1. Next Generation Science Standards
Jackie Gardner, SJUSD NGSS TOSA

2. The Whole Child
The Next Generation Science Standards consider not just what a student needs to memorize, but what skills the student should have mastered to best understand a concept.
In each grade level every year, even in HS, the standards try to address all areas of science each year but with age appropriate scaffolding. While one core concept at a time might be in the spotlight, NGSS highlights the natural interconnectedness of the natural world. Similar to spiral reviews, the content should touch on previously learned knowledge to keep build on the foundations from last year, or even last week.

3. Conceptual Shifts: More of This & Less of That
Remember that it is not mandatory to do ONLY one style of teaching or to cut out ALL of a certain style, however your teaching style should be flexing in the direction of total student engagement.
Vocabulary, reading passages, and learning from lectures will always have a place in the classroom but consider which of these strategies you feel comfortable adding into your weekly lesson plans.

4. Follow along with the examples in this presentation on the Next Generation Science Standards Website:
For California-specific NGSS information, visit the Ca Dept. of Ed. website:

5. Reading the Standards
Performance Expectations
Practices (Blue): Science and Engineering Practices
Crosscutting (Green): Crosscutting Concepts
Content (Orange): Disciplinary Core Ideas
For this presentation, look up standard: 5-ESS3-1

7. Performance Expectations
While each standard includes ALL three dimensions, the PE is a single assessable statement that puts together what the students should be able to know and do.

8. Science and Engineering Practices (SEP) These are the tasks and activities that the students will perform in the classroom that replicate real world scientific practices.
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

9. Disciplinary Core Ideas (DCI) These are the groups of science facts that students traditionally are expected just to know.
1. Physical Sciences 2. Life Sciences 3. Earth and Space Sciences 4. Engineering, Technology and Applications of Science

10. Crosscutting Concepts (CCC) These are the concepts that are found throughout all science disciplines that can make connections from prior knowledge or previous/future units.
1. Patterns, Similarity, and Diversity 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

11. Connections Connections to Other Grade Level Standards
Connections to the Same DCI in Different Grades
Connections to Common Core ELA and Math

12. Evidence Statements
Each standard contains a set of Evidence Statements that break down what student performance should look like if they have mastered the standard.
There are always different ways to demonstrate mastery and the NGSS addresses this with multiple examples of observable features.

13. STEMscopes and NGSS

14. The 5 E’s
A common teaching practice within current science education is the use of the 5 E’s in designing a sequence of lessons.
Engage
Explore
Explain
Elaborate
Evaluate

15. Engage Phenomena Based Learning fəˈnäməˌnän,fəˈnäməˌnən/
Get their attention! These activities are designed to get the students thinking about the content and possibly working on some possible explanations for what they are experiencing.
Phenomena Based Learning
phe·nom·e·non
fəˈnäməˌnän,fəˈnäməˌnən/
noun
a fact or situation that is observed to exist or happen, especially one whose cause or explanation is in question.

16. Fire Tornado
While watching the video, think about what you are seeing and write down the questions that pop into your head.
Credit: The Slo Mo Guys
Great source for phenomena videos.

17. Explore
When students explore, they are driving the questions. Students should explore the topic further and discover new evidence to help them build their own evidence-based claims.

18. Explain
This is where direct instruction comes in. Vocabulary, facts, concepts, this is where you build the core academic foundation for a lesson or unit.

19. Elaborate
Now that the students have a general understanding of the concepts, take the concepts and apply them to other ideas. Perhaps connections can be made to previous lessons or to something local and relevant for the students.

20. Evaluate
To check for mastery, refer back to the evidence statements provided for each standard.
Assessment does not always have to mean tests and quizzes. Experiment with alternative assessments such as projects and presentations where the students have to utilize their critical thinking skills, applying what they learned and not just reciting it back to you.

21. STEMscopes Site Navigation
39 Min Webinar:
Nagivating the STEMscopes Website

22. Thanks!
For more info, check out:
-SJUSD Science Educators Team Drive
- PowerSchool: Next Generation Science Standards
- Website: