Category Archives: Next Generation Science Standards

Implementing Storylines: A Meaningful, Effective Way to Practice the NGSS by Jason Crean

Why is a shift needed? The science instructional shifts outlined in A Framework for K–12 Science Education and embodied in the Next Generation Science Standards (NGSS) are bigger than a classroom, a school, a district, or even your state. It’s … Continue reading

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Storylines Allow Students to Own Their Learning by Scott Goldthorp and Lauren Pasanek

“I don’t think this data tells us enough; we only know the temperature close to the ground,” Andy* told his peers. “Hail forms in the clouds. We need to know what the temperature is in the clouds.” The students had … Continue reading

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Teaching and Learning Through PBL-Informed Storylines by Emily Miller and Mary Modaff

The kindergarteners waited excitedly outside the door, anxious to see the toys my third graders created for them. My third graders were equally excited to share their toys and use science ideas to explain how their toys moved. The engagement … Continue reading

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What Does It Really Take to Get High School Students to Make Their Ideas Visible? by Angie Berk, Jen MacColl, and Kristen Moorhead

Asking high school students to reveal what they really think about what causes a natural or designed phenomenon is risky business. Risky in that it requires students to take the intellectual and social risk of sharing their thinking, which may … Continue reading

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Going Public: Revealing Student Thinking in Science by Missy Holzer

Our classrooms are dynamic places where young learners gather to figure out the natural world. How can we be sure they are all making sense of the phenomena during this process? How do we know what they are thinking? We … Continue reading

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Making Students’ Thinking Visible Through Discussion by Dana McCusker and Marisa Miller

As the assistant director of science for Mastery Charter Schools I have had the pleasure of working with Dana McCusker and seeing her excellent teaching in action. As a science teacher leader, she has been at the forefront of utilizing … Continue reading

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Achieving Equity Through Assessments by Laura Littrell and Kevin Williams

Our school requires all students to take chemistry. We teach all levels, ranging from Collaborative/Inclusive Chemistry to Honors and AP Chemistry. All of our classes have students who speak different languages, as well as students with a range of social … Continue reading

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NGSS: Planning for Science Success for All Students by Hallie Booth

Creating an Environment for All Students to Show Their Understanding Much discussion has focused on how the NGSS (and other state standards based on the Framework and NGSS) make science accessible to all students. I believe all students can be … Continue reading

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Using Senses in Nature to Experience Equity by Julia Deevers-Rich

In one of my favorite lessons, I take my kindergarten students outside to explore the schoolyard. Though I take my students outdoors throughout the year, I do this lesson at the beginning of the year because it’s an opportunity to … Continue reading

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How PLCs Helped Move Us Toward Equitable High School Assessment Practices by Holly Hereau

My colleagues and I began using units intentionally designed for the NGSS for biology in early 2017. We started with a high-quality unit evaluated by my colleagues on the Science Peer Review Panel, and eventually used a full program from … Continue reading

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