A significant departure from traditional science instruction, which often relied on note-taking and memorization, NGSS promotes active student engagement through hands-on, inquiry-based learning. This approach allows students to construct their own understanding of scientific concepts, making the learning process more meaningful and engaging.

Phenomenon-based instruction is a central component of NGSS. By exploring natural or designed occurrences, events, or systems, students can connect their observations, prior knowledge, and scientific concepts to develop a deep understanding of the subject matter.

Teachers guide students through their explorations using 3-Dimensional learning practices, integrating three core instructional concepts into nearly every lesson:

 1.      Disciplinary Core Ideas (DCIs) – Fundamental concepts that students will understand, such as the internal and external structures of plants and animals, energy properties of systems, or interactions between Earth's systems.

 2.      Science and Engineering Practices (SEPs) – Specific practices students engage in to make sense of phenomena and develop understanding, such as asking questions, developing models, interpreting data, planning experiments, and using mathematical thinking.

 3.      Cross Cutting Concepts (CCCs) – Broad, overarching ideas that apply across all domains of science, helping students make connections between different areas of science and engineering by identifying common themes when making sense of a phenomenon.

 Examples of phenomenon-based instruction in Westfield schools include:

 ·         In 2nd grade, students learn about plant growth by investigating life cycles, structures, and characteristics, engaging in planning investigations and applying concepts of cause and effect, and structure and function.

·         In 7th grade, students explore metabolic reactions by investigating a fictional student's digestive issues, creating models that explain the basic principles of structure and function, and engaging in argumentation to diagnose the condition.

·         In high school Earth Science, students study extreme weather phenomena to explore atmospheric dynamics, weather patterns, and factors contributing to storm development, using model development and the concept of scale to apply their understanding to different locations.

The NGSS approach prepares students for success in today's information-rich world. As access to facts and knowledge is readily available through our devices, it is crucial to prioritize problem identification, critical questioning, evidence evaluation, and effective communication for our students. We are thrilled that Westfield students benefit from this student-centered approach to science instruction, and we have confidence in our teachers' abilities to implement these methods while continually refining their science teaching practices.