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.

Collaborating to Improve Performance Expectations

Jessica Tetreault and I were the only two middle school teachers at a recent conference, so we were paired to create a common performance assessment that we could both use with our students in the coming months. She volunteered to share an assessment on gravity that her students recently completed, as I was about to […]

Posted in Next Generation Science Standards | Leave a comment

Gravitational Interactions and 3-D Learning in Middle School

I recently embarked on a journey with K–8 teachers in Vermont to learn how to be intentional about planning for three-dimensional (3-D) learning in the classroom. To begin our journey, we determined which NGSS performance expectations would be the focus of our instructional sequence. For each performance expectation, we identified the related Disciplinary Core Ideas […]

Posted in Next Generation Science Standards | Leave a comment

It’s Elementary: Investigating Student Work

Teachers wear many hats in the classroom. We are doctors, therapists, IT technicians, politicians, and entertainers, but the one hat we wear that is essential for student learning is the detective’s hat. As detectives, we gather and analyze evidence to help us understand what our students know and don’t know and what misconceptions they may […]

Posted in Next Generation Science Standards | Leave a comment

Seeing Students Learn Science

It is truly an exciting time in science education. Science educators across the country are adapting to a new vision of how students learn science guided by the Framework for K–12 Science Education (Framework). As a result, science instruction is changing to better tap into students’ natural curiosity and deepen their understanding of the world […]

Posted in Next Generation Science Standards | 2 Responses

Q&A on Unpacking Three-Dimensional Standards

We’ve recently heard discussions from colleagues about the need to “unpack” the Next Generation Science Standards (NGSS) and how to do it. The term unpacking means a lot of things to lots of people so we thought we’d share our ideas about what it means and, specifically, what it means for science standards. Q.1 What is […]

Posted in Next Generation Science Standards | Leave a comment

How NGSS and CCSS for ELA/Literacy Address Argument

In the summer of 2015, I observed an elementary science teacher from an NGSS-adopted state who made a presentation to her cohort of close to 100 K–12 science teacher leaders and administrators from schools, districts, and the state. After presenting her instruction on a physical science unit with 2nd-grade students, she gave her students the […]

Posted in Next Generation Science Standards | 1 Response

Using Claim, Evidence, and Reasoning (CER) Strategy to Improve Student Learning

This past school year, I used claim, evidence, reasoning (CER) statements to show three-dimensional learning in my classroom. Several tools are available for doing this, but the one my students like is the CER Graphic Organizer and Transition Words List developed by Sandra Yellenberg. My students like how this graphic organizer helped them organize their […]

Posted in Next Generation Science Standards | 1 Response

You Teach What? I’m So Sorry! Building a Better Body and Building Better Argumentation

I am always amazed at the looks on people’s faces when I tell them I teach middle school. They seem to pity me for having a position I chose and love! They inform me that middle school “tween-agers” are argumentative, stubborn, and at times, adamant about whatever they set their minds to. But I smile […]

Posted in Next Generation Science Standards | Leave a comment

NGSS Curriculum Integration—Off on a Tangent!

The creation of a school garden inspired this fourth-grade unit.  All students in the school were responsible for planning the garden, as well as for planting, weeding, and harvesting our crops of tomatoes, pumpkins, and carrots. The harvest was shared with the school cafeteria staff, who prepared salad and dessert bar selections for the students, […]

Posted in Next Generation Science Standards | Leave a comment

Why Anchoring Phenomena Are Important in the NGSS Classroom

Who is Ivor Robson, and why is he associated with anchoring phenomena? If you are a longtime golf aficionado, you know that Ivor Robson had a special role at the British Open. Robson spent 41 years introducing each player on the first tee, and he never missed a tee time…ever. In addition, he served as […]

Posted in Next Generation Science Standards | 1 Response