NEXT GENERATION SCIENCE STANDARDSTHE STANDARDSINSTRUCTION AND ASSESSMENTPLANNING AND COMMUNICATIONAPPENDICES The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students. A goal for developing the NGSS was to create a set of research-based, up-to-date K–12 science

standards.

EVIDENCE STATEMENTS

Evidence Statements. NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations. To learn more about the

FIRST GRADE

1.Structure, Function, and Information Processing *The performance expectations marked with an asterisk integrate traditional science content with engineering through a EQUIP RUBRIC FOR SCIENCE The EQuIP Rubric for Science provides criteria by which to measure how well lessons and units are designed for the NGSS.. The purpose of the rubric and review process is to: (1) review existing lessons and units to determine what revisions are needed; (2) provide constructive criterion-based feedback and suggestions for improvement to developers; (3) identify examples/models for teachers

SECOND GRADE

2.Structure and Properties of Matter *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

KINDERGARTEN

K-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a

FIFTH GRADE

5-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a MS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND Body2. Body3. MS-LS1-3 From Molecules to Organisms: Structures and Processes. Students who demonstrate understanding can: MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form

tissues

FOURTH GRADE

4-PS4 Waves and their Applications in Technologies for Information Transfer *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. HIGH SCHOOL LIFE SCIENCE High School Life Sciences . Students in high school develop understanding of key concepts that help them make sense of life science. The ideas are building NEXT GENERATION SCIENCE STANDARDSTHE STANDARDSINSTRUCTION AND ASSESSMENTPLANNING AND COMMUNICATIONAPPENDICES The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students. A goal for developing the NGSS was to create a set of research-based, up-to-date K–12 science

standards.

EVIDENCE STATEMENTS

Evidence Statements. NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations. To learn more about the

FIRST GRADE

1.Structure, Function, and Information Processing *The performance expectations marked with an asterisk integrate traditional science content with engineering through a EQUIP RUBRIC FOR SCIENCE The EQuIP Rubric for Science provides criteria by which to measure how well lessons and units are designed for the NGSS.. The purpose of the rubric and review process is to: (1) review existing lessons and units to determine what revisions are needed; (2) provide constructive criterion-based feedback and suggestions for improvement to developers; (3) identify examples/models for teachers

SECOND GRADE

2.Structure and Properties of Matter *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

KINDERGARTEN

K-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a

FIFTH GRADE

5-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a MS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND Body2. Body3. MS-LS1-3 From Molecules to Organisms: Structures and Processes. Students who demonstrate understanding can: MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form

tissues

FOURTH GRADE

4-PS4 Waves and their Applications in Technologies for Information Transfer *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. HIGH SCHOOL LIFE SCIENCE High School Life Sciences . Students in high school develop understanding of key concepts that help them make sense of life science. The ideas are building

READ THE STANDARDS

LS1D: Information Processing. LS2A: Interdependent Relationships in Ecosystems. LS2B: Cycles of Matter and Energy Transfer in Ecosystems. LS2C: Ecosystems Dynamics, Functioning and Resilience. LS2D: Social Interactions and Group Behavior. LS3A: Inheritance of Traits. LS3B: Variation of Traits.

SECOND GRADE

2.Interdependent Relationships in Ecosystems *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. HS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature,

MS-PS3-3 ENERGY

MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.*

[Assessment

Boundary: Assessment does not include calculating the total amount of thermal energy transferred. MS-ESS2-3 EARTH'S SYSTEMS MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as

4-PS3-1 ENERGY

4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. [Assessment Boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of

energy.

KINDERGARTEN

K-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a

THIRD GRADE

Third Grade . The performance expectations in third grade help students formulate answers to questions such as: “What is typical weather in different parts of the world and during different times of

the

K-ESS2-1 EARTH'S SYSTEMS K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in

a month.

MS-ESS2-4 EARTH'S SYSTEMS MS-ESS2-4. Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the

hydrologic cycle.

NEXT GENERATION SCIENCE STANDARDSTHE STANDARDSINSTRUCTION AND ASSESSMENTPLANNING AND COMMUNICATIONAPPENDICES The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students. A goal for developing the NGSS was to create a set of research-based, up-to-date K–12 science

standards.

EVIDENCE STATEMENTS

Evidence Statements. NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations. To learn more about the

FIRST GRADE

1.Structure, Function, and Information Processing *The performance expectations marked with an asterisk integrate traditional science content with engineering through a EQUIP RUBRIC FOR SCIENCE The EQuIP Rubric for Science provides criteria by which to measure how well lessons and units are designed for the NGSS.. The purpose of the rubric and review process is to: (1) review existing lessons and units to determine what revisions are needed; (2) provide constructive criterion-based feedback and suggestions for improvement to developers; (3) identify examples/models for teachers

SECOND GRADE

2.Structure and Properties of Matter *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

KINDERGARTEN

K-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a

FIFTH GRADE

5-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a MS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND Body2. Body3. MS-LS1-3 From Molecules to Organisms: Structures and Processes. Students who demonstrate understanding can: MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form

tissues

FOURTH GRADE

4-PS4 Waves and their Applications in Technologies for Information Transfer *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. HIGH SCHOOL LIFE SCIENCE High School Life Sciences . Students in high school develop understanding of key concepts that help them make sense of life science. The ideas are building NEXT GENERATION SCIENCE STANDARDSTHE STANDARDSINSTRUCTION AND ASSESSMENTPLANNING AND COMMUNICATIONAPPENDICES The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students. A goal for developing the NGSS was to create a set of research-based, up-to-date K–12 science

standards.

EVIDENCE STATEMENTS

Evidence Statements. NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations. To learn more about the

FIRST GRADE

1.Structure, Function, and Information Processing *The performance expectations marked with an asterisk integrate traditional science content with engineering through a EQUIP RUBRIC FOR SCIENCE The EQuIP Rubric for Science provides criteria by which to measure how well lessons and units are designed for the NGSS.. The purpose of the rubric and review process is to: (1) review existing lessons and units to determine what revisions are needed; (2) provide constructive criterion-based feedback and suggestions for improvement to developers; (3) identify examples/models for teachers

SECOND GRADE

2.Structure and Properties of Matter *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

KINDERGARTEN

K-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a

FIFTH GRADE

5-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a MS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND Body2. Body3. MS-LS1-3 From Molecules to Organisms: Structures and Processes. Students who demonstrate understanding can: MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form

tissues

FOURTH GRADE

4-PS4 Waves and their Applications in Technologies for Information Transfer *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. HIGH SCHOOL LIFE SCIENCE High School Life Sciences . Students in high school develop understanding of key concepts that help them make sense of life science. The ideas are building

READ THE STANDARDS

LS1D: Information Processing. LS2A: Interdependent Relationships in Ecosystems. LS2B: Cycles of Matter and Energy Transfer in Ecosystems. LS2C: Ecosystems Dynamics, Functioning and Resilience. LS2D: Social Interactions and Group Behavior. LS3A: Inheritance of Traits. LS3B: Variation of Traits.

SECOND GRADE

2.Interdependent Relationships in Ecosystems *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. HS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature,

MS-PS3-3 ENERGY

MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.*

[Assessment

Boundary: Assessment does not include calculating the total amount of thermal energy transferred. MS-ESS2-3 EARTH'S SYSTEMS MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as

4-PS3-1 ENERGY

4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. [Assessment Boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of

energy.

KINDERGARTEN

K-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a

THIRD GRADE

Third Grade . The performance expectations in third grade help students formulate answers to questions such as: “What is typical weather in different parts of the world and during different times of

the

K-ESS2-1 EARTH'S SYSTEMS K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in

a month.

MS-ESS2-4 EARTH'S SYSTEMS MS-ESS2-4. Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the

hydrologic cycle.

NEXT GENERATION SCIENCE STANDARDSTHE STANDARDSINSTRUCTION AND ASSESSMENTPLANNING AND COMMUNICATIONAPPENDICES The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students. A goal for developing the NGSS was to create a set of research-based, up-to-date K–12 science

standards.

EVIDENCE STATEMENTS

Evidence Statements. NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations. To learn more about the

FIRST GRADE

1.Structure, Function, and Information Processing *The performance expectations marked with an asterisk integrate traditional science content with engineering through a MS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND Body2. Body3. MS-LS1-3 From Molecules to Organisms: Structures and Processes. Students who demonstrate understanding can: MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form

tissues

SECOND GRADE

2.Structure and Properties of Matter *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. HS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature,

THIRD GRADE

Third Grade . The performance expectations in third grade help students formulate answers to questions such as: “What is typical weather in different parts of the world and during different times of

the

KINDERGARTEN

K-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a 5-PS1-4 MATTER AND ITS INTERACTIONS 5-PS1-4 Matter and Its Interactions. Students who demonstrate understanding can: 5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances. The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science

Education:

HS-PS4-1

HS-PS4-3 Students who demonstrate understanding can: HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that

electromagnetic

NEXT GENERATION SCIENCE STANDARDSTHE STANDARDSINSTRUCTION AND ASSESSMENTPLANNING AND COMMUNICATIONAPPENDICES The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students. A goal for developing the NGSS was to create a set of research-based, up-to-date K–12 science

standards.

EVIDENCE STATEMENTS

Evidence Statements. NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations. To learn more about the

FIRST GRADE

1.Structure, Function, and Information Processing *The performance expectations marked with an asterisk integrate traditional science content with engineering through a MS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND Body2. Body3. MS-LS1-3 From Molecules to Organisms: Structures and Processes. Students who demonstrate understanding can: MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form

tissues

SECOND GRADE

2.Structure and Properties of Matter *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. HS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature,

THIRD GRADE

Third Grade . The performance expectations in third grade help students formulate answers to questions such as: “What is typical weather in different parts of the world and during different times of

the

KINDERGARTEN

K-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a 5-PS1-4 MATTER AND ITS INTERACTIONS 5-PS1-4 Matter and Its Interactions. Students who demonstrate understanding can: 5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances. The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science

Education:

HS-PS4-1

HS-PS4-3 Students who demonstrate understanding can: HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that

electromagnetic

EVIDENCE STATEMENTS

Evidence Statements. NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations. To learn more about the evidence statements

MS-PS3-3 ENERGY

MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.*

[Assessment

Boundary: Assessment does not include calculating the total amount of thermal energy transferred. HS-ESS2-5 EARTH'S SYSTEMS HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. [Clarification Statement: Emphasis is on mechanical and chemical investigations with water and a variety of solid materials to provide the evidence for connections between the hydrologic cycle and system interactions commonly known as the rock cycle.

FIFTH GRADE

5-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a HS-ESS3-1 EARTH AND HUMAN ACTIVITY HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. [Clarification Statement: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of HIGH SCHOOL LIFE SCIENCE High School Life Sciences . Students in high school develop understanding of key concepts that help them make sense of life science. The ideas are building

4-PS3-1 ENERGY

4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. [Assessment Boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of

energy.

SECOND GRADE

2.Interdependent Relationships in Ecosystems *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

FOURTH GRADE

4-PS4 Waves and their Applications in Technologies for Information Transfer *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. MS-PS4-1 WAVES AND THEIR APPLICATIONS IN TECHNOLOGIES FOR MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the

energy in a wave.

NEXT GENERATION SCIENCE STANDARDSTHE STANDARDSINSTRUCTION AND ASSESSMENTPLANNING AND COMMUNICATIONAPPENDICES The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students. A goal for developing the NGSS was to create a set of research-based, up-to-date K–12 science

standards.

EVIDENCE STATEMENTS

Evidence Statements. NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations. To learn more about the

FIRST GRADE

1.Structure, Function, and Information Processing *The performance expectations marked with an asterisk integrate traditional science content with engineering through a MS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND Body2. Body3. MS-LS1-3 From Molecules to Organisms: Structures and Processes. Students who demonstrate understanding can: MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form

tissues

SECOND GRADE

2.Structure and Properties of Matter *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. HS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature,

THIRD GRADE

Third Grade . The performance expectations in third grade help students formulate answers to questions such as: “What is typical weather in different parts of the world and during different times of

the

KINDERGARTEN

K-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a 5-PS1-4 MATTER AND ITS INTERACTIONS 5-PS1-4 Matter and Its Interactions. Students who demonstrate understanding can: 5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances. The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science

Education:

HS-PS4-1

HS-PS4-3 Students who demonstrate understanding can: HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that

electromagnetic

NEXT GENERATION SCIENCE STANDARDSTHE STANDARDSINSTRUCTION AND ASSESSMENTPLANNING AND COMMUNICATIONAPPENDICES The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students. A goal for developing the NGSS was to create a set of research-based, up-to-date K–12 science

standards.

EVIDENCE STATEMENTS

Evidence Statements. NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations. To learn more about the

FIRST GRADE

1.Structure, Function, and Information Processing *The performance expectations marked with an asterisk integrate traditional science content with engineering through a MS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND Body2. Body3. MS-LS1-3 From Molecules to Organisms: Structures and Processes. Students who demonstrate understanding can: MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form

tissues

SECOND GRADE

2.Structure and Properties of Matter *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. HS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature,

THIRD GRADE

Third Grade . The performance expectations in third grade help students formulate answers to questions such as: “What is typical weather in different parts of the world and during different times of

the

KINDERGARTEN

K-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a 5-PS1-4 MATTER AND ITS INTERACTIONS 5-PS1-4 Matter and Its Interactions. Students who demonstrate understanding can: 5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances. The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science

Education:

HS-PS4-1

HS-PS4-3 Students who demonstrate understanding can: HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that

electromagnetic

EVIDENCE STATEMENTS

Evidence Statements. NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations. To learn more about the evidence statements

MS-PS3-3 ENERGY

MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.*

[Assessment

Boundary: Assessment does not include calculating the total amount of thermal energy transferred. HS-ESS2-5 EARTH'S SYSTEMS HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. [Clarification Statement: Emphasis is on mechanical and chemical investigations with water and a variety of solid materials to provide the evidence for connections between the hydrologic cycle and system interactions commonly known as the rock cycle.

FIFTH GRADE

5-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a HS-ESS3-1 EARTH AND HUMAN ACTIVITY HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. [Clarification Statement: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of HIGH SCHOOL LIFE SCIENCE High School Life Sciences . Students in high school develop understanding of key concepts that help them make sense of life science. The ideas are building

4-PS3-1 ENERGY

4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. [Assessment Boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of

energy.

SECOND GRADE

2.Interdependent Relationships in Ecosystems *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

FOURTH GRADE

4-PS4 Waves and their Applications in Technologies for Information Transfer *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. MS-PS4-1 WAVES AND THEIR APPLICATIONS IN TECHNOLOGIES FOR MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the

energy in a wave.

NEXT GENERATION SCIENCE STANDARDSTHE STANDARDSINSTRUCTION AND ASSESSMENTPLANNING AND COMMUNICATIONAPPENDICES The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students. A goal for developing the NGSS was to create a set of research-based, up-to-date K–12 science

standards.

EVIDENCE STATEMENTS

Evidence Statements. NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations. To learn more about the

FIRST GRADE

1.Structure, Function, and Information Processing *The performance expectations marked with an asterisk integrate traditional science content with engineering through a MS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND Body2. Body3. MS-LS1-3 From Molecules to Organisms: Structures and Processes. Students who demonstrate understanding can: MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form

tissues

SECOND GRADE

2.Structure and Properties of Matter *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. HS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature,

THIRD GRADE

Third Grade . The performance expectations in third grade help students formulate answers to questions such as: “What is typical weather in different parts of the world and during different times of

the

KINDERGARTEN

K-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a 5-PS1-4 MATTER AND ITS INTERACTIONS 5-PS1-4 Matter and Its Interactions. Students who demonstrate understanding can: 5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances. The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science

Education:

HS-PS4-1

HS-PS4-3 Students who demonstrate understanding can: HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that

electromagnetic

NEXT GENERATION SCIENCE STANDARDSTHE STANDARDSINSTRUCTION AND ASSESSMENTPLANNING AND COMMUNICATIONAPPENDICES The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students. A goal for developing the NGSS was to create a set of research-based, up-to-date K–12 science

standards.

EVIDENCE STATEMENTS

Evidence Statements. NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations. To learn more about the

FIRST GRADE

1.Structure, Function, and Information Processing *The performance expectations marked with an asterisk integrate traditional science content with engineering through a MS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND Body2. Body3. MS-LS1-3 From Molecules to Organisms: Structures and Processes. Students who demonstrate understanding can: MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form

tissues

SECOND GRADE

2.Structure and Properties of Matter *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. HS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature,

THIRD GRADE

Third Grade . The performance expectations in third grade help students formulate answers to questions such as: “What is typical weather in different parts of the world and during different times of

the

KINDERGARTEN

K-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a 5-PS1-4 MATTER AND ITS INTERACTIONS 5-PS1-4 Matter and Its Interactions. Students who demonstrate understanding can: 5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances. The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science

Education:

HS-PS4-1

HS-PS4-3 Students who demonstrate understanding can: HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that

electromagnetic

EVIDENCE STATEMENTS

Evidence Statements. NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations. To learn more about the evidence statements 1.WAVES: LIGHT AND SOUND 1.Waves: Light and Sound. 1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. [Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter

MS-PS3-3 ENERGY

MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.*

[Assessment

Boundary: Assessment does not include calculating the total amount of thermal energy transferred.

SECOND GRADE

2.Interdependent Relationships in Ecosystems *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

FIFTH GRADE

5-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a HS-ESS2-5 EARTH'S SYSTEMS HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. [Clarification Statement: Emphasis is on mechanical and chemical investigations with water and a variety of solid materials to provide the evidence for connections between the hydrologic cycle and system interactions commonly known as the rock cycle.

4-PS3-1 ENERGY

4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. [Assessment Boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of

energy.

FOURTH GRADE

4-PS4 Waves and their Applications in Technologies for Information Transfer *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. HIGH SCHOOL LIFE SCIENCE High School Life Sciences . Students in high school develop understanding of key concepts that help them make sense of life science. The ideas are building MS-PS4-1 WAVES AND THEIR APPLICATIONS IN TECHNOLOGIES FOR MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the

energy in a wave.

NEXT GENERATION SCIENCE STANDARDSTHE STANDARDSINSTRUCTION AND ASSESSMENTPLANNING AND COMMUNICATIONAPPENDICES The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students. A goal for developing the NGSS was to create a set of research-based, up-to-date K–12 science

standards.

EVIDENCE STATEMENTS

Evidence Statements. NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations. To learn more about the

FIRST GRADE

1.Structure, Function, and Information Processing *The performance expectations marked with an asterisk integrate traditional science content with engineering through a

SECOND GRADE

2.Structure and Properties of Matter *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

THIRD GRADE

Third Grade . The performance expectations in third grade help students formulate answers to questions such as: “What is typical weather in different parts of the world and during different times of

the

KINDERGARTEN

K-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a MS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND Body2. Body3. MS-LS1-3 From Molecules to Organisms: Structures and Processes. Students who demonstrate understanding can: MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form

tissues

FIFTH GRADE

5-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a HIGH SCHOOL LIFE SCIENCE High School Life Sciences . Students in high school develop understanding of key concepts that help them make sense of life science. The ideas are building

FOURTH GRADE

4-PS4 Waves and their Applications in Technologies for Information Transfer *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. NEXT GENERATION SCIENCE STANDARDSTHE STANDARDSINSTRUCTION AND ASSESSMENTPLANNING AND COMMUNICATIONAPPENDICES The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students. A goal for developing the NGSS was to create a set of research-based, up-to-date K–12 science

standards.

EVIDENCE STATEMENTS

Evidence Statements. NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations. To learn more about the

FIRST GRADE

1.Structure, Function, and Information Processing *The performance expectations marked with an asterisk integrate traditional science content with engineering through a

SECOND GRADE

2.Structure and Properties of Matter *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

THIRD GRADE

Third Grade . The performance expectations in third grade help students formulate answers to questions such as: “What is typical weather in different parts of the world and during different times of

the

KINDERGARTEN

K-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a MS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND Body2. Body3. MS-LS1-3 From Molecules to Organisms: Structures and Processes. Students who demonstrate understanding can: MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form

tissues

FIFTH GRADE

5-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a HIGH SCHOOL LIFE SCIENCE High School Life Sciences . Students in high school develop understanding of key concepts that help them make sense of life science. The ideas are building

FOURTH GRADE

4-PS4 Waves and their Applications in Technologies for Information Transfer *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. EQUIP RUBRIC FOR SCIENCE The EQuIP Rubric for Science provides criteria by which to measure how well lessons and units are designed for the NGSS.. The purpose of the rubric and review process is to: (1) review existing lessons and units to determine what revisions are needed; (2) provide constructive criterion-based feedback and suggestions for improvement to developers; (3) identify examples/models for teachers NEW YORK | NEXT GENERATION SCIENCE STANDARDS The New York State Board of Regents adopted the New York State Learning Standards for Mathematics, Science, and Technology in 1996, which were made up of seven standards: four process standards which were common across the three content areas, and three content standards, one for each subject, mathematics, science, and technology.

SECOND GRADE

2.Interdependent Relationships in Ecosystems *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. 2-ESS2-1 EARTH'S SYSTEMS 2-ESS2-1 Earth's Systems. Students who demonstrate understanding can: 2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* [Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different

designs for

MS-ESS2-4 EARTH'S SYSTEMS MS-ESS2-4. Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the

hydrologic cycle.

HS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, HS-ESS3-1 EARTH AND HUMAN ACTIVITY HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. [Clarification Statement: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of 2-LS2-1 ECOSYSTEMS: INTERACTIONS, ENERGY, AND DYNAMICS Body2. Body3. 2-LS2-1 Ecosystems: Interactions, Energy, and Dynamics. Students who demonstrate understanding can: 2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow. The performance expectation above was developed

using

FOURTH GRADE

4-PS4 Waves and their Applications in Technologies for Information Transfer *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. MS-ESS1-4 EARTH'S PLACE IN THE UNIVERSE MS-ESS1-4. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. [Clarification Statement: Emphasis is on how analyses of rock formations and the fossils they contain are used to establish relative ages of major events in

Earth’s history.

NEXT GENERATION SCIENCE STANDARDSTHE STANDARDSINSTRUCTION AND ASSESSMENTPLANNING AND COMMUNICATIONAPPENDICES GET TO KNOW. The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students.

READ THE STANDARDS

Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local

environment.*

EVIDENCE STATEMENTS

NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at

FIRST GRADE

1.Structure, Function, and Information Processing *The performance expectations marked with an asterisk integrate traditional science content with engineering through a

KINDERGARTEN

K-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a MS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions.

THIRD GRADE

Third Grade . The performance expectations in third grade help students formulate answers to questions such as: “What is typical weather in different parts of the world and during different times of

the

1.WAVES: LIGHT AND SOUND The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:: Science and Engineering Practices Planning and Carrying Out Investigations. Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations,

FIFTH GRADE

5-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a

HS-PS4-1

HS-PS4-3 Students who demonstrate understanding can: HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that

electromagnetic

NEXT GENERATION SCIENCE STANDARDSTHE STANDARDSINSTRUCTION AND ASSESSMENTPLANNING AND COMMUNICATIONAPPENDICES The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students. A goal for developing the NGSS was to create a set of research-based, up-to-date K–12 science

standards.

READ THE STANDARDS

LS1D: Information Processing. LS2A: Interdependent Relationships in Ecosystems. LS2B: Cycles of Matter and Energy Transfer in Ecosystems. LS2C: Ecosystems Dynamics, Functioning and Resilience. LS2D: Social Interactions and Group Behavior. LS3A: Inheritance of Traits. LS3B: Variation of Traits.

EVIDENCE STATEMENTS

Evidence Statements. NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations. To learn more about the

FIRST GRADE

1.Structure, Function, and Information Processing *The performance expectations marked with an asterisk integrate traditional science content with engineering through a MS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND Body2. Body3. MS-LS1-3 From Molecules to Organisms: Structures and Processes. Students who demonstrate understanding can: MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form

tissues

KINDERGARTEN

K-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a

THIRD GRADE

Third Grade . The performance expectations in third grade help students formulate answers to questions such as: “What is typical weather in different parts of the world and during different times of

the

1.WAVES: LIGHT AND SOUND 1.Waves: Light and Sound. 1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. [Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter

FIFTH GRADE

5-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a

HS-PS4-1

HS-PS4-3 Students who demonstrate understanding can: HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that

electromagnetic

READ THE STANDARDS

LS1D: Information Processing. LS2A: Interdependent Relationships in Ecosystems. LS2B: Cycles of Matter and Energy Transfer in Ecosystems. LS2C: Ecosystems Dynamics, Functioning and Resilience. LS2D: Social Interactions and Group Behavior. LS3A: Inheritance of Traits. LS3B: Variation of Traits.

NGSS DESIGN BADGE

What is the NGSS Design Badge? NextGenScience awards a digital badge called the “NGSS Design Badge” to science units designed for the NGSS that have earned the highest rating on the Educators Evaluating the Quality of Instructional Products (EQuIP) Rubric for Science based on a review conducted by NextGenScience or its Science Peer Review EQUIP RUBRIC FOR SCIENCE The EQuIP Rubric for Science provides criteria by which to measure how well lessons and units are designed for the NGSS.. The purpose of the rubric and review process is to: (1) review existing lessons and units to determine what revisions are needed; (2) provide constructive criterion-based feedback and suggestions for improvement to developers; (3) identify examples/models for teachers

MS-PS3-3 ENERGY

MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.*

[Assessment

Boundary: Assessment does not include calculating the total amount of thermal energy transferred. HS-ESS2-5 EARTH'S SYSTEMS HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. [Clarification Statement: Emphasis is on mechanical and chemical investigations with water and a variety of solid materials to provide the evidence for connections between the hydrologic cycle and system interactions commonly known as the rock cycle. OHIO | NEXT GENERATION SCIENCE STANDARDS The revised standards are in the process of implementation, with complete transition to the revised standards to occur in 2013–14. Science is assessed in Ohio in grades 5 and 8 through the Ohio Achievement Test and in high school through the Ohio Graduation Test in Science which covers the six academic content standards: earth and

space

2-ESS2-1 EARTH'S SYSTEMS 2-ESS2-1 Earth's Systems. Students who demonstrate understanding can: 2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* [Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different

designs for

HIGH SCHOOL LIFE SCIENCE High School Life Sciences . Students in high school develop understanding of key concepts that help them make sense of life science. The ideas are building HS-ESS3-1 EARTH AND HUMAN ACTIVITY HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. [Clarification Statement: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of

HS-LS2-2

HS-LS2-2 Students who demonstrate understanding can: HS-LS2-2. Use mathematical representations to support and revise explanations based

on

NEXT GENERATION SCIENCE STANDARDSTHE STANDARDSINSTRUCTION AND ASSESSMENTPLANNING AND COMMUNICATIONAPPENDICES GET TO KNOW. The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students.

READ THE STANDARDS

Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local

environment.*

EVIDENCE STATEMENTS

NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at

FIRST GRADE

1.Structure, Function, and Information Processing *The performance expectations marked with an asterisk integrate traditional science content with engineering through a

KINDERGARTEN

K-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a MS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions.

THIRD GRADE

Third Grade . The performance expectations in third grade help students formulate answers to questions such as: “What is typical weather in different parts of the world and during different times of

the

1.WAVES: LIGHT AND SOUND The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:: Science and Engineering Practices Planning and Carrying Out Investigations. Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations,

FIFTH GRADE

5-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a

HS-PS4-1

HS-PS4-3 Students who demonstrate understanding can: HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that

electromagnetic

NEXT GENERATION SCIENCE STANDARDSTHE STANDARDSINSTRUCTION AND ASSESSMENTPLANNING AND COMMUNICATIONAPPENDICES GET TO KNOW. The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students.

READ THE STANDARDS

Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local

environment.*

EVIDENCE STATEMENTS

NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at

FIRST GRADE

1.Structure, Function, and Information Processing *The performance expectations marked with an asterisk integrate traditional science content with engineering through a

KINDERGARTEN

K-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a MS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions.

THIRD GRADE

Third Grade . The performance expectations in third grade help students formulate answers to questions such as: “What is typical weather in different parts of the world and during different times of

the

1.WAVES: LIGHT AND SOUND The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:: Science and Engineering Practices Planning and Carrying Out Investigations. Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations,

FIFTH GRADE

5-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a

HS-PS4-1

HS-PS4-3 Students who demonstrate understanding can: HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that

electromagnetic

READ THE STANDARDS

Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local

environment.*

EQUIP RUBRIC FOR SCIENCE The EQuIP Rubric for Science provides criteria by which to measure how well lessons and units are designed for the NGSS.. The purpose of the rubric and review process is to: (1) review existing lessons and units to determine what revisions are needed; (2) provide constructive criterion-based feedback and suggestions for improvement to developers; (3) identify examples/models for teachers

NGSS DESIGN BADGE

The NGSS Design Badge is awarded to top-rated science units designed for the Next Generation Science Standards (NGSS). Learn more about the digital badge below.

MS-PS3-3 ENERGY

MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.*

[Assessment

Boundary: Assessment does not include calculating the total amount of thermal energy transferred. HS-ESS2-5 EARTH'S SYSTEMS HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. [Clarification Statement: Emphasis is on mechanical and chemical investigations with water and a variety of solid materials to provide the evidence for connections between the hydrologic cycle and system interactions commonly known as the rock cycle. 2-ESS2-1 EARTH'S SYSTEMS 2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* OHIO | NEXT GENERATION SCIENCE STANDARDS The following summarizes content from the state's application for Lead State Partner in 2011. Superintendent of Public Instruction: Richard A. Ross. Primary Point of Contact: Esther Hopkins — Mathematics and Science Partnership Program Coordinator. Partner Organizations: Science Education Council of Ohio; Environmental Education Council of Ohio; Ohio Math and Science Supervisors; Ohio HS-ESS3-1 EARTH AND HUMAN ACTIVITY HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. [Clarification Statement: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of HIGH SCHOOL LIFE SCIENCE High School Life Sciences . Students in high school develop understanding of key concepts that help them make sense of life science. The ideas are building

HS-LS2-2

HS-LS2-2 Students who demonstrate understanding can: HS-LS2-2. Use mathematical representations to support and revise explanations based

on

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IMPROVING SCIENCE EDUCATION THROUGH THREE-DIMENSIONAL LEARNING Quick Search Next Generation Science Standards

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THE THREE DIMENSIONS OF SCIENCE LEARNING Within the Next Generation Science Standards (NGSS), there are three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard—or performance expectation—and each dimension works with the other two to help students build a cohesive understanding of science over time. ‌‌‌CROSSCUTTING CONCEPTS Crosscutting Concepts help students explore connections across the four domains of science, including Physical Science, Life Science, Earth and Space Science, and Engineering Design. When these concepts, such as “cause and effect”, are made explicit for students, they can help students develop a coherent and scientifically-based view of the world around them. ‌‌‌SCIENCE AND ENGINEERING PRACTICES Science and Engineering Practices describe what scientists do to investigate the natural world and what engineers do to design and build systems. The practices better explain and extend what is meant by “inquiry” in science and the range of cognitive, social, and physical practices that it requires. Students engage in practices to build, deepen, and apply their knowledge of core ideas and crosscutting concepts. ‌‌‌DISCIPLINARY CORE IDEAS Disciplinary Core Ideas (DCIs) are the key ideas in science that have broad importance within or across multiple science or engineering disciplines. These core ideas build on each other as students progress through grade levels and are grouped into the following four domains: Physical Science, Life Science, Earth and Space Science, and

Engineering.

More about 3D Learning

GET TO KNOW

The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students. A goal for developing the NGSS was to create a set of research-based, up-to-date K–12 science standards. These standards give local educators the flexibility to design classroom learning experiences that stimulate students’ interests in science and prepares them for college, careers, and citizenship. Get to Know the Standards

INTRODUCTION

ECONOMIC INNOVATION DEPENDS ON A BROAD FOUNDATION OF MATH AND SCIENCE

LEARNING

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SCIENCE STANDARDS PREVIOUSLY UNCHANGED SINCE EARLY 1980S

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RIGOROUS DEVELOPMENT PROCESS LED BY STATE PARTNERS

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SUPPORTED BY BUSINESSES, SCIENTISTS, EDUCATORS, AND THE PUBLIC

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WHY

Science—and therefore science education—is central to the lives of

all Americans.

A high-quality science education means that students will develop an in-depth understanding of content and develop key skills—communication, collaboration, inquiry, problem solving, and flexibility—that will serve them throughout their educational and

professional lives.

IMPLEMENT

The NGSS call for a three-dimensional approach to K–12 science instruction. This represents a significant transition from previous state standards. That’s why effective implementation demands a great deal of collaboration and patience among states, districts, schools, teachers, and students. Thoughtful and coordinated approaches to implementation will enable educators to inspire future generations of scientifically literate students. _That is the vision of the NGSS_. This website provides a range of high-quality resources that empower educators, administrators, parents, and the general public to help bring this

vision to life.

Find Tools and Resources CLASSROOM SAMPLE TASKS

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RUBRIC FOR LESSONS AND UNITS

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MIDDLE AND HIGH SCHOOL COURSE MAPPING

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EVIDENCE STATEMENTS

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