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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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Improving Science Education Through Three-Dimensional Learning

Quick Search Next Generation Science Standards

THE THREE DIMENSIONS OF SCIENCE LEARNING

Within the Next Generation Science Standards (NGSS), there are three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard-or performance expectation-and each dimension works with the other two to help students build a cohesive understanding of science over time.

Crosscutting Concepts help students explore connections across the four domains of science, including Physical Science, Life Science, Earth and Space Science, and Engineering Design.

When these concepts, such as "cause and effect", are made explicit for students, they can help students develop a coherent and scientifically-based view of the world around them.

Science and Engineering Practices describe what scientists do to investigate the natural world and what engineers do to design and build systems. The practices better explain and extend what is meant by "inquiry" in science and the range of cognitive, social, and physical practices that it requires. Students engage in practices to build, deepen, and apply their knowledge of core ideas and crosscutting concepts.

Disciplinary Core Ideas (DCIs) are the key ideas in science that have broad importance within or across multiple science or engineering disciplines. These core ideas build on each other as students progress through grade levels and are grouped into the following four domains: Physical Science, Life Science, Earth and Space Science, and Engineering.

More about 3D Learning

GET TO KNOW

The Next Generation Science Standards (NGSS) are K-12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students.

A goal for developing the NGSS was to create a set of research-based, up-to-date K-12 science standards. These standards give local educators the flexibility to design classroom learning experiences that stimulate students' interests in science and prepares them for college, careers, and citizenship.

Get to Know the Standards

IMPLEMENT

The NGSS call for a three-dimensional approach to K-12 science instruction. This represents a significant transition from previous state standards. That's why effective implementation demands a great deal of collaboration and patience among states, districts, schools, teachers, and students.

Thoughtful and coordinated approaches to implementation will enable educators to inspire future generations of scientifically literate students. That is the vision of the NGSS. This website provides a range of high-quality resources that empower educators, administrators, parents, and the general public to help bring this vision to life.

Find Tools and Resources

WHY

Science-and therefore science education-is central to the lives of all Americans.

A high-quality science education means that students will develop an in-depth understanding of content and develop key skills-communication, collaboration, inquiry, problem solving, and flexibility-that will serve them throughout their educational and professional lives.

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Home Page | Next Generation Science Standards

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Improving Science Education Through Three-Dimensional Learning Quick Search Next Generation Science Standards Within the Next Generation Science Standards (NGSS), there are three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard-or performance expectation-and each dimension works with the other two to help students build a cohesive understanding of science over time.

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Click on the links below to access the Performance Tasks developed by Task Authors through 3DSPA.

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On this webpage, you find what we call AST Unit Starter Bundles. As the name suggests, these materials should give you ideas for your own unit. Colleagues of yours wrote these unit starters up for you, so you can benefit from their thinking, expertise, and creativity, and thus get a head-start on yo…

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The Classroom Sample Tasks blend content, practices, and concepts from both the NGSS and the Common Core State Standards. Teachers across the disciplines have collaborated to write sample tasks, which are the result of a vision of integrating science, engineering, and mathematics for classroom use.

Currently, nine draft middle and high school tasks are available below. Additional tasks, including those for elementary grade levels, will be added as they become available. Educators are encouraged to modify these tasks for their needs and to let us know how they can be improved (via the website contact form). It important to note that these tasks are drafts and that they will be revised as we receive feedback from users.

Introduction and Overview: Learn more about the tasks and their development process and criteria.

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The Classroom Sample Tasks blend content, practices, and concepts from both the NGSS and the Common Core State Standards. Teachers across the disciplines have collaborated to write sample tasks, which are the result of a vision of integrating science, engineering, and mathematics for classroom use.

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Our tasks are intended to be used to support teaching and learning in classrooms that are enacting NGSS-aligned instruction. Currently, we have made available through our portal a comprehensive set of assessment tasks and rubrics for middle school physical science and life science.

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DESIGNING NGSS-aligned INSTRUCTIONAL units TO SUPPORT STUDENT SENSEMAKING IN SCIENCE CLASSROOMS

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What's so phenomenonal about phenomenon?

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What's so phenomenonal about phenomenon?

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Download PDF

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https://www.nextgenscience.org/resources/phenomena

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A Heuristic for Academically Productive Phenomenon

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A Heuristic for Academically Productive Phenomenon

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Printable 2-Page PDF

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STEM Practice Brief 28 and a Printable 1-page PDF

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This site is a curated collection of science phenomena for the NGSS, along with phenomenon based learning resources and help for how to use phenomenon to drive student questions in the classroom centered around 3 dimensional teaching and learning.

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Pre-Service and In-Service Teacher Created Instructional Units, Tasks, and AssessmentsThis page was created to provide resources to pre- and in-service science teachers. These units, tasks, and assessments represent teachers' humble attempts to create NRC Framework and Next Generation Scien ...

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Book: Visible Learning for Science, Grades K-12

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Book: Visible Learning for Science, Grades K-12

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This was an excellent read! Examples are NGSS.

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Video: NGSS - A Vision for K-12 Science Education

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Video: NGSS - A Vision for K-12 Science Education

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NGSS: A Vision for K 12 Science Education

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Video: How to Read the NGSS Performance Expectations

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Video: How to Read the NGSS Performance Expectations

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How to Read the Next Generation Science Standards

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Video: Intro Part 1 - Implementing NGSS in the Classroom (HS Physical Science)

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Video: Intro Part 1 - Implementing NGSS in the Classroom (HS Physical Science)

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NGSS: The Vision for Science Education and the New Role of Teachers

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Next Generation Science Standards: The Vision for Science Education and the New Role of Teachers

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Video: Intro Part 2 - Implementing NGSS in the Classroom (HS Physical Science)

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Video: Intro Part 2 - Implementing NGSS in the Classroom (HS Physical Science)

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NGSS: A Teacher's Perspective

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Next Generation Science Standards: A Teacher’s Perspective

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Article: Understanding the Three Dimensions of NGSS

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Article: Understanding the Three Dimensions of NGSS

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http://www.nextgenscience.org/three-dimensions

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How to interpret NGSS documentation of performance expectations (ex. foundation box, etc).

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How your classroom is framed is as important as what you do in it.

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How your classroom is framed is as important as what you do in it.

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As humans, we are driven to explore and explain our surroundings; we wonder about the things we see and try to figure out how and why they appear the way they do and what some of the underlying mechanisms might be that drive what we see in the world. At its core, science is a systematic and community-driven process by which humans make sense of the world around them by examining patterns and data from the world and developing models that can account for those patterns. Ultimately, it is the models we have of the world that allow us to create explanations for the things we see around us. This process whereby we examine, wonder, and seek to explain is a cyclic one and is at the core of the scientific enterprise.

In contrast, as teachers we are used to thinking about our classes as a series of discrete topics to teach. We consult textbooks, pacing guides, and standards documents to get the list of things to make sure we cover by the end of our grade level. We tend to think about each unit of instruction separately, and despite good intentions to weave things together, many of us have trouble making really substantive connections from one unit to the next. But, this conceptualization is not in line with how scientists themselves think about their disciplines. The writers of the Framework for K-12 Science Education have been very deliberate about how they portrayed the content of each discipline as a set of big, overarching, interconnected core ideas with just a few major components identified for each idea. Part of the promise-and the challenge-inherent in the vision portrayed in the Framework is for us as educators to move away from lists of discrete facts organized into separate units and toward a coherent set of ideas that can provide a foundation for further thought and exploration in the discipline. Indeed, the writers of the Framework and most science educators agree that it is impossible to cover all the scientific content that is relevant to modern science.

Instead, our ambitions as teachers of science need to be re-focused on developing deep and flexible thinkers with an understanding of how a relatively small number of truly core ideas support the broader scientific endeavor on an ongoing and generative basis. Students with encyclopedic but inert knowledge will not be prepared for the 21st century. Instead, the outcome of a quality science education that spans grade levels and develops in appropriate ways from early childhood through adolescence should be a cadre of students who can use their understanding of the core ideas of the discipline to make sense of the world and to further our collective understanding of it. Good science education is not an end unto itself, but a beginning.

Come with me for a walk through an imaginary school. Let's tiptoe into a classroom and see what kids are doing. We open the door and slip into the back of the room. We see kids at tables working with clear bins of water, cups of hot water and food coloring. We ask the kids what they are trying to figure out. One girl pipes up and says, "We're learning about convection currents. See, when you put the cup of hot water under the end of the bin here it makes that drop of food coloring swirl around." Another student pipes up, "Yeah, see, the food coloring drop goes up once the area is heated. Heat rises, that's convection." Sounds pretty good right? Kids are working with stuff, watching how things work, and using science vocabulary. Seems cool, huh?

Now let's go into the class next door. We sneak in the back and see they have the same set up at their lab tables. Let's ask the same question: "Hey guys, what are you up to here? What are you trying to figure out?" This time a student says, "We're trying to figure out how hot air balloons work." "Oh yeah", you say, "what do these tubs of water have to do with hot air balloons?" The students proceed to tell us that they are using the tubs, the food coloring, and the cups of hot water to see what happens when you heat up just one area of a fluid. A boy says, "see when we put this drop of food coloring on the bottom of the bin and then put our hot cup of water underneath, something starts to happen. The food coloring swirls around!" A girl adds, "yeah, so it's kind of like the hot air balloon. You heat up one part of the water or the air or whatever and that part goes up. We want to know why that happens!"

So, what is the difference between these two classrooms and what does this have to do with the Next Generation Science Standards ( NGSS) and the science and engineering practices? In the first classroom, the students are engaged in learning about a science idea, convection, whereas in the second classroom the kids are trying to figure out how some aspect of the world works. They are investigating, questioning, and modeling a phenomenon with the ultimate goal of developing an explanation for why hot air balloons go up when the air inside them is heated. In this second case the kids are engaged in the science practices and it is through that engagement that they will learn an important science concept. In the first classroom the kids may emerge with that same concept under their belts. Presumably at the end of these lessons both groups of kids should be able to define convection. However, in the first classroom that definition seems to be the end goal. In the classroom centered on a phenomenon, it is the start of something more. The kids recreate a convection current in their tubs and then ask, "why does that happen?" Understanding how differential heating of a fluid can cause movement is a fundamental idea to much of Earth Science. Here rather than positioning that idea as basically a term, convection, that needs to be given to students and experienced, the second teacher has created a rich problem space around it. The kids not only get to the basic idea of convection, but wonder why it happens, which can lead to further investigations of the nature of matter, density, and many, many applications of density currents in the natural world.

One way to characterize the difference here is around framing. The term framing is one we use in our everyday life quite a bit. Listen for it over the next few days. We say things like "the media framed the debate around..." or "she framed her participation in the discussion by..." The way I am using it here is consistent with Scherr and Hammer's description in their 2009 paper called Student Behavior and Epistemological Framing: Examples from Collaborative Active Learning Activities in Physics published in a journal called Cognition and Instruction. In that paper they say "a student may frame a learning activity as an opportunity for sense-making or as an assignment to fill out a worksheet. The student's understanding of the nature of the activity affects what she notices, what knowledge she accesses, and how she thinks to act." For any activity in a science class we should be asking: How are the kids framing their activity, what do they think they are up to? In the first class they've framed the task as demonstrating convection. The second class they've framed it as investigating a phenomenon.

The more I work with teachers on shifting their practice to better align with the NGSS, the more I realize the importance of framing. The material activity in the two classrooms was exactly the same; kids were creating convection currents in tubs of water. However, how those activities were set up and what the kids thought they were doing was completely different. One was confirmatory; the other was exploratory. So even though the material activity was the same, the intellectual work was quite different. In order to be fully engaged in the practices, it's simply not enough to merely learn about the science idea, however creative and hands on the task may be. To engage in the practices, really participate in them, a student has to frame the task as an exploration. The intellectual work of the classroom has to be centered on figuring out how or why something happens.

So, as you begin to shift your classroom towards the vision of the Framework and the NGSS I ask you to pay attention to this issue of framing. What have you done to set up the tasks in your classroom? What do the students think they are doing and why? How can you create the conditions for students to participate in the practices?
Today's Guest Blogger
Cynthia Passmore, Ph.D., is an Associate Professor specializing in science education in the University of California, Davis School of Education. She did her doctoral work at the University of Wisconsin, Madison and prior to that she was a high school science teacher. Her research focuses on the role of models and modeling in student learning, curriculum design and teacher professional development. She investigates model-based reasoning in a range of contexts and is particularly interested in understanding how the design of learning environments interacts with students' reasoning practices. She has been the principal investigator of several large grants and has co-authored several papers on modeling in science education that have been published in journals such as Science & Education, The International Journal of Science Education and School Science and Mathematics; e-mail her at cpassmore@ucdavis.edu.
The mission of NSTA is to promote excellence and innovation in science teaching and learning for all. Follow NSTA

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Implementing the Next Generation Science Standards: How Your Classroom Is Framed Is as Important as What You Do in It

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As humans, we are driven to explore and explain our surroundings; we wonder about the things we see and try to figure out how and why they appear the way they do and what some of the underlying mechanisms might be that drive what we see in the world.

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STEM Practice Brief 30 (but I have also attached a very slightly streamlined version I adapted from

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Integrating SEPs into Assessment Tasks.pdf

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Online Course: Stanford NGSS Assessment Project (SNAP)

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Online Course: Stanford NGSS Assessment Project (SNAP)

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The Stanford NGSS Assessment Project (SNAP), funded by S.D. Bechtel Jr. Foundation and Bill and Melinda Gates Foundation, focuses on ways that high-quality performance assessments can facilitate meaningful implementation of the standards. This project was founded by Ray Pecheone, Executive Director of SCALE, Helen Quinn, Professor Emerita, Physics and Astrophysics, and Jonathan Osborne, Professor Emeritus, Kamalachari Professor Of Science Education.

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Find your path through the new Next Generation Science Standards using the Concord Consortium’s interactive pathfinder.

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Hi there. We're ExploreLearning!

We're an education technology company creating seriously fun solutions for the most critical challenges in K-12 STEM learning.

What's this serious fun business all about? Tell me more...

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We're an education technology company creating seriously fun solutions for the most critical challenges in K-12 STEM learning.

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Over 1.1 billion simulations delivered

160interactive simulations

97language translations

3001teacher-submitted lessons

Founded in 2002 by Nobel Laureate Carl Wieman, the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.

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Founded in 2002 by Nobel Laureate Carl Wieman, the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.

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Data Nuggets | Bringing authentic research and data into K-16 classrooms

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Free activities that bring real scientific data into the classroom, guiding students through the process of science while building their quantitative abilities.

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

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From Paul Andersen's site The Wonder of Science

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The Wonder of Science website aggregates the work of Paul Andersen around the NGSS (Next Generation Science Standards)

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Check out the guidance for the steps to designing a coherent NGSS aligned storyline. Explore unpacking, identifying phenomena, and sequencing investigations to help students build science ideas, step by step.

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Inspirational Teaching Videos: Covering Common Core, Math, Science, English And More

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Learn about Teaching Channel Plus for Schools & Districts

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PD: Professional Development Session Resources

Open Education Resources for PD

We are now posting open education resources for professional development! Our STEM Teaching Tools have been used to support extended professional development (PD) sessions. We are now posting open educational resource (OER) versions of those PD sessions. They include all of the resources that PD facilitators need to adapt and run the sessions-including slides, speaker notes, facilitator guide, and embedded resources. We are starting with PD focused on supporting 3D formative assessment. We will keep adding more over time.
PD Session Resources (developed through the ACESSE Project):
Webinars

STEM Teaching Tools PD "Playlists"

Here are STEM Teaching Tool Playlists! Our STEM Teaching Tools can be used for a range of purposes. The following are some specific uses that have been developed. You can think of them as 'playlists' of STEM Teaching Tools to orient yourself or different audiences to a particular topic in STEM education. We will keep adding more over time.

Suggested STEM Teaching Tool Uses, or Playlists:

General PD Resources

Our bookmarks were a hit at the NSTA conference, so we've posted them online for you to print yourself. They offer a concise list of the science and engineering practices, disciplinary core ideas, crosscutting concepts, and key definitions for easy reference as you familiarize yourself with the NGSS.

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We are now posting open education resources for professional development! Our STEM Teaching Tools have been used to support extended professional development (PD) sessions. We are now posting open educational resource (OER) versions of those PD sessions. They include all of the resources that PD facilitators need to adapt and run the sessions-including slides, speaker notes, facilitator guide, and embedded resources.

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http://www.nsta.org/publications/archive-nextgennavigator.aspx?utm_source=realmagnet&utm_medium=email&utm_term=&utm_campaign=Next+Gen+Navigator%3a+2017+August

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#NGSSchat
#ngss
@NGSSchat
@NGSS_tweeps
@OfficialNGSS

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Appendix K: Model Course Mapping in MS and HS for the NGSS

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Appendix K: Model Course Mapping in MS and HS for the NGSS

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This live binder is intended to assist teachers and administrators in their implementation process of the NGSS into their international school.

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The Building a Strong Foundation science initiative facilitated by the Charles A. Dana Center was a collaborative project among eight Rhode Island school districts that led to the publication of a K-12 RI Model Science Curriculum aligned to the Next Generation Science Standards.

The RI Model Science Curriculum includes Year-at-a-Glance, Scope and Sequence and Units of Study for K-5 grade levels, grades 6-8 grade span and high school biology, chemistry and physics. The eight districts (Beacon School of the Arts Charter, Bristol-Warren, Central Falls, Cranston, Cumberland, Tiverton, Trinity Academy of Performing Arts, and Woonsocket) that were involved in the project began implementing the scope and sequence as their curriculum during the 2014-15 school-year. We encourage districts who are working on revising their curriculum to align with NGSS to view the RI Model Curriculum resources as models to guide their work. Click on the bar of a grade level or course to access the Year-at-a-Glance, Scope and Sequence and Units of Study resources for the grade level or course.

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The Building a Strong Foundation science initiative facilitated by the Charles A. Dana Center was a collaborative project among eight Rhode Island school districts that led to the publication of a K-12 RI Model Science Curriculum aligned to the Next Generation Science Standards.

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The model curriculum provides a framework for the development of a more detailed local curriculum. The courses and units were developed through the work of consortia of practicing teachers, science supervisors, and higher education faculty. Each unit of instruction includes a guiding question, a unit overview, estimated number of instructional days necessary to complete the unit, and Student Learning Objectives.

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SciMathMN is a non-profit business, education partnership promoting quality science, technology, engineering and mathematics (STEM) in Minnesota's K-16 educational systems. SciMathMN partnered with the MN Department of Education to develop Frameworks for the delivery of Minnesota's mathematics and science standards, as well as the MN STEM Resource Teacher Center.

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The State Board of Education adopted the Science Framework on November 3, 2016. Curriculum frameworks provide guidance to educators, parents, and publishers, to support implementing California content standards.

Science

2016 Revision of the Science Framework

SB300 (Chapter 480, Statutes of 2013) calls for the revision of the Science Framework to align with the Next Generation Science Standards (NGSS).

California Science Framework

Science Framework For California Public Schools, Kindergarten Through Grade Twelve (2003).
*To order a copy of this framework please contactCDE Press

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The State Board of Education adopted the Science Framework on November 3, 2016. Curriculum frameworks provide guidance to educators, parents, and publishers, to support implementing California content standards.

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The NGSS crosscutting concepts (CCCs) are:

1. patterns

2. cause and effect

3. scale, proportion and quantity

4. systems and system models

5. energy and matter

6. structure and function

7. stability and change

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Educators receive an introduction to the Disciplinary Core Ideas in the Next Generation Science Standards. In a professional development session, educators are introduced to Disciplinary Core Ideas. They engage in activities designed with the NGSS in mind and reflect on their learning.

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Article: Core Ideas of Engineering and Technology

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Article: Core Ideas of Engineering and Technology

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K-12 Progressions for each of the NGSS practices are linked below:

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science) and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

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Video: NGSS - Science and Engineering Practices

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Video: NGSS - Science and Engineering Practices

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Discover the benefits of using the Science & Engineering practices of the Next Generation Science Standards. These practices engage students in a way that makes them think deeply.

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Article: Scientific and Engineering Practices in K-12 Classrooms

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Article: Scientific and Engineering Practices in K-12 Classrooms

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Blog Post: How can NGSS practices transform teaching and learning?

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Blog Post: How can NGSS practices transform teaching and learning?

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How can NGSS practices transform science teaching & learning?

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Have you ever heard someone unfamiliar with NGSS ask "Don't good teachers already know how to teach science well?" Yes... and no. Adopting the Next Generation Science Standards (NGSS) should lead to a transformation in how students learn science, as outlined in Appendix A of A Framework for K-12 Science Education.

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The 8 science practices can be grouped into the following categories:

investigating

sensemaking

critiquing

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These continuums are also found in the article below - Assessing Science Practices.

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Video: A Vision for K-12 Science Education

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Video: A Vision for K-12 Science Education

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NGSS: A Vision for K-12 Science Education

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An in depth look at the Next Generation Science Standards. This video talks about the 3 areas of the NGSS: Disciplinary Core Ideas, Science & Engineering Practices and Crosscutting Concepts.

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Even before NGSS was first introduced to Shanghai American School in 2014, teachers in a science review committee felt that the goal should be for students to develop Scientific Literacy through:

wonderment

inquiry

applied science and engineering

interconnections

knowledge

Fortunately, soon after the review committee finished NGSS was unveiled and seemed to be a perfect fit!

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Next Generation Science Standards: What's different and do they matter?

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Next Generation Science Standards: What's different and do they matter?

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STEM Teaching Tools Brief 14

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"Lab Out Loud is a podcast and blog that began in October 2007 to examine topics relevant to teachers of science and the science classroom. Lab Out Loud discusses science news and science education with leading scientists, researchers, science writers and other important figures in the field.

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To listen to this episode, download the mp3 directly, find us on iTunes, or use the player below.
http://traffic.libsyn.com/wsst/LOL125.mp3

Have you wanted to reach out to other science teachers with your questions about NGSS? Our guests this week can help. Using Twitter, Fred Ende and Tricia Shelton moderate #NGSSchat - an online forum to learn and share around the Next Generation Science Standards and great science teaching. Listen to the show to find out how you can "lurk", learn and contribute to #NGSSchat.

NGSSchat - 1st and 3rd Thursday at 9 PM EST
Follow Fred Ende (@FredEnde) and Tricia Shelton (@tdishelton) on Twitter.
Links:
Print your own Flat Fred. Bring him to the conference. Tweet out what Fred is doing with the hashtag #FlatFred.

Flat Fred's NSTA sessions:

"Practice" What You Teach: Having Your Activities Support the Thursday, March 12 5:00 PM - 6:00 PM
McCormick Place, S501d

NGSS: Developing and Implementing Vertically Aligned Curriculum, Grades 6-12
Friday, March 13 2:00 PM - 3:00 PM
Hyatt Regency McCormick Place, Dusable C

Talking Science with the Hosts of Lab Out Loud
Saturday, March 14 11:00 AM - 12:00 PM
McCormick Place, W176b

Tricia's NSTA sessions:

Award-winning Share-a-Thon: Featuring NSTA Distinguished Teachers

Saturday, March 14 11:00 AM - 12:00 PM
McCormick Place, Vista/S406a

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To listen to this episode, download the mp3 directly, find us on iTunes, or use the player below. http://traffic.libsyn.com/wsst/LOL125.mp3 Have you wanted to reach out to other science teachers with your questions about NGSS? Our guests this week can help.

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Matrix of Connections to Engineering, Technology and Applications of Science in NGSS

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Matrix of Connections to Engineering, Technology and Applications of Science in NGSS

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Blog Post: How to backwards-design a unit that honors the conceptual shifts required by NGSS?

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Blog Post: How to backwards-design a unit that honors the conceptual shifts required by NGSS?

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Have you struggled to find the right process for designing an NGSS Unit? It can feel overwhelming, especially if you are new to NGSS! There are important factors to consider when shifting to three-dimensional instruction and assessment.

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Have you struggled to find the right process for designing an NGSS Unit? It can feel overwhelming, especially if you are new to NGSS! There are new factors to consider when shifting to three-dimensional instruction and assessment. Having worked as a science instructional coach this year (first time coach AND in a newly-created role), I...

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Engage, Explore, Explain, Elaborate, Evaluate

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This curriculum is designed to help professional development leaders work with teachers on NGSS-aligned curriculum, instruction, and assessment.

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

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Tools for

Ambitious
Science
Teaching

Companion Book available now on Harvard Ed Press

Pressing for evidence- based explanations

Planning for engagement with important science ideas

Supporting on-going changes in thinking

Eliciting students' ideas

What is Ambitious Science Teaching?

Great teaching can be learned. This web site provides a vision of ambitious science instruction for elementary, middle school and high school classrooms. Ambitious teaching deliberately aims to support students of all backgrounds to deeply understand science ideas, participate in the activities of the discipline, and solve authentic problems.

We feature 4 core sets of teaching practices that support these goals. These core sets make up the Ambitious Science Teaching Framework. The framework has been based on classroom research from the past 30 years-research that has asked, "What kinds of talk, tasks, and tools do students need in order to fully engage in meaningful forms of science learning?"

If you are a member of a group of science educators committed to the improvement of teaching, the vision, practices, and tools here will furnish a common language for you about teaching. You will be able to identify "what we will get better at" and how to get started.

Become Part of a Community That Shares a Common Vision of Excellence in Teaching.

Because ambitious science teaching focuses on doing four things really well in the classroom (the core practices), members of our community can speak a common language about how to continually improve instruction and support student learning. We can frame problems together and work towards solutions with help from each other. The expertise of our community comes from our members (teachers, instructional coaches, teacher educators) as well as from extensive empirical classroom research. On this site you can explore how other professionals are using core practices and the tools that go with them.

Explore New Tools That Support Student Learning

This site provides a constantly evolving set of tools to help improve student participation and learning. Some of these tools will help you plan for student engagement with "big" science ideas. Some will help students reason publicly with each other about science ideas. Others will help students engage in scientific modeling, explanation and argument with evidence. Still others will scaffold science-specific writing and talk. We have unique sets of tools for teachers, instructional coaches, and teacher educators.

But here's what is really important about our tools-they belong to the community, meaning that they need to be continually tested under different classroom conditions in order to be improved and diversified.

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Pressing for evidence- based explanations Planning for engagement with important science ideas Supporting on-going changes in thinking Eliciting students' ideas Great teaching can be learned.

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Videos made by Paul Andersen (author of www.thewonderofscience.com)

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NGSS - Next Generation Science Standards

Next Generation Science Standards Introduction

Scientific & Engineering Practices

Asking Questions & Defining Problems
Developing & Using Models
Planning & Carrying Out Investigations
Analyzing & Interpreting Data

Mathematics & Computational Thinking
Construct Explanations & Design Solutions
Engaging in Argument from Evidence
Obtain, Evaluate, Communicate Information

Crosscutting Concepts

Patterns
Cause & Effect: Mechanism & Explanation
Scale, Proportion, & Quantity
Systems & System Models

Energy & Matter: Flow, Cycle, Conservation
Structure & Function
Stability & Change

Physical Science Disciplinary Core Ideas

PS1A - Structure & Properties of Matter
PS1B - Chemical Reactions
PS1C - Nuclear Processes
PS2A - Forces & Motion
PS2B - Types of Interactions
PS2C - Stability & Instability
PS3A - Definitions of Energy

PS3B - Energy: Conservation & Transfer
PS3C - Energy & Forces
PS3D - Energy in Chemical Processes & Life
PS4A - Wave Properties
PS4B - Electromagnetic Radiation
PS4C - Information Technologies

Life Science Disciplinary Core Ideas

LS1A - Structure & Function
LS1B - Growth & Development
LS1C - Organization in Organisms
LS1D - Information Processing
LS2A - Relationships in Ecosystems
LS2B - Cycles in Ecosystems
LS2C - Ecosystem Dynamics

LS2D - Social Interactions & Behavior
LS3A - Inheritance of Traits
LS3B - Variation of Traits
LS4A - Evidence of Common Ancestry
LS4B - Natural Selection
LS4C - Adaptation
LS4D - Biodiversity & Humans

Earth & Space Science Disciplinary Core Ideas

ESS1A - The Universe & Its Stars
ESS1B - Earth & the Solar System
ESS1C - History of the Planet Earth
ESS2A - Earth Materials & Systems
ESS2B - Plate Tectonics/Large Scale Systems
ESS2C - Role of Water on Earth

ESS2D - Weather & Climate
ESS2E - Biogeology
ESS3A - Natural Resources
ESS3B - Natural Hazards
ESS3C - Human Impacts on Earth Systems
ESS3D - Global Climate Change

Engineering, Technology & Applications of Science
Disciplinary Core Ideas

ETS1A - Defining & Delimiting an Engineering Problem
ETS1B - Developing Possible Solutions
ETS1C - Optimizing the Design Solution
ETS2A - Interdependence of Science, Engineering & Technology
ETS2B - Influence of Science, Engineering & Technology on Society & the Natural World

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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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Free download!
"Science educators in the United States are adapting to a new vision of how students learn science. Children are natural explorers and their observations and intuitions about the world around them are the foundation for science learning. Unfortunately, the way science has been taught in the United States has not always taken advantage of those attributes. Some students who successfully complete their K–12 science classes have not really had the chance to “do” science for themselves in ways that harness their natural curiosity and understanding of the world around them."

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Contributors

Description

Science educators in the United States are adapting to a new vision of how students learn science. Children are natural explorers and their observations and intuitions about the world around them are the foundation for science learning. Unfortunately, the way science has been taught in the United States has not always taken advantage of those attributes. Some students who successfully complete their K-12 science classes have not really had the chance to "do" science for themselves in ways that harness their natural curiosity and understanding of the world around them.

The introduction of the Next Generation Science Standards led many states, schools, and districts to change curricula, instruction, and professional development to align with the standards. Therefore existing assessments-whatever their purpose-cannot be used to measure the full range of activities and interactions happening in science classrooms that have adapted to these ideas because they were not designed to do so. Seeing Students Learn Science is meant to help educators improve their understanding of how students learn science and guide the adaptation of their instruction and approach to assessment. It includes examples of innovative assessment formats, ways to embed assessments in engaging classroom activities, and ideas for interpreting and using novel kinds of assessment information. It provides ideas and questions educators can use to reflect on what they can adapt right away and what they can work toward more gradually.

Topics

Suggested Citation

National Academies of Sciences, Engineering, and Medicine. 2017. Seeing Students Learn Science: Integrating Assessment and Instruction in the Classroom. Washington, DC: The National Academies Press. https://doi.org/10.17226/23548.

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Videos

Archived Webinar: Classroom Assessment for the NGSS

It includes examples of innovative assessment formats, ways to embed assessments in engaging classroom activities, and ideas for interpreting and using novel kinds of assessment information. Speakers Heidi Schweingruber and Peter McLaren will discuss classroom assessment in science and how the book can help drive professional learning.

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Division of Behavioral and Social Sciences and Education

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Seeing Students Learn Science: Integrating Assessment and Instruction in the Classroom

# data[].attributes.attachment_link.description
Science educators in the United States are adapting to a new vision of how students learn science. Children are natural explorers and their observations and intuitions about the world around them are the foundation for science learning. Unfortunately, the way science has been taught in the United States has not always taken advantage of those attributes.

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Free download!
"What types of instructional experiences help K-8 students learn science with understanding? What do science educators, teachers, teacher leaders, science specialists, professional development staff, curriculum designers, and school administrators need to know to create and support such experiences?"

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Contributors

Description

What types of instructional experiences help K-8 students learn science with understanding? What do science educators, teachers, teacher leaders, science specialists, professional development staff, curriculum designers, and school administrators need to know to create and support such experiences?

Ready, Set, Science! guides the way with an account of the groundbreaking and comprehensive synthesis of research into teaching and learning science in kindergarten through eighth grade. Based on the recently released National Research Council report Taking Science to School: Learning and Teaching Science in Grades K-8, this book summarizes a rich body of findings from the learning sciences and builds detailed cases of science educators at work to make the implications of research clear, accessible, and stimulating for a broad range of science educators.

Ready, Set, Science! is filled with classroom case studies that bring to life the research findings and help readers to replicate success. Most of these stories are based on real classroom experiences that illustrate the complexities that teachers grapple with every day. They show how teachers work to select and design rigorous and engaging instructional tasks, manage classrooms, orchestrate productive discussions with culturally and linguistically diverse groups of students, and help students make their thinking visible using a variety of representational tools.

This book will be an essential resource for science education practitioners and contains information that will be extremely useful to everyone ï¿½including parents ï¿½directly or indirectly involved in the teaching of science.

Topics

Suggested Citation

National Research Council. 2008. Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms. Washington, DC: The National Academies Press. https://doi.org/10.17226/11882.

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Division of Behavioral and Social Sciences and Education

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Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms

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What types of instructional experiences help K-8 students learn science with understanding? What do science educators, teachers, teacher leaders, science specialists, professional development staff, curriculum designers, and school administrators need to know to create and support such experiences? Ready, Set, Science!

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Article: The Second Dimension - Crosscutting Concepts

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Article: The Second Dimension - Crosscutting Concepts

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Matrix of Connections to Nature of Science

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Matrix of Connections to Nature of Science

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https://www.nextgenscience.org/evidence-statements

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Article: Assessing Science Practices - Moving Your Class Along a Continuum

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Article: Assessing Science Practices - Moving Your Class Along a Continuum

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I have a hard copy, or you can access the article here.

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Blog Post: NGSS Crosscutting Concepts (CCCs)

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Blog Post: NGSS Crosscutting Concepts (CCCs)

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I was fortunate to have recently attended the 2018 Atlanta NSTA Conference. It was so inspiring! I was able to hear from amazing presenters and speak with educators, instructional coaches and district curriculum coordinators who are doing amazing work implementing NGSS. As a 6-12 Science Instructional Coach hoping to support teachers, I focused on attending...

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Practice Briefs

These very short pieces highlight ways of working on specific issues that come up during STEM teaching. You can browse them below or easily flip through and browse the entire collection online. If you would like to browse or download the entire collection of tools as eye-catching PDFs, check out: http://STEMteachingtools.org/link/PDFcollection/

We're translating our collection of tools for science education into Spanish. Click here to read the STEM Teaching Tools that have been translated.
Estamos trabajando para traducir las STEM Teaching Tools en español. Hagan click aquí para leer las STEM Teaching Tools (STT) que han sido traducidas.

Topics:

Enter your email below to receive periodic updates about new tools. This is a low-volume email list, and we promise not to share your address with others.

Tweets by @STEMTeachTools

# data[].attributes.attachment_link.description
These very short pieces highlight ways of working on specific issues that come up during STEM teaching. You can browse them below or easily flip through and browse the entire collection online. If you would like to browse or download the entire collection of tools as eye-catching PDFs, check out: http://STEMteachingtools.org/link/PDFcollection/ We're translating our collection of tools for science education into Spanish.

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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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APPENDIX I – Engineering Design in the NGSS

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APPENDIX I – Engineering Design in the NGSS

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Practices should not stand alone: How to sequence practices in a cascade to support student investigations

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Practices should not stand alone: How to sequence practices in a cascade to support student investigations

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STEM Practice Brief 3

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Practices should not stand alone: How to sequence practices in a cascade to support student investigations : StemTeachingTools

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In a cascade of practices instructional approach, multiple practices may be combined and sequenced with one or more core ideas and crosscutting concepts to make up extended investigations. A cascade approach allows for a great variety of science and engineering investigations and supports students in making sense of the natural and built world.

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Is it important to distinguish between the explanation and argumentation practices in the classroom?STEM Practice Brief 1

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Is it important to distinguish between the explanation and argumentation practices in the classroom?STEM Practice Brief 1

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STEM Practice Brief 1

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Is it important to distinguish between the explanation and argumentation practices in the classroom? : StemTeachingTools

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The vision laid out in the NRC Framework for K-12 Science Education asks learners to engage in the science practice of 'constructing explanations' and also in 'argument from evidence' (along with six other practices). But, some curricula and PD resources don't make this distinction.

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Video: What is the difference between constructing explanations and engaging in argument from evidence?

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Video: What is the difference between constructing explanations and engaging in argument from evidence?

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What is the difference between constructing explanations and engaging in argument from evidence?

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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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STEM Practice Brief 41

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Book: Developing Assessments for the Next Generation Science Standards

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Book: Developing Assessments for the Next Generation Science Standards

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Free download!

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Contributors

Description

Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS). These documents are brand new and the changes they call for are barely under way, but the new assessments will be needed as soon as states and districts begin the process of implementing the NGSS and changing their approach to science education.

The new Framework and the NGSS are designed to guide educators in significantly altering the way K-12 science is taught. The Framework is aimed at making science education more closely resemble the way scientists actually work and think, and making instruction reflect research on learning that demonstrates the importance of building coherent understandings over time. It structures science education around three dimensions - the practices through which scientists and engineers do their work, the key crosscutting concepts that cut across disciplines, and the core ideas of the disciplines - and argues that they should be interwoven in every aspect of science education, building in sophistication as students progress through grades K-12.

Developing Assessments for the Next Generation Science Standards recommends strategies for developing assessments that yield valid measures of student proficiency in science as described in the new Framework. This report reviews recent and current work in science assessment to determine which aspects of the Framework's vision can be assessed with available techniques and what additional research and development will be needed to support an assessment system that fully meets that vision. The report offers a systems approach to science assessment, in which a range of assessment strategies are designed to answer different kinds of questions with appropriate degrees of specificity and provide results that complement one another.

Developing Assessments for the Next Generation Science Standards makes the case that a science assessment system that meets the Framework's vision should consist of assessments designed to support classroom instruction, assessments designed to monitor science learning on a broader scale, and indicators designed to track opportunity to learn. New standards for science education make clear that new modes of assessment designed to measure the integrated learning they promote are essential. The recommendations of this report will be key to making sure that the dramatic changes in curriculum and instruction signaled by Framework and the NGSS reduce inequities in science education and raise the level of science education for all students.

Topics

Suggested Citation

National Research Council. 2014. Developing Assessments for the Next Generation Science Standards. Washington, DC: The National Academies Press. https://doi.org/10.17226/18409.

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Division of Behavioral and Social Sciences and Education

# data[].attributes.attachment_link.title
Developing Assessments for the Next Generation Science Standards

# data[].attributes.attachment_link.description
Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS).

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Sample SAS UbD NGSS 5E Planning Template

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Sample SAS UbD NGSS 5E Planning Template

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Printable: NGSS Planning Cards - SEPs & CCCs

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Printable: NGSS Planning Cards - SEPs & CCCs

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Courtesy of Paul Andersen https://thewonderofscience.com/documents

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Printable: NGSS Planning Cards - SEPs & CCCs

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Printable: NGSS Planning Cards - SEPs & CCCs

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Courtesy of Paul Andersen https://thewonderofscience.com/documents

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Courtesy of Paul Andersen https://thewonderofscience.com/documents

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Courtesy of Paul Andersen https://thewonderofscience.com/documents