February Focus Fundamental: Standards Alignment

The Next Generation Science Standards (NGSS) are unique because every standard is built from three equally important parts: Science and Engineering Practices (SEPs), Disciplinary Core Ideas (DCIs), and Crosscutting Concepts (CCCs). These aren’t add-ons or suggestions—each dimension is critical, measurable, and intentionally developed across grade levels. Together, they define how students do science,  know science, and think scientifically to make sense of phenomena as they progress through science learning.

The Science and Engineering Practices are what students (and scientists) DO to make sense of the world. 

Every performance expectation (standard) has a specific SEP and a specific element of that SEP embedded in the standard -- but keep in mind that the SEPs are not just about the summative goals, but can using a variety of SEPs as a part of the sensemaking process can also be the foundation for high quality learning experiences in instruction. 

Below is a snapshot of the learning progression for the SEP-  Develop and Use a Model -- the science and engineering practice that is represented in the most standards. 

Find your grade band -- how are you helping students develop these skills? Are the science experiences in your classroom with modeling reaching the grade level intention of this science and engineering practice?

Disciplinary Core Ideas (DCIs) are the key science ideas students use to explain phenomena and solve problems.

The NGSS disciplinary core ideas are divided into domains - Life Science, Physical Science, and Earth and Space Science. All three domains are considered equally important for all students. Every performance expectation includes a specific DCI element that describes the science content students are expected to understand at that grade level. DCIs are intentionally organized into learning progressions, building from concrete and observable experiences in the early grades to more abstract ideas and complex relationships in middle and high school. In quality science instruction, students develop knowledge through their own scientific experiences rather than simply being given knowledge. 

Below is a snapshot of a DCI learning progression for the DCI PS4.A - Waves. 

Note that in K-2 and 3-5 the content is based on what students can directly observe or measure: feeling vibrations, hearing sound, and seeing water waves. Sound is not described as a wave until middle school, and the relationships between wave properties are not required for understanding until high school. 

Considering this progression, how would you rate your instruction on this standard? Above grade level? Right at grade level? Below grade level?

The Science and Engineering Practices are what students (and scientists) DO to make sense of the world. 

Every performance expectation (standard) has a specific SEP and a specific element of that SEP embedded in the standard -- but keep in mind that the SEPs are not just about the summative goals, but can using a variety of SEPs as a part of the sensemaking process can also be the foundation for high quality learning experiences in instruction. 

Below is a snapshot of the learning progression for the SEP-  Develop and Use a Model -- the science and engineering practice that is represented in the most standards. 

Find your grade band -- how are you helping students develop these skills? Are the science experiences in your classroom with modeling reaching the grade level intention of this science and engineering practice?

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2024 KSDE Science Safety Guidance