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A Science Framework for K-12 Science Education provides the blueprint for developing the Next
Generation Science Standards (NGSS). The Framework expresses a vision in science education that
requires students to operate at the nexus of three dimensions of learning: Science and Engineering
Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework identified a small number
of disciplinary core ideas that all students should learn with increasing depth and sophistication, from
Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to learn
these disciplinary core ideas in the context of science and engineering practices. The importance of
combining science and engineering practices and disciplinary core ideas is stated in the Framework as
follows:
Standards and performance expectations that are aligned to the framework must take into
account that students cannot fully understand scientific and engineering ideas without
engaging in the practices of inquiry and the discourses by which such ideas are
developed and refined. At the same time, they cannot learn or show competence in
practices except in the context of specific content. (NRC Framework, 2012, p. 218)
The Framework specifies that each performance expectation must combine a relevant practice of science
or engineering, with a core disciplinary idea and crosscutting concept, appropriate for students of the
designated grade level. That guideline is perhaps the most significant way in which the NGSS differs
from prior standards documents. In the future, science assessments will not assess students understanding
of core ideas separately from their abilities to use the practices of science and engineering. They will be
assessed together, showing students not only know science concepts; but also, students can use their
understanding to investigate the natural world through the practices of science inquiry, or solve
meaningful problems through the practices of engineering design. The Framework uses the term
practices, rather than science processes or inquiry skills for a specific reason:
We use the term practices instead of a term such as skills to emphasize that
engaging in scientific investigation requires not only skill but also knowledge that is
specific to each practice. (NRC Framework, 2012, p. 30)
The eight practices of science and engineering that the Framework identifies as essential for all students
to learn and describes in detail are listed below:
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Rationale
Chapter 3 of the Framework describes each of the eight practices of science and engineering and presents
the following rationale for why they are essential.
Engaging in the practices of science helps students understand how scientific knowledge
develops; such direct involvement gives them an appreciation of the wide range of
approaches that are used to investigate, model, and explain the world. Engaging in the
practices of engineering likewise helps students understand the work of engineers, as
well as the links between engineering and science. Participation in these practices also
Guiding Principles
The development process of the standards provided insights into science and engineering practices.
These insights are shared in the following guiding principles:
Students in grades K-12 should engage in all eight practices over each grade band. All eight
practices are accessible at some level to young children; students abilities to use the practices
grow over time. However, the NGSS only identifies the capabilities students are expected to
acquire by the end of each grade band (K-2, 3-5, 6-8, and 9-12). Curriculum developers and
teachers determine strategies that advance students abilities to use the practices.
Practices grow in complexity and sophistication across the grades. The Framework suggests
how students capabilities to use each of the practices should progress as they mature and engage
in science learning. For example, the practice of planning and carrying out investigations
begins at the kindergarten level with guided situations in which students have assistance in
identifying phenomena to be investigated, and how to observe, measure, and record outcomes. By
upper elementary school, students should be able to plan their own investigations. The nature of
investigations that students should be able to plan and carry out is also expected to increase as
students mature, including the complexity of questions to be studied, the ability to determine what
kind of investigation is needed to answer different kinds of questions, whether or not variables
need to be controlled and if so, which are most important, and at the high school level, how to
take measurement error into account. As listed in the tables in this chapter, each of the eight
practices has its own progression, from kindergarten to grade 12. While these progressions are
derived from Chapter 3 of the Framework, they are refined based on experiences in crafting the
NGSS and feedback received from reviewers.
Each practice may reflect science or engineering. Each of the eight practices can be used in the
service of scientific inquiry or engineering design. The best way to ensure a practice is being used
Being able to read, interpret, and produce scientific and technical text are fundamental practices of
science and engineering, as is the ability to communicate clearly and persuasively. Being a critical
consumer of information about science and engineering requires the ability to read or view reports of
scientific or technological advances or applications (whether found in the press, the Internet, or in a town
meeting) and to recognize the salient ideas, identify sources of error and methodological flaws,
distinguish observations from inferences, arguments from explanations, and claims from evidence.
Scientists and engineers employ multiple sources to obtain information used to evaluate the merit and
validity of claims, methods, and designs. Communicating information, evidence, and ideas can be done in
multiple ways: using tables, diagrams, graphs, models, interactive displays, and equations as well as
orally, in writing, and through extended discussions.
Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12
Obtaining, evaluating, and Obtaining, evaluating, and Obtaining, evaluating, and Obtaining, evaluating, and
communicating information in communicating information in 35 communicating information in 68 communicating information in 912
K2 builds on prior experiences builds on K2 experiences and builds on K5 experiences and builds on K8 experiences and
and uses observations and texts progresses to evaluating the merit progresses to evaluating the merit progresses to evaluating the validity
to communicate new and accuracy of ideas and methods. and validity of ideas and methods. and reliability of the claims, methods,
information. Read and comprehend grade- Critically read scientific texts and designs.
Read grade-appropriate texts appropriate complex texts and/or adapted for classroom use to Critically read scientific literature
and/or use media to obtain other reliable media determine the central ideas adapted for classroom use to
scientific and/or technical to summarize and obtain and/or obtain scientific and/or determine the central ideas or
information to determine scientific and technical ideas and technical information to describe conclusions and/or to obtain
patterns in and/or evidence describe how they are supported patterns in and/or evidence scientific and/or technical
about the natural and by evidence. about the natural and designed information to summarize complex
designed world(s). Compare and/or combine across world(s). evidence, concepts, processes, or
Describe how specific images complex texts and/or other Integrate qualitative and/or information presented in a text by
(e.g., a diagram showing how reliable media to support the quantitative scientific and/or paraphrasing them in simpler but
a machine works) support a engagement in other scientific technical information in written still accurate terms.
scientific or engineering idea. and/or engineering practices. text with that contained in media Compare, integrate and evaluate
Obtain information using Combine information in written and visual displays to clarify sources of information presented in
various texts, text features text with that contained in claims and findings. different media or formats (e.g.,
(e.g., headings, tables of corresponding tables, diagrams, Gather, read, and synthesize visually, quantitatively) as well as in
contents, glossaries, and/or charts to support the information from multiple words in order to address a scientific
electronic menus, icons), and engagement in other scientific appropriate sources and assess question or solve a problem.
other media that will be and/or engineering practices. the credibility, accuracy, and Gather, read, and evaluate scientific
useful in answering a Obtain and combine information possible bias of each publication and/or technical information from
scientific question and/or from books and/or other reliable and methods used, and describe multiple authoritative sources,
supporting a scientific claim. media to explain phenomena or how they are supported or not assessing the evidence and
Communicate information or solutions to a design problem. supported by evidence. usefulness of each source.
design ideas and/or solutions Communicate scientific and/or Evaluate data, hypotheses, Evaluate the validity and reliability
with others in oral and/or technical information orally and/or conclusions in scientific of and/or synthesize multiple claims,
written forms using models, and/or in written formats, and technical texts in light of methods, and/or designs that appear
drawings, writing, or numbers including various forms of competing information or in scientific and technical texts or
that provide detail about media as well as tables, accounts. media reports, verifying the data
scientific ideas, practices, diagrams, and charts. Communicate scientific and/or when possible.
and/or design ideas. technical information (e.g. about Communicate scientific and/or
a proposed object, tool, process, technical information or ideas (e.g.
system) in writing and/or about phenomena and/or the process
through oral presentations. of development and the design and
performance of a proposed process
or system) in multiple formats (i.e.,
orally, graphically, textually,
mathematically).
Science and
K2 Condensed Practices 35 Condensed Practices 68 Condensed Practices 912 Condensed Practices
Engineering Practices
Asking Questions and Asking questions and defining Asking questions and defining Asking questions and defining Asking questions and defining
Defining Problems problems in K2 builds on prior problems in 35 builds on K2 problems in 68 builds on K5 problems in 912 builds on K8
experiences and progresses to experiences and progresses to experiences and progresses to experiences and progresses
A practice of science is to ask simple descriptive questions that specifying qualitative specifying relationships between to formulating, refining, and
and refine questions that lead can be tested. relationships. variables, and clarifying arguments and evaluating empirically testable
to descriptions and models. questions and design problems
explanations of how the using models and simulations.
natural and designed world(s) Ask questions based on Ask questions about what Ask questions Ask questions
works and which can be observations to find more would happen if a variable is o that arise from careful o that arise from careful
empirically tested. information about the natural changed. observation of phenomena, observation of phenomena, or
and/or designed world(s). models, or unexpected results, to unexpected results, to clarify
Engineering questions clarify clarify and/or seek additional and/or seek additional
problems to determine information. information.
criteria for successful o to identify and/or clarify evidence o that arise from examining
solutions and identify and/or the premise(s) of an models or a theory, to clarify
constraints to solve problems argument. and/or seek additional
about the designed world. o to determine relationships information and relationships.
between independent and o to determine relationships,
a design.
Define a simple problem that Use prior knowledge to Define a design problem that can be Define a design problem that
can be solved through the describe problems that can be solved through the development of involves the development of a
development of a new or solved. an object, tool, process or system process or system with
improved object or tool. Define a simple design problem and includes multiple criteria and interacting components and
that can be solved through the constraints, including scientific criteria and constraints that may
development of an object, tool, knowledge that may limit possible include social, technical and/or
process, or system and solutions. environmental considerations.
includes several criteria for
success and constraints on
materials, time, or cost.
Science and
K2 Condensed Practices 35 Condensed Practices 68 Condensed Practices 912 Condensed Practices
Engineering Practices
Developing and Using Modeling in K2 builds on prior Modeling in 35 builds on K2 Modeling in 68 builds on K5 Modeling in 912 builds on K8
Models experiences and progresses to experiences and progresses to experiences and progresses to experiences and progresses to using,
include using and developing building and revising simple models developing, using, and revising synthesizing, and developing models
models (i.e., diagram, drawing, and using models to represent models to describe, test, and predict to predict and show relationships
A practice of both science
physical replica, diorama, events and design solutions. more abstract phenomena and among variables between systems
and engineering is to use
dramatization, or storyboard) that design systems. and their components in the natural
and construct models as
represent concrete events or and designed world(s).
helpful tools for representing
design solutions.
ideas and explanations.
These tools include Distinguish between a model Identify limitations of models. Evaluate limitations of a model for Evaluate merits and limitations of
diagrams, drawings, physical and the actual object, process, a proposed object or tool. two different models of the same
replicas, mathematical and/or events the model proposed tool, process, mechanism,
representations, analogies, represents. or system in order to select or
and computer simulations. Compare models to identify revise a model that best fits the
common features and evidence or design criteria.
differences. Design a test of a model to
Modeling tools are used to ascertain its reliability.
develop questions,
Develop and/or use a model to Collaboratively develop and/or Develop or modify a modelbased Develop, revise, and/or use a model
predictions and explanations;
represent amounts, revise a model based on evidence on evidence to match what based on evidence to illustrate
analyze and identify flaws in
relationships, relative scales that shows the relationships happens if a variable or and/or predict the relationships
systems; and communicate
(bigger, smaller), and/or among variables for frequent and component of a system is between systems or between
ideas. Models are used to
patterns in the natural and regular occurring events. changed. components of a system.
build and revise scientific
designed world(s). Develop a model using an Use and/or develop a model of Develop and/or use multiple types
explanations and proposed
analogy, example, or abstract simple systems with uncertain and of models to provide mechanistic
engineered systems.
representation to describe a less predictable factors. accounts and/or predict
Measurements and
scientific principle or design Develop and/or revise a model to phenomena, and move flexibly
observations are used to
solution. show the relationships among between model types based on
revise models and designs.
Develop and/or use models to variables, including those that are merits and limitations.
describe and/or predict not observable but predict
phenomena. observable phenomena.
Develop and/or use a model to
predict and/or describe
phenomena.
Develop a model to describe
unobservable mechanisms.
Develop a simple model based Develop a diagram or simple Develop and/or use a model to Develop a complex model that
on evidence to represent a physical prototype to convey a generate data to test ideas about allows for manipulation and testing
proposed object or tool. proposed object, tool, or process. phenomena in natural or designed of a proposed process or system.
Use a model to test cause and systems, including those Develop and/or use a model
effect relationships or interactions representing inputs and outputs, (including mathematical and
concerning the functioning of a and those at unobservable scales. computational) to generate data to
natural or designed system. support explanations, predict
phenomena, analyze systems,
and/or solve problems.
Science and
K2 Condensed Practices 35 Condensed Practices 68 Condensed Practices 912 Condensed Practices
Engineering Practices
Planning and Carrying Planning and carrying out Planning and carrying out Planning and carrying out Planning and carrying out investigations in
Out Investigations investigations to answer questions investigations to answer investigations in 6-8 builds on K-5 9-12 builds on K-8 experiences and
or test solutions to problems in K questions or test solutions to experiences and progresses to progresses to include investigations that
Scientists and engineers 2 builds on prior experiences and problems in 35 builds on K2 include investigations that use provide evidence for and test conceptual,
plan and carry out progresses to simple experiences and progresses to multiple variables and provide mathematical, physical, and empirical
investigations in the field or investigations, based on fair tests, include investigations that control evidence to support explanations or models.
laboratory, working which provide data to support variables and provide evidence to solutions.
collaboratively as well as explanations or design solutions. support explanations or design
individually. Their solutions.
investigations are With guidance, plan and Plan and conduct an Plan an investigation individually Plan an investigation or test a design
systematic and require conduct an investigation in investigation collaboratively to and collaboratively, and in the individually and collaboratively to produce
clarifying what counts as collaboration with peers (for K). produce data to serve as the design: identify independent and data to serve as the basis for evidence as
data and identifying Plan and conduct an basis for evidence, using fair dependent variables and controls, part of building and revising models,
variables or parameters. investigation collaboratively to tests in which variables are what tools are needed to do the supporting explanations for phenomena,
produce data to serve as the controlled and the number of gathering, how measurements or testing solutions to problems. Consider
Engineering investigations basis for evidence to answer a trials considered. will be recorded, and how many possible confounding variables or effects
identify the effectiveness, question. data are needed to support a and evaluate the investigations design to
efficiency, and durability of claim. ensure variables are controlled.
designs under different Conduct an investigation and/or Plan and conduct an investigation
conditions. evaluate and/or revise the individually and collaboratively to produce
experimental design to produce data to serve as the basis for evidence,
data to serve as the basis for and in the design: decide on types, how
evidence that meet the goals of much, and accuracy of data needed to
the investigation. produce reliable measurements and
consider limitations on the precision of
the data (e.g., number of trials, cost, risk,
time), and refine the design accordingly.
Plan and conduct an investigation or test
a design solution in a safe and ethical
manner including considerations of
environmental, social, and personal
impacts.
Evaluate different ways of Evaluate appropriate methods Evaluate the accuracy of various Select appropriate tools to collect, record,
observing and/or measuring a and/or tools for collecting methods for collecting data. analyze, and evaluate data.
phenomenon to determine data.
which way can answer a
question.
Make observations (firsthand or Make observations and/or Collect data to produce data to Make directional hypotheses that specify
from media) and/or measurements to produce data serve as the basis for evidence to what happens to a dependent variable
measurements to collect data to serve as the basis for answer scientific questions or test when an independent variable is
April 2013 NGSS Release Page 21 of 33
NGSS Science and Engineering Practices* (March 2013 Draft)
that can be used to make evidence for an explanation of design solutions under a range of manipulated.
comparisons. a phenomenon or test a design conditions. Manipulate variables and collect data
Make observations (firsthand or solution. Collect data about the about a complex model of a proposed
from media) and/or Make predictions about what performance of a proposed process or system to identify failure
measurements of a proposed would happen if a variable object, tool, process, or system points or improve performance relative to
object or tool or solution to changes. under a range of conditions. criteria for success or other variables.
determine if it solves a problem Test two different models of
or meets a goal. the same proposed object,
Make predictions based on prior tool, or process to determine
experiences. which better meets criteria for
success.
Compare and contrast data Analyze and interpret data to Compare and contrast various
collected by different groups in determine similarities and types of data sets (e.g., self-
order to discuss similarities differences in findings. generated, archival) to examine
and differences in their consistency of measurements and
findings. observations.
Analyze data from tests of an Analyze data to refine a Analyze data to define an Evaluate the impact of new data on
object or tool to determine if it problem statement or the optimal operational range for a a working explanation and/or
works as intended. design of a proposed object, proposed object, tool, process or model of a proposed process or
tool, or process. system that best meets criteria system.
Use data to evaluate and for success. Analyze data to identify design
refine design solutions. features or characteristics of the
components of a proposed process
or system to optimize it relative to
criteria for success.
Use tools and/or materials Apply scientific ideas to Apply scientific ideas or principles to Design, evaluate, and/or refine a
to design and/or build a solve design problems. design, construct, and/or test a solution to a complex real-world
April 2013 NGSS Release Page 27 of 33
NGSS Science and Engineering Practices* (March 2013 Draft)
device that solves a specific Generate and compare design of an object, tool, process or problem, based on scientific
problem or a solution to a multiple solutions to a system. knowledge, student-generated
specific problem. problem based on how well Undertake a design project, sources of evidence, prioritized
Generate and/or compare they meet the criteria and engaging in the design cycle, to criteria, and tradeoff considerations.
multiple solutions to a constraints of the design construct and/or implement a
problem. solution. solution that meets specific design
criteria and constraints.
Optimize performance of a design by
prioritizing criteria, making
tradeoffs, testing, revising, and re-
testing.
Make a claim about the Make a claim about the merit Make an oral or written argument Make and defend a claim based on
effectiveness of an object, of a solution to a problem by that supports or refutes the evidence about the natural world or
tool, or solution that is citing relevant evidence about advertised performance of a the effectiveness of a design solution
supported by relevant how it meets the criteria and device, process, or system, based that reflects scientific knowledge,
evidence. constraints of the problem. on empirical evidence concerning and student-generated evidence.
whether or not the technology Evaluate competing design solutions
meets relevant criteria and to a real-world problem based on
constraints. scientific ideas and principles,
Evaluate competing design empirical evidence, and/or logical
solutions based on jointly arguments regarding relevant factors
developed and agreed-upon (e.g. economic, societal,
design criteria. environmental, ethical
considerations).
Communicate information or Communicate scientific and/or Communicate scientific and/or Communicate scientific and/or
design ideas and/or solutions technical information orally technical information (e.g. technical information or ideas
with others in oral and/or and/or in written formats, about a proposed object, tool, (e.g. about phenomena and/or the
written forms using models, including various forms of media process, system) in writing process of development and the
drawings, writing, or numbers as well as tables, diagrams, and and/or through oral design and performance of a
that provide detail about charts. presentations. proposed process or system) in
scientific ideas, practices, and/or multiple formats (including orally,
design ideas. graphically, textually, and
mathematically).
References
Lee, O., Quinn, H., & Valds, G. (2013). Science and language for English language learners in relation to Next Generation Science
Standards and with implications for Common Core State Standards for English language arts and mathematics. Educational Researcher.