In this blog post I'm sharing a great list of free websites where you can find seed ideas for science phenomena to teach to the NGSS!
Fun and engaging force and motion experiments, project ideas, demonstrations, book lists and more! Great for the classroom and home!
The major journals of the National Science Teachers Association (NSTA) have published articles featuring and explaining to science teachers the nature of the Next Generation Science Standards (NGSS). The journals include The Science Teacher, Science Scope and Science and Children. For the past several issues, each journal has published articles that deal with different aspects of the NGSS, including what students should know about earth science, life science, and physical science, when they should know it, and why these standards will “help all learners in the nation develop the science and engineering understanding they need to live successful, informed, and productive lives, and that will help them create a sustainable planet for future generations.” (Krajcik 2013, p. ). These are laudable goals, but the roll out of the NGSS later this year won’t necessarily change or lead to more “productive” lives or help students understand sustainable living or “deep ecology.” The standards do include some environmental and ecology content, but the kind of interdisciplinary thinking that is at the heart of deep ecology simply is not part of the NGSS. In a search of the NGSS draft document, the word ecology does not appear, sustainability was found in only six instances, while 61 instances of the term environmental were found, but most often in the context of environmental impacts or economics. Concepts such as interdependence do occur, but only in relationship to connecting science, engineering and technology. No connection to the biosphere. Then, when the standards that do relate to sustainability are examined, students learn that sustainability is for humans and the biodiversity that supports them. In a deep ecology context, sustainability would refer to all species of living things, and their importance would not be hierarchical. The rationale for science described in the NGSS is not related to conception or philosophy of a sustainable planet, but is instead science in the service of the economic growth of the nation, job training, and economic competitiveness in a global society. The science standards were designed by scientists and engineers, and so there is a heavy emphasis on scientific process and content instead of thinking about science curriculum that would be in the service of children and adolescents. Boxed In In another article in this month’s The Science Teacher, there is a chart that shows the architecture of the Next Generation Science Standards. Think of the chart as a box–a science standards box. Its full of the multiple standard attributes including performance expectations, kind of on-deck behaviors ready to be morphed into assessments. The box is teeming with science & engineering practices, comments about disciplinary core ideas,and cross cutting content, and connections to the nature of science. Symbolically, the box is dense, perhaps so much that one has wonder what is really important. Is this atomistic breakdown of science what will help American education progressives lead schools into a more humanistic world? I don’t know. Figure 1 shows the same box that appeared in The Science Teacher, but without the explanations of each part of the science box. Notice that there are four sub-boxes, one shaded white (the performance expectations), blue (practices or process of science and engineering), orange (content) and green (connections). Every set of performance expectations in the NGSS is presented using this box-like structure. The NGSS is 105 pages long on the online pdf draft of the standards. As you scroll through the standards, hundreds of performance expectations are grouped into the content or disciplinary core ideas. The standards will be released this year, and will unfortunately, adopted by most states. Figure 1. Science Standards Box including performance expectations, processes, content and connections Let’s take a look at an example of an NGSS Box that appeared in NSTA’s March 2013 edition of The Science Teacher. The NGSS conceptual design is an oversized rectangular box in two dimensions. The box has all the elements that pertain to a grouping of content for 3rd graders in physical science. At first glance theses NGSS boxes make you feel overwhelmed and boxed in. Take a look. First, the standards writers designed the whole shebang by writing the performance expectations in such as way that they can easily be converted to assessments. In this case, this is what every 3rd grader is expected to master for this standard. Below the expectations/assessment box, are 3 foundation boxes which include core disciplinary ideas (orange-earth, life, or physical science), cross cutting concepts (green), and scientific and engineering practices (blue). At the bottom, you will find a connection box which informs science teachers how this standard might be related to the common core, or to state standards. You also find other items tagged on to this complicated scenario including connections to the nature of science, connections to engineering, codes and all of that. Figure 2. What inside the NGSS Box: Source, NSTA journal, The Science Teacher, March 2013 What’s Next? In research I’ve reported on here, the standards should be viewed as authoritarian documents that teachers had little to no part in policy decisions. Indeed, in separate research studies reported here, the standards are impediments or barriers to learning not bridges to help children and youth understand their connection to science. In the standards culture, students are pawns in an educational system that is in the interests of the nation’s economy and prosperousness of business and industry. According to the 2012 Brown Center Report on American Education, the Common Core State Standards will have little to no effect on student achievement. Author Tom Loveless explains that neither the quality or the rigor of state standards is related to state NAEP scores. Loveless suggests that if there was an effect, we would have seen it since all states had standards in 2003. The researchers concluded that we should not expect much from the Common Core. In an interesting discussion of the implications of their findings, Tom Loveless, the author of the report, cautions us to be careful about not being drawn into thinking that standards represent a kind of system of “weights and measures.” Loveless tells us that standards’ reformers use the word—benchmarks—as a synonym for standards. And he says that they use too often. In science education, we’ve had a long history of using the word benchmarks, and Loveless reminds us that there are not real, or measured benchmarks in any content area. Yet, when you read the standards—common core or science—there is the implication we really know–almost in a measured way–what standards should be met at a particular grade level. As the Brown report suggests, we should not depend on the common core or the Next Generation Science Standards having any effect on students’ achievement. The report ends with this statement: The nation will have to look elsewhere for ways to improve its schools. Teachers will be in a bind when they are told to carry out the new science standards. Wading through the boxes of performance expectations, and foundation components will give any science educator a headache, not to mention the near impossibility of thinking that every student should be exposed to the same set of content goals. The rationale for the science standards is achievement-based. One way to look at the standards is that they use backwards engineering to define the field of science that teachers should cover in their science courses. A teacher writing on Anthony Cody’s blog explained backward engineered standards. Backward engineering means starting with an assessment, and then working backwards from it to write standards. She explains that “the goal of the Next Generation Science Standards is create a document that can market both teaching and assessment products to a captive education system, not offer a framework for good teaching of science.” The new standards will not lead on a path that will improve learning. It will however provide documentation for test development companies and consortia to design online assessments that will be used by bureaucrats to foster “data driven” educational reform. What do you expect will be the affect of the Next Generation Science Standards on science teaching in American schools? References Krajcik, Joe (2013). The next generation science standards: A focus on physical science. The Science Teacher, 80 (3), 29 – 35.
Our school has adopted the Next Generation Science Standards and one of my favorite units in 1st grade is our Sound Unit. NGSS asks that students conduct experiments to explain that vibrations make sounds and sound can make materials vibrate. Today I’m sharing some of my favorite ways to keep sound hands-on and writing based!...
Teach students about push and pull forces with this push or pull sorting activity that includes push and pull examples on each card
Crosscutting concepts are often the neglected dimension of NGSS. Don't forget about them by making them visible and interactive in your classroom.
When students engage in NGSS lessons, they "Think, Speak, and Write" like a scientist! I wrote this lesson as a mini lab, for classrooms without access to microscopes or as a pre-lab for a microscope cell lab. Included in this mini lab bundle: ◼️ Article “Henrietta Lacks Immortal Cells” with companion worksheet (PDF Printable) ◼️ Powerpoint and Google Slides presentation for mini lab with printable and google docs companion student worksheets ◼️ Article “Normal Cells vs. Cancer Cells” (student questions included in lab printable and google doc companion sheets) Performance Task for HS-LS1-4 including rubric Visit the Happy Teacher Heart blog for more ideas!
Science Teaching Ideas for Elementary and Middle School Science with science lessons, science activities, and science units for NGSS and Utah SEEd
Download the free Claim Evidence Reasoning poster! The framework divides explanations into three logical, manageable, and teachable components for middle school students: Claim, Evidence, and Reasoning.
Looking for a way to make forces and interactions more engaging for your third grade students? Check out these fun force and motion activities that will keep them entertained and learning!
Crosscutting concepts are often the neglected dimension of NGSS. Don't forget about them by making them visible and interactive in your classroom.
I attended NSTA 2016 in Nashville with one goal in mind: Find NGSS experts from around the country and learn from them. I left Nashville feeling satisfied that my goal had been accomplished. I me…
The Challenge: Lab Work Teacher: (hands out the lab sheets and materials tray) “Alright, we’re going to start the group activity now!” Student A: (grabs the tray of materials) “I’m going to pour the baking soda in the cup!” Student B: “STOOOOOOPPPPP!” Student C: “Ok. Student A can do that, then I’ll do the next ... Read more
Synopsis Expand/Collapse Synopsis Create an active learning environment in grades K-12 using the 5E inquiry-based science model! Featuring a practical guide to implementing the 5E model of instruction, this resource clearly explains each "E" in the 5E model of inquiry-based science. It provides teachers with practical strategies for stimulating inquiry with students and includes lesson ideas. Suggestions are provided for encouraging students to investigate and advance their understanding of science topics in meaningful and engaging ways. This resource supports core concepts of STEM instruction.
Crosscutting concepts are often the neglected dimension of NGSS. Don't forget about them by making them visible and interactive in your classroom.
Crosscutting concepts are often the neglected dimension of NGSS. Don't forget about them by making them visible and interactive in your classroom.
Breaking down the NGSS standards can help you successfully design 5E instruction. Follow this method to help you design instruction and assess your students.
Learn what plants breathe through with this easy leaf & tree science experiment as kids get hands-on with the process of photosynthesis!
Here are 7 great ideas to teach ecosystems, food webs, and food chains to your students.
Reading Comprehension can be difficult for student, even those with great reading skills. Support students by giving them the language they need.
Easy NGSS Lesson Plans for Kindergarten! Over 20 lesson plan ideas that align with the Next Generation Science Standards for Kindergarten.
Are you looking for ways to make learning about sound and light waves a blast in your classroom? In this blog post, we'll share some of our best light and sound activities for 1st grade!
Our Punnett Square Graphic Notes make a great introductory activity or review for Punnett Squares! Has blanks and prompts for concepts and reminders like: - Genotype - Phenotype - Dominant vs. recessive alleles and their effects - Always writing your probabilities for genotype and phenotype - Each box in a monohybrid Punnett square represents 25% - Three blank Punnett squares for practice Suggested Uses: - Study Guide - Homework - Notes - Review activity - Guided reading - Formative activities Key words: Mendel, genetics, heredity, doodle diagram, sketch note, graphic organizer
If you look up at the top of the Science for All site, you will notice a new Page titled CCSS/NGSS. This page is intended to provide links, tools, and resources for teaching and learning about the …
10 Ideas to help students learn science vocabulary words10 Ideas to help students learn science vocabulary words-- awesome for 3rd grade, 4th grade, and 5th grade
There is always something new to learn about incorporating phenomena and relevancy into your science class. What are some of the most common misunderstandings?
Love podcasts? Check out this post in the form of a podcast episode on The Classroom Commute
Rock Cycle Unit for Interactive Science Notebook! {DIGITAL & PAPER INCLUDED!} ***Important Update - Now includes additional, colorful Digital Google Slides Version for Google Classroom! Designed for Distance Learning This resource is part of the Earth Science (Entire) Curriculum. Earth Science Series This product contains interactive cut and paste learning material for students to create an organized science interactive notebook. This resource is aligned with Rock Cycle Reading Passages and Rock Cycle Interactive PowerPoint I would highly recommend using these resources along with the notebook but it is optional. The Interactive Notebook is a stand-alone resource. You may want to check out these larger bundles containing this resource: •Earth Science Interactive Notebook Bundle •Rock Cycle Resource Bundle •Earth Science (Entire) Curriculum. This resource is designed for a Rock unit. Topics covered in this unit include: The three main rock types – igneous (intrusive versus extrusive), sedimentary, metamorphic, weathering, erosion, deposition, the rock cycle, magma, crystallizing, basalt, sediments, fossil fuels, limestone, slate, marble STEM Activity Included! NGSS (Next Generation Science Standards) Aligned! ________________________________________________________________ Science Notebook Cover………..……………….…….….6 Power Words………………………………………….……..…...……….7 3 Main Rock Types / Rock Cycle……..…………..8 Weathering, Erosion, Deposition………….…..9 Rock Type Strips Activity…………….…....………..…10 Rock Type Pockets Activity……………………………11 Igneous Rocks – In Depth………………………………….12 Sedimentary Rocks – In Depth………….………..13 Metamorphic Rocks – In Depth.…………...……14 STEM ACTIVITY Crayons & The Rock Cycle…………….15 Answer Key Notebook Cover……………….........16 Power Words Answers……………..….....................17 3 Main Rock Types Answers………………..……...18 Weathering, Erosion, Deposition Answers………………………………………………......19 Rock Type Strips Answers……………………………20 Rock Type Pockets Answers……………………….21 Igneous Rocks – In Depth Answers……..22 Sedimentary Rocks Answers……………….…..23 Metamorphic Rocks Answers......................24 STEM Activity Answers…………….…………………..…25 Thank You Pages………………………………………………26-27 __________________________________________________________________ Tips for Savvy TpT Shoppers: How to receive credit on TpT to use for future purchases: • Go to your My Purchases page. Under each purchase you'll see a Provide Feedback button. Simply click it and you will be taken to a page where you can give a quick rating and leave a short comment for the product. I value your feedback greatly as it helps me determine which products are most valuable for your classroom so I can create more for you. Be the first to know about my new discounts, FREEBIES, and products: • Look for a green star near the top of any page within my store and click it to become a follower. You will now be able to see FREEBIES and customized emails from my store! ©2016StudentSavvy All rights reserved by author. Permission to copy for single classroom use only. Electronic distribution limited to single classroom use only. (unless you purchase the multiple license) ____________________________________________________________ You may also enjoy... Biomes - Earth Science Interactive Notebook Series Earth's Cycles - Earth Science Interactive Notebook Series Photosynthesis - Earth Science Interactive Notebook Series Ecosystems - Earth Science Interactive Notebook Series Energy - Earth Science Interactive Notebook Series Minerals, Gems & Rocks - Earth Science Interactive Notebook Series Plate Tectonics - Earth Science Interactive Notebook Series Volcanoes - Earth Science Interactive Notebook Series ________________________________________________________________ ✧✧✧✧✧✧✧✧✧✧✧✧✧✧✧✧✧✧✧✧✧✧ ✦✦ ✦Connect with StudentSavvy! ✦ ✦ ✦ ✧Click Here to receive notifications on new FREEBIES and teaching resources ✧ Newsletter (Receive FREE Earth Science Reading Passages with Sign-up!) ✧Instagram ✧Facebook ✧Download a Free Teaching Resources Shopping Guide! ✧✧✧✧✧✧✧✧✧✧✧✧✧✧✧✧✧✧✧✧✧✧✧ _________________________________________________________________
Virtual dissections can be a huge help in teaching science, biology, physiology and anatomy. Here are some of the best resources for your lessons and labs.
As revision goes on week-after-week, your revision techniques begin to feel a bit stale. You're getting sick of looking at the same pile of revision notes and doing yet more practice exam questions. But, you can't stop now because your exams haven't even started yet. What can you do? Try some new and interesting revision techniques, that's what. After all, they say a change is as good as a rest.
I’m excited to share with you an EASY PEASY way for students to see osmosis in plant cells! In the past, I always used elodea leaves for this lab. Elodea can be hard to find at pet stores and is a little temperamental to keep alive. This year I decided to use onion skin from ... Read more
Learn what algorithms are and how they can be introduced to kids. Explore the world of coding with Tynker's algorithmic thinking activities.
