Category Archives: Next Generation Science Standards

Encouraging Students to Engage in Argument With Evidence by Michelle Monk

When I first began to shift my curriculum to support the Next Generation Science Standards, I was a bit overwhelmed! And frankly, I am still overwhelmed on some days when I work with my students to support their productive struggle … Continue reading

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Arguing From Evidence to Discover the ‘Why’ by Rebecca Schumacher

In my science classroom, students look at evidence all the time. Sometimes it is in photos or videos; sometimes in charts and graphs; and sometimes we generate our own data through investigations. A more traditional approach previously used is asking … Continue reading

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Pairing Literacy and Science to Effectively Teach Argumentation by Judine Keplar & Carrie Launius

Most elementary teachers, have many opportunities to learn best practices in English Language Arts (ELA), but few in science. Three years ago David Crowther, NSTA past president (2016–17), said in his conference keynote, “Of the eight practices of science and … Continue reading

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Designing Engineering Projects That Teach Science Concepts by Cory Culbertson

Lately I’ve been thinking a lot about the engineering projects in my courses. On the surface, they don’t seem like something I need to worry about. My students love these projects and talk about them all year. My administration likes … Continue reading

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Linking Science and Engineering Through Good Questions by Greg Bartus

Engineering design projects are a wonderful opportunity for students to develop science disciplinary core ideas (DCIs). (As many of you know, with the release of the NGSS, learning in engineering must be integrated with developing DCIs in physical, life, and/or … Continue reading

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Science and Humanities Classes Collaborate for Engineering Integration by Kathy Kennedy

As my school’s new K–4 science teacher, I wanted to expand the limited time I had for dedicated science instruction by connecting science and engineering to established student activities in the homeroom classes. Successful integration depends on three features: Identify … Continue reading

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Join NSTA’s Book Study and Gain 40 Hours of Personalized Professional Learning

If you’re beginning the school year feeling like you need more support with the Next Generation Science Standards (NGSS), NSTA has the answer for you! This September and October, NSTA is offering Shifting to the NGSS: Professional Book Study for … Continue reading

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Helping Students Take Control of Their Learning by Cindy Abel

I am responsible for teaching my students how to think, learn, solve problems, and make informed decisions. I firmly believe that science is everywhere and affects all aspects of our daily lives, from the food we eat to the way … Continue reading

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A Physics Teaching Approach That Supports Real-World Science by Matt Holsten

Traditional physics education can leave many students confused, bored, or without the conceptual understanding of the equations they are required to memorize. I prefer an approach that allows students to use evidence to express, clarify, and justify their ideas so … Continue reading

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Modeling How Students Can Share Ideas and Make Sense of Phenomena by Aaron Mueller

One of the most important steps I take to elicit student ideas in the classroom is to establish a classroom culture that makes students feel comfortable sharing their ideas. I take the time to develop a strong, receptive culture at … Continue reading

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