How to Make Science Standards Work for You - Use them to Build Compelling Science Lessons
Ensuring that science lessons and activities meet academic standards and foster academic success can feel daunting. You may be unsure where to begin and how to proceed. Maybe you are unsure about concepts like NGSS, phenomena, science and engineering practices, crosscutting concepts, or disciplinary core ideas.
I get it. Luckily, I'm a true enthusiast of science standards – really. In this blog, I’ll guide you through the standards maze with ease.
In this blog post, we will cover the following topics:
Why teach or learn science anyway?
What science content does my student need to learn?
What are “standards”?
What value are science standards?
Examples of how to craft compelling lessons using science standards
Where do I find high-quality lessons that are fully aligned with my state’s academic standards?
Why teach or learn science anyway?
A carpenter, an astronaut, and an entrepreneur walk into a café. It sounds like the start of a joke, right? Don’t worry, I will skip to the point. What do all these folks have in common? Problem-solving. Problem-solving is a daily part of their lives. And I am guessing it is a daily part of your life too.
I was surprised to learn that many top business executives do not have law degrees, and some don’t even have business degrees. A 2019 study showed that 47% of them have Bachelor of Science degrees.
Why is a background in science and/or engineering good preparation for many jobs?
Simply because the central focus of science and engineering instruction is making sense of what is unfamiliar and solving problems.
Also, science gives students the chance to practice:
Being innovative: They cultivate innovation by developing, testing, and refining solutions to problems.
Being resilient: They learn that making mistakes is a natural part of problem-solving and the learning process in general.
Working with a team: They understand the importance of collaboration, sharing ideas, and dividing tasks to complete investigations and solve problems.
Thinking critically: They rely on evidence and logical reasoning, which are essential skills for any problem-solver.
These skills clearly benefit all of us. By nurturing an interest in science and engineering, students develop abilities that will serve them throughout their lives.
Science and Collaboration
Let’s get started!
What science content does my student need to learn?
Go to your state’s science standards. Search for your state’s Department of Education or see my resources page here. Locate the science standards section and ensure you're viewing the most recent version. Then look for the standards specific to your students' grade level. You'll find a list of the standards that educators are required to teach for the year.
What are “standards”?
A standard is a benchmark or guideline that defines what students should know and be able to do at each grade level.
There are three types of science standards in the U.S.:
Next Generation Science Standards (NGSS): Most states have adopted the NGSS.
Modified NGSS Standards: Some states have adopted standards based on the foundational document behind the NGSS. These standards are similar to NGSS but have unique elements. For example, Nebraska has personalized its content. In fourth grade, teachers use the fossils found in Nebraska when teaching about rock layers.
Non-NGSS Standards: A few states have science standards that are not based on the NGSS.
Unsure what type of science standards your state adopted? Here is a map.
Most states adopted NGSS or standards based on NGSS, so I will describe those standards further in this post, but please know these principles apply well to science teaching in general.
Some vocabulary to know
I’ll make it quick.
NGSS calls its standards Performance Expectations (PE)
Performance Expectations have three parts. These parts are called dimensions. No, this isn’t science fiction! It’s better, much better.
Here are the three dimensions: (I color coded them. It will help later.)
Disciplinary Core Ideas (DCI): The DCI refers to the science content
Science and Engineering Practices (SEP): The SEP refers to the skills and practices students use.
Crosscutting Concepts (CCC): The CCC refers to concepts that apply across all areas of science.
For a thorough description, your best resource is NGSS itself. In particular, I recommend this video which gives a complete tour of a performance expectation. You will come away with a clear understanding of the terminology and importance of the standards.
From PE to Phenomenon
What value are science standards?
In this section, I hope to show you what a great tool these standards are and their value as I have come to understand it.
First, I must start with phenomena. The most important aspect of a phenomenon is that it is compelling. It’s an event that is puzzling and intriguing. There is an uncertainty about it that compels students to learn more and to understand the science behind it.
So, how do students figure out a phenomenon? They use the three dimensions.
Science and Engineering Practices (SEP): What students will do to make sense of the phenomenon
There are eight SEPs:
o Asking questions and defining problems
o Developing and using models
o Planning and carrying out investigations
o Analyzing and interpreting data
o Using mathematics and computational thinking
o Constructing explanations and designing solutions
o Engaging in argument from evidence
o Obtaining, evaluating and communicating information
Crosscutting Concepts (CCC): The concept students will rely on to discover and use the content. (CCCs are often referred to as tools, but I think of them as clues or strategies to use for sensemaking!)
There are seven CCCs:
o Patterns
o Cause and effect
o Scale, proportion and quantity
o Systems and system models
o Energy and matter
o Structure and function
o Stability and change
Disciplinary Core Ideas (DCI): The content that students will discover and use to explain the phenomenon or solve a problem.
There are many. Here are the four main categories:
o Life Science
o Earth and Space Science
o Physical Science
o Engineering, Technology, and Applications of Science
What is an example of how to use a standard to craft a lesson?
Let’s put this together with an example.
An eight-year-old boy chuckles as his kitten slowly stalks a still and motionless toy. Suddenly, the kitten leaps and swats the toy across the floor. The kitten races after it and swats it with the other paw. The toy flies across the floor in the opposite direction. This continues in all directions.
The boy marvels at how the toy goes from stationary to zooming around an entire room. With the help of his teacher or parent, the boy can be guided to explore this phenomenon more using the following 3rd-grade Performance Expectations (PE):
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
In other words,
Science & Engineering Practice (SEP) describes what the boy will do
The boy will do an investigation and collect observations and data to use as evidence
Crosscutting Concept (CCC) identifies a concept or clue the boy can use to uncover the science content behind the phenomenon
He will use the clue of looking for cause-and-effect relationships in the observations and data (e.g., flinging the toy to the left causes the toy to slide across the floor to the left, watching the toy from behind the chair does not cause it to move, etc.)
Disciplinary Core Idea (DCI) lists the science content the boy will discover and use to explain the phenomenon
Forces act on objects with both strength and direction.
Forces can cause objects to change speed or direction of motion.
An object does not move if the forces sum to zero.
All this information is described in the Performance Expectation. As you become familiar with using the PEs, the PEs will become integral to helping you guide students in uncovering the wonders of their world.
An Important Note: Please don't feel limited by the PEs.
Don’t limit teaching and learning to only the CCC and SEP listed in the standard or PE. For example, if a PE lists the SEP of asking questions, don't limit students to only asking questions. Clearly, they can't find explanations by only asking questions—they must conduct tests or make models or do research too!
Also, don’t feel limited to addressing only one PE at a time. If it makes sense to bundle a couple PEs into one unit of instruction, I encourage you to do that.
How about an example with a high school standard?
Some twins want to know why they have almost identical facial features. Their teacher begins with this high school life science PE:
Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential function of life through systems of specialized cells.
In other words:
Crosscutting Concept (CCC) identifies a concept or strategy to help the students make sense of the phenomenon
The students will use the clue of using the structure-function relationship. They will examine the structure of the DNA molecule (probably with a model) to understand its function.
Disciplinary Core Idea (DCI) lists the science content the students will discover and use to explain the phenomenon
The student will learn that within the structure of the DNA molecule is a genetic code that contains instructions for the formation of proteins, which make up everything from cells to the main systems of human bodies and even facial features.
Science & Engineering Practice (SEP) describes what the students will do
The students will use evidence they find to construct an explanation
See how compelling this can make science for students!
It’s like telling students to play detective.
Students find a mystery…
Educators use a Performance Expectation (PE) to develop the underlying plot, and students unravel the story for themselves!
Where Do I Find Lessons That Align to My State’s Academic Standards?
I'm working on it! I can’t wait to share the lessons that I am developing for you. They are coming soon!
In the meantime, here are a few places where you can find high-quality resources that align with your state’s academic standards:
State Department of Education Websites: Many state education websites offer resources and lesson plans that are aligned with state standards.
Educational Organizations: I highly recommend the National Science Teachers Association (NSTA). I relied on this resource as a teacher, especially as a new teacher.
Professional Learning Communities: Joining online forums and professional networks can help you share and find resources that are aligned with your state’s standards.