NGSS Science and Engineering Practices (SEP)

This page will outline how the NGSS Science and Engineering Practices (SEP) are used in different science activities below. Click on an SEP to view the indicators for different grade levels. While each of these activities could align with several SEPs, I will only highlight 1 for each.

Local Habitat Tour

This Google Tour aligns with the following Science and Engineering Practice (SEP):

Practice: Analyzing and Interpreting Data (Grades 3-5)

Indicator 2: Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation.

Evidence of Indicator

Indicator 2 Reasoning:

Students will analyze and interpret their data in order to make sense of the phenomena that plants and animals use their habitats in order to survive.
Below is a screenshot from the data collection sheet that students will fill in.

Growing a Mini Garden

The Growing a Mini Garden investigation aligns with the following Science and Engineering Practice (SEP):

Practice: Planning and Carrying Out Investigations (Grades 3-5)

Indicator 3: Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.

Evidence of Indicator

Indicator 3 Reasoning:

Students will make qualitative and quantitative observations about the plants in their mini garden. This will serve as evidence to describe the phenomena of a plant's life cycle.
Here is a screenshot from the data chart I used to make qualitative and quantitative observations.

Formulating Questions about the Mini Garden

Formulating Questions about the Mini Garden aligns with the following Science and Engineering Practice (SEP):

Practice: Asking Questions and Defining Problems (Grades 3-5)

Indicator 2: Identify scientific (testable) and non-scientific (non-testable) questions.

Evidence of Indicator

Indicator 2 Reasoning:

Students will identify 1-3 questions about each plant in their mini garden each day.
Below is a screenshot of the questions I asked about my pea plants #5-7.

Research Based on Mini Garden

The research based on the mini garden aligns with the following Science and Engineering Practice (SEP):

Practice: Planning and Carrying Out Investigations (Grades 3-5)

Indicator 4: Make predictions about what would happen if a variable changes.

Evidence of Indicator

Indicator 4:

Students will chose 1 research question they had after growing their garden for one week. They will then conduct research to answer their question. Before conducting the research, they will make a prediction, or hypothesis about what they think will happen after one variable is changed.
When I conducted research, I used photo evidence and observations of my garden growing outside in order to construct my hypothesis.

Here is photo evidence that my plants were dry and dying when growing outside.

My Hypothesis

I think that my plants will survive better inside because the soil won't dry up as easily and they won't be in direct sunlight.

Plant Structures and Processes Sketches

The Plant Structures and Processes Sketches align with the following Science and Engineering Practice (SEP):

Practice: Developing and Using Models (Grades 3-5)

Indicator 4: Develop and/or use models to describe and/or predict phenomena.

Evidence of Indicator

Indicator 4 Reasoning:

Students will sketch one type of each plant from their mini garden. Then they will label the plant structures. Students will also label and describe the plant processes of photosynthesis.
Below are the sketches that I did of plants structures and processes for each type of plant.

Sketch and photo of a radish plant.

Sketch and photo of a pea plant.

Sketch and photo of a carrot plant.

Shake a Bush Activity

This activity aligns with the following Science and Engineering Practice (SEP):

Practice: Planning and Carrying Out Investigations (Grades 3-5)

Indicator 3: Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.

Evidence of Indicators

Indicator 3 Reasoning:

Students will make 5 observations about each bug they collect. This will serve as evidence to explain how bugs are classified.
Below you will find a screenshot of the data I collected for bug #1. There is also a screenshot of a bug classification guide that I used to classify the bugs I collected.

Bug classification guide

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