes about science through opportunities to experience the same hands-on, engaging learning environments and research-based best practices that support deeper, conceptual understandings in children;

involve participants in experiential activities to develop an understanding of the learning progressions within both the content and processes of science, including the ability to diagnose and address common misconceptions, and to provide appropriate differentiation strategies;

require specific coursework in the areas of physical science, life science, and Earth science designed to model the three-dimensional integration of the practices of science and engineering while reinforcing the nature of science in a developmentally appropriate context;

include regular opportunities to develop, use, and reflect upon authentic formative and summative assessment to uncover student thinking, detect possible misconceptions, and modify learning experiences accordingly, both as an individual and within a professional learning community;

engage in meaningful discussion of methods for embedding reading, writing, and mathematics within the context of active science learning; and

advocate for and schedule regular meetings with experienced elementary science mentors within and across grade levels to analyze assessment data, reflect on the lesson design, and develop confidence in providing instruction for children of all ages.

To support high-quality elementary science learning, NSTA recommends families support their children's science learning as outlined in the NSTA position statement,Parent Involvement in Science Education(NSTA 2009). This broadly includes

nurturing the wonder, enthusiasm, and curiosity in children of all ages by creating a positive and safe environment at home for exploration and discovery;

being actively engaged in children's schooling; and

encouraging children to consider and pursue a science- or technology-related career and obtaining the necessary knowledge and skills that will allow them access to and success in such a career.

- Adopted by the NSTA Board of Directors, October 2018

References

Cervetti, G. N., J. Barber, R. Dorph, P. D. Pearson, and P. G. Goldschmidt. 2012. The impact of an integrated approach to science and literacy in elementary school classrooms. Journal of Research in Science Teaching 49(5): 631-658.

DeVries, R., and B. Zan. 2012. Moral classrooms, moral children: Creating a constructivist atmosphere in early education. New York, NY: Teachers College Press.

Horizon Research, Inc. 2013. 2012 National survey of science and mathematics education: Highlights Report. Chapel Hill, NC.

Katz, L. G. 2010. STEM in the early years. Collected Papers from the SEED Conference, Fall 2010. Retrieved from 5/1/17.

Lederman, N. 2014. Guest Editorial: Nature of Science and Its Fundamental Importance to the Vision of the Next Generation Science Standards. Science and Children 52 (1): 8-10.

McClure, E. R., L. Guernsey, D. H. Clements, S. N. Bales, J. Nichols, N. Kendall-Taylor, and M. H. Levine. 2017. STEM starts early: Grounding science, technology, engineering, and math education in early childhood. New York: The Joan Ganz Cooney Center at Sesame Workshop.

Metz, K. E. 2011. Disentangling robust developmental constraints from the instructionally mutable: Young children's epistemic reasoning about a study of their own design. The Journal of the Learning Sciences 20(1): 50-110.

Moulding, B., R. Bybee, and N. Paulson. 2015. A vision and plan for science teaching and learning. Essential Teaching and Learning Publications.

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

National Research Council (NRC). 2008. Ready, set, SCIENCE!: Putting research to work in K-8 science classrooms. Washington, DC: National Academies Press.

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

National Science Teachers Association (NSTA). 2009. Parent Involvement in Science Learning. Arlington, VA: NSTA.

National Science Teachers Association (NSTA). 2012. Learning Science in Informal Environments. Arlington, VA: NSTA.

National Science Teachers Association (NSTA). 2014. Early Childhood Science Education. Arlington, VA: NSTA.

National Science Teachers Association (NSTA). 2015. Safety and School Science Instruction. Arlington, VA: NSTA.

National Science Teachers Association (NSTA). 2016a. Science Education for Middle Level Students. Arlington, VA: NSTA.

National Science Teachers Association (NSTA). 2016b. The Next Generation Science Standards. Arlington, VA: NSTA.

National Science Teachers Association (NSTA). 2018. Transitioning from Scientific Inquiry to Three-Dimensional Teaching and Learning. Arlington, VA: NSTA.

Satchwell, R. E., and F. L. Loepp. 2002. Designing and Implementing an Integrated Mathematics, Science, and Technology Curriculum for the Middle School. Journal of Industrial Teacher Education 39(3).

Additional Resources

National Research Council (NRC). 2014. Developing assessments for the next generation science standards. Washington, DC: National Academies Press.

Stohr-Hunt, P. M. 1996. An analysis of frequency of hands-on experience and science achievement. Journal of Research in Science Teaching 33 (1): 101-109.

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High-quality elementary science education is essential for establishing a sound foundation of learning in later grades, instilling a wonder of and enthusiasm for science that lasts a lifetime, and in addressing the critical need for a well-informed citizenry and society.

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An activity that rely on students identifying patterns and doing to conclusions

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This blog post has seen several updates since I first wrote it in 2015. Here is a little table of contents to the different updates for this resource :)

Science is all about finding patterns. The discussion on this topic starts on the very first day. To help get my students thinking and analyzing, we spend most of the day with the Inquiry Cube Challenge.

The basis of the activity is that groups are given a cube with 5 of the 6 sides filled out with letters, numbers, and shapes in some sort of predictable pattern. Their task is to figure out what needs to go on that missing side. There are several examples of this activity posted online ( 1, 2, 3) but I decided to make my own because I wanted to have multiple levels to challenge all of my students. I have included a printable template at the bottom of this post that can be cut out and folded into cubes.

If you are looking for something a little more durable that will last year after year, I made my set out of some spare 4x4's that I cut up into cubes with laminated side labels. If you don't have access to the materials or tools to make big ones like these, see the end of this post for an about how to make mini wooden inquiry cubes with craft blocks and address label stickers.

After the introduction, I explain the other three levels of difficulty and let the students work with a partner to decode the missing sides. My role from this point on, is simply as a checkpoint. Students are allowed to present their predictions to me up to 3 times but I will only tell them whether or not they have completed the task 100% correctly or not. Many times, they are only missing one or two small details, but they have recheck all of their work because they don't receive any clues about where their prediction isn't matching. This can be very frustrating for anyone but given enough time to struggle through it, every group completes at least one cube before class is over.

To wrap up class, I find that it's useful to reflect specifically on the process of the challenge itself. There is an excellent TED talk about grit being the key to success, and in many ways, I think this activity brings that out in many students. As stressful and frustrating as this experience can be for some, they recognize that it was through that struggle that they eventually succeeded. This a very powerful message, and one that is easy to reflect back to later on in the year when the different challenges emerge.

Of course, it is also fun to talk about examples of where patterns emerge in science and where patterns show up even though without causation, but I'll leave that discussion for another post.

Sometimes, the reality that we are predicting can be measured to confirm or disprove our theories but many times, all we are able to do is to add evidence and reasoning to support our ideas knowing that we may never know for certain. On first glance, it looks like this final cube is just another design for students to interpret but this challenge is less about searching for one right answer, and more about defending and refining one of many possible interpretations. This would make a great follow up activity once students have had a chance looking at levels 1-3 and getting used to normal of every cube having one target solution. ​The ambiguity of the patterns made it a significantly more complex design so it got a blog post of its own :)

Below are the files for the 5 levels of inquiry cubes I designed. Please use and share freely for non-commercial purposes. Please get in touch with me if you have questions or ideas!

The materials are relatively inexpensive and can be easily found on Amazon to make 50 cubes for under $20.

​In an effort to make this activity accessible for online learners, I have also created a virtual cube that can be manipulated by clicking and dragging. Nothing beats a physical, hands-on experience , but this virtual cube at least makes the activity possible without students needing to spatially interpret an unfolded cube design.

The links below are interactive and embedded. You can also save them as animations like those shown here.

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This blog post has seen several updates since I first wrote it in 2015. Here is a little table of contents to the different updates for this resource :) Science is all about finding patterns. The discussion on this topic starts on the very first day.

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How Teachers Help Students Who've Survived Trauma

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How Teachers Help Students Who've Survived Trauma

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According to one review of the study's data by Co-Principal Investigator Dr. Robert Anda, "One of the strongest relationships seen was between the ACE score and alcohol use and abuse," and my students are certainly proof of that statistical correlation. In order to understand the implications of violence and other childhood traumas on my students' addiction, cognitive development and capacity to learn, I recently attended a professional development session with Neena McConnico, Director of Boston Medical Center's Child Witness to Violence Project.

According to McConnico, one in every four students currently sitting in American classrooms have experienced a traumatic event, and the number is even greater for those living in impoverished communities. Young children exposed to more than five adverse experiences in the first three years of live face a 75 percent likelihood of having one or more delays in language, emotional, or brain development.

McConnico further explained that children who witness violence often have trouble in the classroom because their post-traumatic stress can manifest itself as inattention, sleep dysfunction, distractibility, hyperactivity, aggression, and angry outbursts. Alternately, these children may withdraw and appear to be unfazed by their trauma. "These children," McConnico added, "are the children I worry about the most, the ones who sneak under the radar and don't get the help they need."

Teachers who suspect their students may be dealing with violence or other traumatic situations at home can be an essential source of stability and support.

McConnico outlined a few ways educators can help students cope, learn, and heal from the effects of a traumatic childhood.

Prioritize Relationships

Because these children may not have experienced many other positive relationships with adults, the student-teacher bond can be the most important gift educators have to offer. Teachers who are reliable, honest, and dependable can offer the stability these students so desperately need.

Listen

Teachers don't need to solve children's problems in order to help. Listening to students when they want to talk can make all the difference to a child struggling with a chaotic home life. "It's really that simple," McConnico said. "Listen, reflect back to them that they have been heard, validate the child's feelings without judgment, and thank the child for sharing with you" advised McConnico.

Create Opportunities to be Successful

In the day to day work of teaching, it can be far too easy to focus on the negatives, but it's important to give kids moments of success. "Catch students being good and create opportunities for them to do the right thing." Positive experiences beget positive experiences and those moments make kids feel valued and valuable.

Routines

Clear routines and expectations are important to all children, but particularly for those who live in chaotic environments where they are often out of control. Students feel safe when limits are understood, when teachers express clear timelines, expectations, and consequences.

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How Teachers Help Students Who've Survived Trauma

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According to one review of the study's data by Co-Principal Investigator Dr. Robert Anda, "One of the strongest relationships seen was between the ACE score and alcohol use and abuse," and my students are certainly proof of that statistical correlation.

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Racial Disproportionality in School Discipline: Implicit Bias is Heavily Implicated

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Racial Disproportionality in School Discipline: Implicit Bias is Heavily Implicated

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Racial Disproportionality in School Discipline: Implicit Bias is Heavily Implicated | Kirwan Institute for the Study of Race and Ethnicity

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Download the Kirwan Institute Issue Brief:Racial Disproportionality in School Discipline: Implicit Bias is Heavily Implicated (PDF)

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Form of aid when conducting experiments

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CER_GraphicOrganizer with transition words for writing.pdf

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A K-5 Teacher's Guide to Sketchnoting .mp4

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Presentation - A K-5 Teacher's Guide to Sketchnoting

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NGSS in Action - Fifth Grade

Join the San Diego County Office of Education as we go inside a fifth grade classroom and observe NGSS in action.

NGSS in Action Fifth Grade Video Transcript.pdf

NGSS in Action - Kindergarten

Join the San Diego County Office of Education as we go inside a kindergarten classroom and observe NGSS in action.

NGSS in Action Kindergarten Video Transcript.pdf

NGSS in Action - Writing in Science

Join the San Diego County Office of Education as we go inside classrooms and observe students using science notebooks as they engage in NGSS.

NGSS in Action Writing in Science Video Transcript.pdf

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NGSS in Action - Fifth Grade Join the San Diego County Office of Education as we go inside a fifth grade classroom and observe NGSS in action. NGSS in Action Fifth Grade Video Transcript.pdf NGSS in Action - Kindergarten Join the San Diego County Office of Education as we go inside a kindergarten classroom and observe NGSS in action.

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Instructional Leadership for Science Practices

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Video Case Studies

The video case studies are intended to provide real-life examples of classroom instruction to practice using the ILSP tools. Each case study has various elements to help support understanding, including example video, initial observation forms, and post-observation forms. Some videos were recorded before the release of NGSS and were therefore aligned with the closest performance expectations and science practices. ​

Description

2-ESS2-1: Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land ​

Planning and carrying out investigations, Engaging in argument from evidence

3-PS2-1: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

1-PS4-1: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

Asking questions, Planning and carrying out investigations

4-PS3-2: Energy: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

1-PS4-1 Waves and Their Applications in Technologies for Information Transfer: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

Developing and using models, Constructing explanations

3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

Planning and carrying out investigations, Analyzing and interpreting data, Constructing explanations

5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen.

Analyzing and interpreting data, Constructing explanations

​​​3-5-ETS1-2: Engineering Design: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-3: Engineering Design: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Planning and carrying out investigations, Analyzing and interpreting data, Constructing explanations

MS-LS3-2: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

MS-LS4-5: Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. ​

Analyzing and interpreting data, Engaging in argument from evidence

MS-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

MS-LS1-7. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

Analyzing and interpreting data, Constructing explanations, Engaging in argument from evidence

MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

Constructing explanations

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The video case studies are intended to provide real-life examples of classroom instruction to practice using the ILSP tools. Each case study has various elements to help support understanding,...