Getting started with the

Next Generation Science

Standards
A primer and resource guide for
afterschool educators
 Table of Contents

Introduction 3

NGSS Across the Nation 4

Who Developed NGSS? 5

Overview of the Standards 6

Performance Expectations 9

Where Does Afterschool Fit In? 11

Your Next Steps 12

Thanks to the following partners for lending their time and expertise to help refine this guide:

NJSACC
The Statewide Network for
New Jersey’s Afterschool Communities

Getting started with the Next Generation Science Standards 2

 Introduction

The Next Generation Science Standards (NGSS) offer a new vision for K-12 science education that reflects how real-life
scientists and engineers practice their craft. This means students learn by doing—observing clouds to understand weather
patterns, exploring electricity with circuits, or designing a prosthetic hand to help someone in need. This fits beautifully with the
afterschool field’s preference for teaching science, technology, engineering, and math (STEM) through hands-on activities and
experiential learning! Additionally, NGSS supports the development of 21st century skills in students, a goal of many afterschool
educators.

NGSS brings long-needed reforms to national and state K-12 science education
standards, incorporating decades of new research on how students best learn
science, and reflecting the many recent advances in knowledge made within the
science disciplines. The intent is that all high school students, upon graduation,
are able to apply the processes of science and engineering to daily life, become
critical consumers of STEM information within the public sphere, and have
the ability to go into careers of their choice. State and national experts in
K-12 science education, higher education, industry, and professional scientists
collaboratively developed NGSS so that it could achieve these diverse goals.
NGSS is aligned with Common Core, both in Math and English Language Arts.

The inclusion of engineering as a core component of the standards represents a significant shift in science education, as
engineering can be understood as the application of science. To reflect the growing recognition of the importance of computer
science education, NGSS also includes elements of computational thinking or the problem-solving process specific to computer
science.

The goal of this document is to help afterschool practitioners understand how NGSS’ content was developed and organized, a
few challenges that schools and districts are facing, and the opportunities that NGSS provides to afterschool programs. We point
to several resources that can help practitioners dig deeper into the standards and start planning how their next steps. Keep in
mind that many education organizations are actively working to develop additional support resources and promising practices,
both for school-day teachers and out-of-school time educators. The Afterschool Alliance will do its best to bring appropriate
NGSS tools and knowledge to the afterschool field!

Getting started with the Next Generation Science Standards 3

 NGSS Across the Nation
As of July 2016, 17 states and the District of Columbia have adopted NGSS and are in varying stages of implementation. Seven
additional states are officially considering adoption. Locally, many districts and schools have taken steps to implement NGSS,
regardless of their state’s adoption status. Current news and information on state adoptions can be found at the National Science
Teachers Association (NSTA) and the National Association of State Boards of Education (NASBE) websites.

OFFICIALLY ADOPTED
CONSIDERING ADOPTION

OFFICIALLY ADOPTED CONSIDERING ADOPTION

1. Arkansas 9. Kansas 1. Florida
2. California 10. Maryland 2. Maine
3. Connecticut 11. Michigan 3. New Hampshire
4. District of Columbia 12. Nevada 4. New Mexico
5. Delaware 13. New Jersey 5. New York
6. Hawaii 14. Oregon 6. Ohio
7. Illinois 15. Rhode Island 7. Wyoming
8. Iowa 16. Vermont
17. Washington

Getting started with the Next Generation Science Standards 4

 Who Developed NGSS?
Four extremely well-regarded groups—the National Research Council,
the National Science Teachers Association, the American Association
for the Advancement of Science, and Achieve, Inc.—led a collaborative
effort among 41 writers with expertise in science and science education.
These writers were in turn guided by 26 state teams, each with 50 to
150 members. Members of the state-level teams included: K-12 teachers,
college and university faculty, and science and engineering workforce
experts. After the first draft of the standards was complete, it was
opened to the public for review and revised twice. The final standards
were published in 2013.

The 2011 consensus report, A Framework for K-12 Science Education:

Practices, Crosscutting Concepts, and Core Ideas (hereafter referred
to as the Framework), provides the evidence-based foundation
for NGSS—it draws on contemporary research on effective science
education, and identifies the science content students should know,
pulled together in a way that builds coherent understanding over time.
The Framework was produced by the National Research Council’s Board
on Science Education.

Read this!

A Framework for K-12 Science Education is

key to understanding the significant changes
to teaching STEM represented within NGSS.

Download a free copy.

Getting started with the Next Generation Science Standards 5

 Overview of the Standards
NGSS is built on the foundation that science learning is comprised of three dimensions: (1) science and engineering practices,
(2) cross-cutting concepts, and (3) disciplinary core ideas. The intention is for all three to be woven together when developing
activities and teaching students, as well as to be addressed at each grade level. For full descriptions of each aspect of the
dimensions, read Chapters 3 through 8 in the Framework. You can also check out BozemanScience.com for short explanatory
videos.

Dimension 1: The Practices

NGSS outlines eight science and engineering “practices” which encompass both the skills and knowledge required to do real
science and engineering work (read Chapter 3 of the Framework). Learning science and engineering by engaging in the practices
helps students understand how scientific knowledge develops and real-world engineering problems are solved. It exposes youth
to relevant and current topics, and necessitates that they do hands-on, experiential or project-based learning. Additionally, math is
embedded within several of the practices, providing context and motivation to build math skills like measurement, arithmetic, and
statistics.

Asking questions (for science) and

1. defining problems (for engineering)
5. Using mathematics and computational thinking

Constructing explanations (for science) and designing

2. Developing and using models 6. solutions (for engineering)

3. Planning and carrying out investigations 7. Engaging in argument from evidence

4. Analyzing and interpreting data 8. Obtaining, evaluating, and communicating information

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 Dimension 2: Cross-Cutting Concepts
Within every science topic, whether it’s chemical reactions, the human body or the solar system, you’ll find an underlying set
of big ideas that cut across science disciplines. For example, the concept of “scale” is relevant to understanding the relationship
between atoms and molecules in chemistry, learning about cell structure and function in biology, and grasping the size of the
universe when studying astronomy. NGSS includes seven of these “cross-cutting concepts” which show up in each grade, and in
multiple disciplines (read Chapter 4 of the Framework). Educators are encouraged to explicitly call out the cross-cutting concepts,
as it provides students with familiar touchstones that help them develop a holistic, coherent of understanding of science and
engineering over time.

Patterns. The patterns observed within events, structures Energy and Matter. Understanding how energy
1. and organisms guide organization and classification, and 5. and matter flow into and out of cycles, and how
prompt questions about the relationships and factors that the two are conserved within systems, helps
influence them. one understand the systems’ possibilities and
limitations.

Cause and effect. Events have causes: sometimes simple, Structure and function. The way an object
2. sometimes multifaceted. A major activity of science is 6. or organism is shaped can determine its
investigating and explaining causal relationships, as well as properties, functions and behaviors.
how and why they happen.

3. Scale, proportion, and quantity. Different phenomena 7. Stability and change. What drives change or
are relevant at different measures of size, time, and energy. stability in systems, both natural and manmade,
is important to study.

4. Systems and system models. Defining the system

under study—specifying its boundaries and making explicit
a model of that system—provides tools for understanding
and testing ideas that are applicable throughout science and
engineering.

Getting started with the Next Generation Science Standards 7

 Dimension 3: Disciplinary Core Ideas
The goal of NGSS is not to teach “all the facts”, but rather to provide students with sufficient knowledge under the expectation
that they’ll learn how to go out and access new information themselves. The content topics within the four disciplinary core ideas
provide focus, with the acknowledgement that many topics overlap among disciplines. Again, content within each discipline builds
coherently on previous years, from kindergarten through grade 12. Educators should be aware that NGSS explicitly includes topics
such as climate change and evolution that are deemed controversial in non-scientific circles. For help in addressing these topics,
explore resources from the National Center for Science Education.

1. Physical sciences – matter; force and 3. Earth and spaces sciences – Earth’s place in the
motion; energy; waves (Chapter 5 of the universe; Earth’s systems; Earth and human activity
Framework) (Chapter 7 of the Framework)

Life sciences – structure and processes of Engineering, technology and applications of

2. organisms; ecosystems; heredity and inheritance;
4. science – engineering design; links between engineering,
biological evolution (Chapter 6 of the technology, science and society (Chapter 8 of the
Framework) Framework)

Attending to Equity and Engaging

Underrepresented Populations

NGSS’ Appendix D, All Standards, All Students, and the companion

case studies provide additional information to help ensure that all
groups underrepresented in STEM are reached effectively, including
girls, racial and ethnic minorities, economically disadvantaged
students, English language learners, and students with disabilities. For
more on how educators can promote equity STEM education, see
these briefs:

• How can we promote equity in science education? (STEM

Teaching Tools, 2015)

• Teaching STEM in ways that respect and build upon Indigenous

Peoples’ rights (STEM Teaching Tools, 2015)

• Engaging English learners in the science and engineering practices

(STEM Teaching Tools, 2014)

Getting started with the Next Generation Science Standards 8

 Performance Expectations
The grade-level standards within NGSS are framed as “performance expectations,” focusing on what students should be able to do,
rather than a set of facts that should be memorized. Again, this reflects NGSS’ focus on the practices of science and engineering.
Performance standards are mapped to the practices, disciplinary core ideas, and cross-cutting concepts that they contain. Explore the
complete standards here: www.nextgenscience.org/search-standards.

An example from third grade

Throughout the year, third grade students will touch on four different Disciplinary Core Ideas, each with three to four performance
expectations:

1. Forces and Interactions (Physical science) 3. Life Cycles and Trait Inheritance (Life science)

2. Relationships within Ecosystems (Life science) 4. Weather and Climate (Earth and space science)

One task third grade students will be expected to demonstrate is: [The ability to] ask questions to determine [the] cause and effect
relationships of electric or magnetic interactions between two objects (3-PS2-3 Motion and Stability: Forces and Interactions). Every
performance expectation is accompanied by a “Clarification Statement” such as the following, which gives concrete examples of electric
and magnetic forces, as well as some relationships to explore:

• Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical
forces between a charged rod and pieces of paper

• Examples of a magnetic force could include the force between two permanent magnets, the force between an
electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets.

• Examples of cause and effect relationships could include how the distance between objects affects strength of the
force and how the orientation of magnets affects the direction of the magnetic force.

Reading this Clarification Statement might spark an idea of a how to introduce kids to the concepts of electricity and magnetism, and
help them build on the science practices of asking questions and carrying out investigations. For example, this hands-on activity from the
Exploratorium’s collection of Science Snacks takes kids through an open-ended exploration of static electricity with balloons and other
objects. Afterschool educators might then research other related activities to build out a sequence of lessons that supports this particular
performance expectation or the three other related expectations under third grade Force and Interactions. In planning for the year,
afterschool programs might check in with the schools their students attend to see when teachers are planning on covering this topic, and
identify activities, curriculum, or other learning opportunities that might support and or enhance student learning.

Getting started with the Next Generation Science Standards 9

 While much of the public discourse around NGSS is geared towards reforming school-day STEM education, the standards can help all
educators better understand what effective science education looks like. For afterschool educators, this means an opportunity to elevate
their professional competencies in STEM education. However, as afterschool programs aim to complement the school day without
replicating it, we need to consider the unique niche that afterschool programs occupy in STEM learning. A recent NRC report names
three criteria for high-quality STEM learning in afterschool:

1. Afterschool programs provide first-hand experiences with phenomena, concepts, and practices that are both
1. intellectually and socio-emotionally engaging;

2. They recognize and build on young people’s interests, prior experiences, and cultural resources, which vary across
2. communities; and

3. They actively make connections to STEM ideas and experiences in school, at home, and in future learning and work
3. opportunities.

Moving forward, we must design afterschool STEM programs with these characteristics, which leverage the strengths of the field and our
students’ capacities, while supporting, expanding, and deepening the vision for STEM education outlined in NGSS.

Getting started with the Next Generation Science Standards 10

 Where Does Afterschool Fit In?

Working with schools and districts

Implementation of NGSS will require big changes for teachers and schools. Teachers will need to learn new pedagogies and skills
to support NGSS’ performance expectations, as well as additional content knowledge that allows them to go more in-depth on
topics. Schools will need to allow for increased collaboration across departments and among teachers, and find ways to provide
more classroom time for science. These demands require new ways of training current teachers and providing on-going professional
development, new approaches to pre-service teacher education, revamped state science assessments, and more—all of which will take
several years to phase in. Additionally, with the new national education law signed by the president in December 2015, the Every
Student Succeeds Act (ESSA), states and districts have a lot to consider and are actively working on a plan to comply. Furthermore,
ESSA brings some major changes in regards to STEM education. To address these coming challenges, there is an increasing recognition
that effective NGSS implementation requires concerted efforts by multiple K-12 education stakeholders. The afterschool field can
strategically position itself as a key partner in helping schools and communities achieve the new vision for science education. Make a
strong case for collaboration and partnership with the California AfterSchool Network’s talking points, Collaborate to Innovate.

Additional Reading:
• Identifying and Supporting Productive STEM Programs in Out-of-School Settings (National Research Council, 2015)

• What is the role of informal science education in supporting the vision for K-12 science education? (STEM Teaching Tools, 2015)

• The Guide to implementing the Next Generation Science Standards is written for schools, though it touches on the role
that community partners, such as museums, science centers, zoos, aquariums and afterschool programs can play in meeting
implementation goals. (National Research Council, 2015)

• Supporting the implementation of NGSS through research: Informal science education (National Association for Research in Science
Teaching, 2014)

Getting started with the Next Generation Science Standards 11

 Your Next Steps

1. Get to know NGSS better Aligning Activities and

Curriculum to NGSS
• Look through the standards themselves! Explore an interactive version
here, as well as an ever-growing collection of support resources: www.
Because NGSS does not specify
nextgenscience.org
curricula, you can theoretically choose
• Don’t miss the appendices to NGSS, which includes deeper explanations any high-quality activity or curriculum
of its goals and themes. that works best with your students and
community resources to help students
• Read the Framework for K-12 Science Education, which provides the achieve a performance expectation.
evidence base for the overall philosophy, content, and structure of
You may not need to purchase new
NGSS.
“NGSS-aligned” curriculum—what
• Find out how other afterschool programs are approaching NGSS and you’re already doing might fit, or could
learn together! This can be a great opportunity to start up a Community be adapted. However, adapting an
of Practice if there isn’t already one in your area. existing practices can be a challenging
task for afterschool educators without a
2. Reflect on how your goals in STEM education STEM background, which highlights the
align with NGSS need for an established set of criteria
for high-quality afterschool STEM
• Click2SciencePD, an online STEM professional development resource for curriculum or a tool to help evaluate
out-of-school providers, outlines “20 Skills that Make STEM Click” which
existing materials (similar to the EQuiP
infuse youth development principles with STEM learning. They’ve cross-
walked these 20 skills with both NGSS and Common Core. rubric developed for schools). In the
meantime, check out the Afterschool
• Socio-emotional learning (SEL) is another focus of the afterschool Alliance’s favorite activities for the out-
community. FUSE: Next Generation outlines promising practices for of-school time environment.
support SEL within STEM, and how to align NGSS principles more
cohesive ways in both formal and informal settings.

3. Seek out professional development to improve

practice
• Bozeman Science, run by science education expert Paul Andersen, has a
short YouTube video explaining every one of the science and engineering
practices, crosscutting concepts and disciplinary core ideas

• STEM Teaching Tools is a collection of professional learning briefs

that help educators understand a specific problem or issue related to
implementing NGSS, reflect on it, and access resources and instructional
tools that will enable them to teach STEM more effectively. From the
Institute for Science + Math Education at the University of Washington.

• Check with your Statewide Afterschool Network or state affiliate of the

National AfterSchool Association to see if they are offering any upcoming
trainings. If not, let them know you’re interested!

Getting started with the Next Generation Science Standards 12

 • Science centers and museums often provide professional development for school day teachers. Ask if afterschool educators
are welcome at these trainings, and if not, make the case for why you should!

• For professional development providers: The California Academy of Sciences’ toolkit, NGSS Demystified, can help you
prepare to lead a training session for educators. It includes presentation slides, talking points and hands-on activities.

4. Explore community partnerships

• Schools and districts. Use the California AfterSchool Network’s talking points on NGSS and Common Core
partnerships, Collaborate to Innovate, to make the case to schools and districts why afterschool programs are key partners.

• STEM-rich institutions. Think about other organizations that share a similar vision for STEM education within your
community—like science centers and museums, zoos and aquaria, parks and nature centers, or universities and community
colleges. These organizations can of course make great partners, but they also may offer additional STEM learning
opportunities that your students can plug into. Research shows that it’s important to both provide a pathway of learning
through the grades and connect students’ learning between school, out-of-school, and home settings.

• STEM education stakeholders. Use NGSS as an opportunity to forge relationships with other K-12
STEM education stakeholders—connect with a STEMx network, ask your local chamber of commerce
if they have a workforce committee, and find out if there’s a STEM Ecosystem initiative in your area.

For more resources on STEM and afterschool

visit afterschoolalliance.org/STEM

afterschoolalliance.org

Getting started with the Next Generation Science Standards 13