Category Archives: Next Generation Science Standards

Stay informed about progress in formulating and implementing the new science education standards. Click on a headline to read the entire post.

And the Search Continues…

As a former elementary science specialist, I am familiar with the elementary teacher’s skill set. They excel at managing a classroom, are very organized, and love a great mentor text—a text that is an example of good writing. However, many don’t feel confident enough when teaching science to consider themselves science experts. Helping elementary teachers […]

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Why Don’t Antibiotics Work Like They Used To?

Why don’t antibiotics work like they used to? is an NGSS-aligned storyline developed by the Next Generation Science Storylines Project that focuses on natural selection and other mechanisms of evolution.  Wayne Wright and I (Holly Hereau) teach science at Thurston High School in Redford, Michigan. We implemented this storyline with our 11th-grade honors biology and […]

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How Teachers Are Retooling Lessons Using the EQuIP Rubric

Sometimes finding the right book or article can be the key to opening our minds to new ideas. A few years back, NSTA published a special journal series on the NGSS, and I recently re-read a few of them. Three in particular highlighted teachers’ experiences in retooling lessons to be more three-dimensional. These articles are […]

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Q&A With Jim Short on Instructional Materials

Why do instructional materials for science need to change? The vision of A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (Framework; NRC 2012)—embraced in the Next Generation Science Standards (NGSS; NGSS Lead States 2013) and in many other similar state standards—differs significantly from prior science education standards. In the NGSS, Science […]

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Collaborating on a Vision for NGSS Instructional Materials

Recently, state science teachers associations in four states that had adopted the Next Generation Science Standards (NGSS)—California, Nevada, Oregon, and Washington—worked together to address the critical role that review and selection of high-quality instructional materials will play in successfully implementing the NGSS. Inspired by learnings from “pioneering” teachers who have been on the forefront of […]

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A Q&A on Wisconsin’s Science Standards

Wisconsin recently adopted new K–12 science education standards. Learn more about the standards in this Q&A with Kevin Anderson, Science Education Consultant for the Wisconsin Department of Public Instruction. When were your science standards adopted and can you tell us a bit about them? The standards were officially adopted on November 16, 2017. With local […]

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A Learning Trajectory for Sensemaking in Science

The Next Generation Science Standards (NGSS) offer teachers the opportunity to consider teaching science in a new way. We help students engage with, wonder about, and make sense of natural phenomena, which closely resembles how scientists perceive the world and do their work. By observing phenomena, scientists generate questions, predict outcomes, and generalize results to […]

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Asking Questions and Defining Problems by Making Cultural Connections

My goal for students in my eighth-grade middle school science class is to enter high school with the absolute certain knowledge that they can “do” science. They know that when presented with the inevitable problems and questions of everyday life, they have strategies to analyze, interpret, and sort evidence to make good decisions. My role […]

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Science for All Students: A Teacher’s Perspective

Like many classrooms around the country, my diverse fourth-grade classroom consisted of regular education students, special education students, English learners, gifted students, students receiving free and reduced-cost lunches, and students from different racial and ethnic backgrounds. The science and engineering practice of developing and using models affords all students access to science learning. As one […]

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Digging Deeper: Peeling Back the Practices: What Did High School Students Think?

One of the big shifts in the NGSS is the integration of Disciplinary Core Ideas (DCIs) with Crosscutting Concepts (CCCs) and Science and Engineering Practices (SEPs). In other words, content is not taught in isolation: The teacher consciously includes at least one other dimension. Sounds easy, right? In actuality, that’s easier said than done. Planning […]

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