January/February 2017 – Vol. 29 No. 4

NGSS and the Primary Classroom

Posted: Thursday, May 2nd, 2013

by Michelle French

Since the public reviews of the Next Generation Science Standards have come to a close, like many primary teachers, I’ve been wondering what science will look like in kindergarten, first, and second grade classrooms. When I reviewed NGSS, its three dimensions were initially overwhelming to me. Then I took a deep breath… reread the document… and realized that the blending of NGSS’s three dimensions: Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts, actually created an environment for young students to not only know science content, but know how to act, think, and reason scientifically.

I was pleasantly surprised when I saw just how many of the concepts from the three dimensions my students and I were already exploring in my life science learning sequence. The sequence actually began many months before formal instruction began: my first grade students and I made frequent observations about the changes in the artichoke plant growing in the garden in front of our classroom. The standards students would be exploring were the current first grade standards: LS: 2a, 2b, 2e and IE: 4a-b. (CA State Science Standards for First Grade)

To organize the new learning sequence, I used the “5E” lesson design from K-12 Alliance. The 5E design consists of: Engage, Explore, Explain, Evaluate, and Extend. I have attached a shortened version on the lesson sequence. The attachment shows the “Engage” and “Explore” sections. In the Explore section, you will only see Day 5 in explicit detail. Know that the other four days followed a similar plan and addressed different structures. By mapping out the learning sequence, I was able to identify opportunities to highlight the NGSS Crosscutting Concept of “Structure and Function” repeatedly (see photo 5).

By the time we officially begin our learning sequence; my students had already developed many authentic questions about the artichoke plant. Students were encouraged to ask questions, and I recorded them on chart paper (see photo 1) that was left hanging on the wall throughout the learning sequence. Many student questions guided the inquiry process and we frequently referred back to them. This part of the learning sequence could be the NGSS equivalent in the Science and Engineering Practice dimension as “Asking Questions and Defining Problems.”

As we later began the “Engage” section, students drew upon their prior knowledge about living things, with plants in particular (see photo 2). This tied in with the NGSS Science and Engineering Practice, “Constructing Explanations and Designing Solutions,” which specifically states, “…solutions in K-2 builds on prior experiences and progresses to the use of evidence or ideas in constructing explanations….” It is imperative that students surface not only their accurate evidence and ideas, but also their misconceptions at the beginning of the learning sequence. This information needs to be explicitly recognized in order to allow students to connect and reconcile their new conceptual understandings of content with their previous understanding.

As we moved through the learning sequence, students used other components of the Science and Engineering dimension. For example, “Developing and Using Models” encourages students to record their knowledge in various ways (see photo 4). Throughout this sequence, students made diagrams and drawings that demonstrated the relationship between the plant’s structures and their functions. Additionally, “Obtaining, Evaluating, and Communicating Information” calls for students to read “grade appropriate texts.” This is part of the Explore section that I did not include in the plan itself. After the Explore section was completed, we turned to our adopted consumable science textbook. It was then that students could compare and contrast what they had learned in their direct observations and experiences with the information from the textbook and they could relate their understandings directly to the textbook. This process gave validity to what they experienced first-hand.

Not only do the NGSS allow us to rethink what we are doing specifically in science, they make direct connections to Common Core State Standards in both language arts and mathematics. As we teach science, we will be able to provide real, authentic reasons for listening, speaking, reading, writing and engaging in mathematical thinking. Common Core and NGSS have a beautiful synergy. It is time to stop teaching factoids and begin teaching for deeper, more meaningful understandings of content. The primary grades have an awesome responsibility of setting the foundation for this synergistic type of teaching and learning.

Again, I was pleasantly surprised to realize that many of the practices my students and I were engaging in are explicitly explored and refined in NGSS. I hope that this 5E learning sequence has highlighted some of the NGSS components for you. This lesson is just a beginning for me, and I hope that when our new science standards are adopted, primary teachers come to embrace the wonderful opportunities they provide for our young students.

Please, visit the NGSS website: http://www.nextgenscience.org/ for more information. Many of the supporting documents are still available to review even though the main document has been removed for revision. The NGSS final draft will soon be available for us. I encourage all primary teachers to have a voice and comment on the final document.

Photo 1: Engage:  Student’s Authentic Questions

Photo 1 – Engage: Student’s Authentic Questions

Photo 2 – Engage:  Accessing Students’ Prior Knowledge

Photo 2 – Engage: Accessing Students’ Prior Knowledge

Photo 3 – Explore:  Classroom artichoke sample

Photo 3 – Explore: Classroom artichoke sample

Photo 4 – Explore:  Classroom garden artichoke

Photo 4 – Explore: Classroom garden artichoke

Photo 5 - Highlighting the NGSS Crosscutting Concept of “Structure and Function”

Photo 5 – Highlighting the NGSS Crosscutting Concept of “Structure and Function”

Written by Michelle French

Michelle French is a STEM Curriculum Specialist at the Tulare County Office of Education, was CSTA’s primary director (2011-2013), and is a member of CSTA.

One Response

  1. Awesome stuff Michelle!

Leave a Reply

LATEST POST

Science Assessment Update – Alternate Pilot Item Available

Posted: Thursday, January 26th, 2017

California Alternate Assessment for Science Training Sample Is Here!

The training test for the California Alternate Assessment (CAA) for Science is now available on the CAASPP Portal CAAs Web page! This training test is the same type of embedded performance task (PT) that will be administered during this year’s pilot CAA for Science. Designed to be administered one on one, the training test PT is nonsecure and for use in preparing for the pilot CAA for Science.

The training test is aligned with the grade five California Next Generation Science Standards but can be used by students in any of the tested grades to familiarize both educators, students, parents, and stakeholders with the testing format of the pilot. The CDE is preparing a letter for LEAs to use to inform parents about this innovative test and the availability of the training test. Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

STEM Conference Hosted by CMSESMC

Posted: Saturday, January 14th, 2017

The Council of Math/Science Educators of San Mateo County will be hosting the 41st annual STEM Conference this February 4, 2017 at the San Mateo County Office of Education. This STEM Conference is the place to get lots of new lessons and ideas to use in your classroom. There will be over twenty-five workshops and a variety of exhibitors that provide participants with a wide range of practical and realistic ideas and resources to use in their science, technology, engineering and math (STEM) programs from Pre-K to grade 12. With California’s adoption of the Common Core State Standards and the Next Generation Science Standards, we are dedicated to ensuring that we prepare our teachers to take on these educational policies.

Teachers, administrators, and parents are invited to explore the many exciting aspects of STEM education and learn about and discuss the latest news, information, and issues. This is also an opportunity to network with colleagues who can assist you in building your programs and meet new friends that share your interests and love of teaching. Register online today!

Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Submit Your NGSS Lessons and Units Today!

Posted: Friday, January 13th, 2017

Achieve has launched and is facilitating an EQuIP Peer Review Panel for Science–a group of expert reviewers who will evaluate the quality and alignment of lessons and units to the standards–in an effort to identify and shine a spotlight on emerging high-quality lesson and unit plans designed for the NGSS.

If you or your state, district, school, or organization has designed NGSS-aligned instructional materials, please consider submitting these in order to help provide educators across the country with various models and templates of high-quality lesson and unit plans. Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Opportunity for High School Students – Los Angeles County

Posted: Friday, January 13th, 2017

An upcoming Perry Outreach Program on Saturday, April 22, 2017 at the Orthopaedic Institute for Children in Los Angeles, CA. The Perry Outreach Program is a free, one-day, hands-on experience for high school and college-aged women who are interested in pursuing careers in medicine and engineering. Students will hear from women leaders in these fields and try it for themselves by performing mock orthopaedic surgeries and biomechanics experiments. Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Science Education Policy Update

Posted: Friday, January 13th, 2017

by Jessica Sawko

January 2017 has proven to be a very busy month for science education policy and CA NGSS implementation activities. CSTA has been and will be there every step of the way, seeking and enacting all options to support high-quality science education and the successful implementation of CA NGSS.

California Department of Education/U.S. Department of Education Science Double-Testing Waiver Hearing

The year started with California Department of Education’s (CDE) hearing with the U.S. Department of Education conducted via WebEx on January 6, 2017. This hearing was the final step in California’s efforts to secure a waiver from the federal government in order to discontinue administration of the old CST and suspension of the reporting of student test scores on a science assessment for two years. As reported by EdSource, the U.S. Department of Education representative, Ann Whalen, a senior adviser to U.S. Secretary John King Jr., committed to making her final ruling “very shortly.” Deputy Superintendent Keric Ashley presented on behalf of CDE during the hearing and did an excellent job describing the broad-based support for this waiver in California, the rationale for the waiver, and California’s commitment to the successful implementation of a new high-quality science assessment. As previously reported, California is moving forward with its plans to administer a census pilot assessments this spring. The testing window is set to open on March 20, 2017. For more information visit New CA Science Test: What You Should Know.

Learn More…

Powered By DT Author Box

Written by Jessica Sawko

Jessica Sawko

Jessica Sawko is CSTA’s Executive Director.