Science Standards: Then and Now
Dee Dee Whitaker
Product Content Manager
July 2018
Many of us are making the shift to the Next Generation Science Standards* (NGSS) and 3 dimensions of learning. So what’s changing? How is the content changing? And where is the instructional emphasis?
This table highlights comparisons between the National Science Education Standards and the NGSS to illustrate some of the changes.
Emphasis of Standards |
|
| Then | Now |
| Objectives and Essential Questions | Performance Expectations |
| Understanding scientific concepts | Making sense of phenomena and 3-dimensional learning |
| Developing abilities of inquiry | Actively engaged in 8 science and engineering practices |
| Integrating all aspects of science content | Emphasizing crosscutting concepts |
| Implementing inquiry as instructional strategies, abilities, and ideas to be learned | Implementing 3-dimensional learning (integrating science and engineering practices, crosscutting concepts, and disciplinary core ideas) |
| Activities that investigate and analyze science questions | Student-generated questions |
| Process skills in context | Science and engineering practices identified |
| Using multiple skills | 3-dimensional learning |
| Public communication of student ideas and work to classmates | Public communication of student ideas, questions, and making sense of concepts |
Science Skills |
|
| Skills and Processes | Dimension 1: Science and Engineering Practices |
| Use evidence and strategies for developing or revising an explanation | Constructing explanations and designing solutions |
| Science as argument and explanation | Engaging in argument from evidence |
| Communicating science explanations | Obtaining, evaluating, and communicating information |
| Analyzing and synthesizing data after defending conclusions | Analyzing and interpreting data |
| Doing more investigations to develop understanding, ability, values of inquiry, and knowledge of science content | Planning and carrying out investigations |
| Using multiple process skills (manipulation, cognitive, or procedural) | Developing and using models |
| Activities that investigate and analyze science questions | Asking questions and defining problems |
| Using evidence and strategies for developing or revising an explanation | Developing and using models |
Unifying Concepts and Processes |
|
| Concepts | Dimension 2: Crosscutting Concepts |
| Systems, order, and organization | Patterns |
| Evidence, models, and explanation | Cause and effect: mechanism and explanation |
| Constancy, change, and measurement | Scale, proportion, and quantity |
| Evolution and equilibrium | Systems and system models |
| Form and function | Energy and matter: flows, cycles, and conservation |
| Structure and function | |
| Stability and change | |
Content |
|
| Content Standards | Dimension 3: Disciplinary Core Ideas |
Life Science |
|
| The cell | From molecules to organisms: structures and processes |
| Molecular basis of heredity | Heredity: inheritance and variation of traits |
| Biological evolution | Biological evolution: unity and diversity |
| Interdependence of organisms | |
| Matter, energy, and organization in living systems | Ecosystems: interactions, energy, and dynamics |
| Behavior of organisms | |
Physical Science |
|
| Structure of atoms | Matter and its interactions |
| Structure and properties of matter | Motion and stability: forces and interactions |
| Chemical reactions | Energy and matter: flows, cycles, and conservation |
| Motions and forces | Waves and their application in technologies for information transfer |
| Conservation of energy and increase in disorder | |
| Interactions of energy and matter | |
Earth and Space Science |
|
| Energy in the earth system | |
| Geochemical cycles | Earth's systems |
| Origin and evolution of the earth system | Earth and human activity |
| Origin and evolution of the universe | Earth's place in the universe |
Science and Technology |
|
| Abilities of technological design | Engineering design |
| Understandings about science and technology | Links among engineering, technology, science, and society |
Resources
National Science Education Standards
Next Generation Science Standards
Dee Dee Whitaker
Dee Dee has been a science educator for more than 30 years. She holds a BS and MAT from UNC-Chapel Hill, is certified in science supervision, and National Board certified in adolescent-young adult chemistry education. Her teaching passions are chemistry with authentic student lab experiences and Earth/environmental science. She’s held a Kenan Fellowship and a NC Climate Fellowship. She’s read AP® Environmental Science exams, provided curriculum and assessment development for the NC Department of Public Instruction, and held an appointment with the NC Environmental Education Advisory Council.
*Next Generation Science Standards® is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of, and do not endorse, these products.