Through the (NGSS), K-12 students learn science content as it is integrated with real-world applications and common themes (called cross-cutting concepts). This teaching method aims to prepare students for success in STEM learning (science, technology, engineering, and math), as well as careers in the field and informed decision-making throughout life.In mid-December, PLT had the opportunity to speak with Stephen Pruitt, Ph.D., Senior Vice-President of, about how educators can orient themselves to understanding and implementing NGSS and how environmental education can support NGSS’s vision of science education. Achieve, Inc. Coordinated development of the standards on behalf of the (NRC), (NSTA), and (AAAS).The day before our conversation with Pruitt, Washington, DC, became the ninth jurisdiction in the nation to adopt the standards, joining California, Delaware, Kansas, Kentucky, Maryland, Rhode Island, Vermont, and Washington.Even among the states that have formally adopted the standards, Pruitt stressed the long time horizon inherent in their implementation. These states are now constructing 3-5 year implementation plans that will prepare and support teachers in making the transition a success. That being said, Pruitt suggested now is the time to start reading and understanding the standards with a careful eye to the future. Whether or not your state adopts NGSS, Pruitt reminded us that “they are based on research on the right way to teach science.” Integration and EngagementNGSS has three domains: disciplinary core ideas, scientific and engineering practices, and cross-cutting concepts.
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In Parlier Unified, our teachers will build lessons based on the Next Generation Science Standards to ensure our students are ready for the California state assessment at in the spring (SBAC). All science teachers in grades 7-12 have been provided these NGSS curriculum maps and pacing guides to support and guide their instruction with your. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product. This correlation lists the recommended Gizmos for the Next Generation Science Standards.
Integration of these three domains is emphasized to bring a context for application more fully into the realm of science education. Based on the developed by the National Research Council, NGSS focuses on a smaller set of core ideas than other academic standards. In doing so, NGSS favors depth of understanding and application of content over quantity of knowledge gained.“The reaction has been very positive,” Pruitt said as he described his and his colleagues’ travels around the country to share and properly explain NGSS with educators. “A lot of science teachers are saying it’s what we have wanted to do for years.” NGSS is now positioned to offer the guidelines and rigor towards student performance expectations that will demonstrate science education has not only been done, but also that it has been done well. “Focus on One Thing and Do It Well”In April of 2013, the National Academies Press published.
(The online version is free, and a print copy can also be purchased.) Recognizing that the two-volume publication takes time to absorb, Pruitt recommended starting piece by piece. “Get to know the standards slowly,” he suggested. One tactic: “Start with the front matter and the Appendices on the three domains. Then pick just one or two of the standards and do them really well.”He stressed that the standards are goals, and the curricula used to meet these goals is up to the individual states and school districts.
As noted in NGSS’s executive summary, “the performance expectations do not dictate curriculum; rather, they are coherently developed to allow flexibility in the instruction of the standards.”A number of resources are available or under development to explain NGSS and ideas to support them. The and provide the latest updates.Environmental Education and NGSSPruitt noted that the standards “do not shy away from using the environment” to teach science and observed that “it’s fairly easy to use the environment to teach multiple things in science.” Using the environment as a context for learning is something that Project Learning Tree champions.
The curriculum framework was adopted by the State Board of Education on November 3, 2016. This is the final published version.
The California Department of Education is committed to making its educational materials accessible to all.
This 2016 Science Framework for California Public Schools has been designed to be accessible to assistive technologies that are often used by persons with disabilities. Most of the framework is compliant with federal Section 508 of the Rehabilitation Act of 1973 (as amended).
A few components could not be altered to be compliant without changing the intent and functionality of the original document as approved by the California State Board of Education. Where possible, mitigating features or content have been added to improve accessibility to noncompliant components. Any person having difficulty in accessing the 2016 Science Framework for California Public Schools is encouraged to contact Curriculum Frameworks and Instructional Resources Division at [email protected] or 916-319-0453 to make an American’s with Disabilities Act (ADA) accommodation request.
State Board of Education Policy on the Teaching of Natural Sciences (PDF)
Front Matter (PDF)
Foreword (PDF)
Acknowledgments (PDF)
Chapter 1: Overview of the California Next Generation Science Standards (PDF; 3MB)
Chapter 2: Transitional Kindergarten (PDF)
Chapter 3: Kindergarten Through Grade Two (PDF; 4MB)
Chapter 4: Grades Three Through Five (PDF; 8MB)
Chapter 5: Preferred Integrated Course Model for Grades Six Through Eight (PDF; 11MB)
Chapter 6: Discipline Specific Course Model for Grades Six Through Eight (PDF; 9MB)
Chapter 7: High School Three-Course Model (PDF; 20MB)
Chapter 8: High School Four-Course Model (PDF; 23MB)
Chapter 9: Assessment (PDF; 3MB)
Chapter 10: Access and Equity (PDF; 1MB)
Chapter 11: Instructional Strategies for CA NGSS Teaching and Learning in the Twenty-First Century (PDF; 2MB)
Chapter 12: Implementing High-Quality Science Instruction: Professional Learning, Leadership, and Supports (PDF; 1MB)
Chapter 13: Instructional Resources to Support the Next Generation Science Standards for California Public Schools (PDF)
Appendix 1: Progression of the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts in Kindergarten Through Grade Twelve (PDF)
Appendix 2: Connections to Environmental Principles and Concepts (PDF)
Appendix 3: Computer Science in Science (PDF)
Appendix 4: High School Three-Year Model: Every Science, Every Year (PDF; 3MB)
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Appendix 5: Recommended Literature for the Science Classroom (PDF)
Glossary Part 1 (PDF)
Glossary Part 2 (PDF)
Science Resources (PDF)
Science Framework Resources Links
Questions: Curriculum Frameworks and Instructional Resources Division | [email protected] | 916-319-0881
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