New Jersey Student Learning Standards
Science Engineering Practices
- A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. National Research Council. (2012).Washington, DC: National Academy of Sciences. Retrieved:http://www.nap.edu/catalog.php?record_id=13165
- Guide to Implementing the Next Generation Science Standards (NRC,2015)
- Next Generation Science Standards NGSS Lead States. (2013).Washington, DC: The National Academies Press. Retrieved: http://www.nextgenscience.org/next-generation-science-standards
- NGSS Tools
- Teaching Tools for Science, Technology, Engineering and Math (STEM) Education
- The NSTA Reader's Guide to A Framework for K-12 Science Education, Second Edition: Practices, Crosscutting Concepts, and Core Ideas (e-book) Pratt, H. (2013). Washington, DC: NSTA Press. Retrieved June 2014: http://www.nsta.org/store/product_detail.aspx?id=10.2505/9781938946677
- The NSTA Reader's Guide to the Next Generation Science Standards, Expanded Edition. Pratt, H. (2012). Washington, DC: NSTA Press. Retrieved http://www.nsta.org/store/product_detail.aspx?id=10.2505/9781938946677
- Translating the NGSS for Classroom InstructionBybee, R. (2013). Washington, DC: NSTA Press. Retrieved: http://www.nsta.org/store/product_detail.aspx?id=10.2505/9781938946011
- Hands-On, Minds Open: The Changing Face of Science Education. The Hunt Institute's series of videos that document how leading K-12 educators are shifting their instructional practices to develop the critical thinking skills demanded in today's economy and increase interest in science. Downloaded from The Hunt Institute http://www.hunt-institute.org/knowledge-library/articles/2014-6-24/hands-on-minds-open-the-changing-face-of-science-education/.
Language, Literacy, and Learning in the Content Areas
- Understanding Language: Language, Literacy, and Learning in the Content Areas Stanford University, Graduate School of Education. (2014). Language, Literacy, and Learning in the Content Areas. Retrieved from Understanding Language: http://ell.stanford.edu/teaching_resources
- Exploring the Intersection of the Next Generation Science Standards and Common Core for ELA Standards: A Workshop Summary .National Research Council. Washington, DC: The National Academies Press, 2014. Retrieved from the National Academy Press: http://www.nap.edu/catalog.php?record_id=18803.
- Connecttions to the Common Core State Standards for Literacy in Kindergarten, First and Second Grade Science NJDOE (7). (2014). Connecting the Common Core State Standards for Literacy in Kindergarten, First and Second Grade Science. Retrieved from http://www.state.nj.us/education/aps/cccs/science/resources.htm
- Connections to the Common Core State Standards for Literacy in Third, Fourth, and Fifth Grade Science NJDOE (8). (2014). Connecting the Common Core State Standards for Literacy in Third, Fourth and Fifth Grade Science. Retrieved from http://www.state.nj.us/education/aps/cccs/science/resources.htm
- Connections to the Common Core State Standards for Literacy in Middle and High School Science NJDOE (9). (2014). Connecting to the Common Core State Standards for Literacy in Middle and High School Science. Retrieved from Science Resources: http://www.state.nj.us/education/aps/cccs/science/resources.htm
- NASA Student Observation Network: Student Observation Network modules allow students to discover answers to some of the questions that excite NASA scientists. Each SON module features a question to be answered or problem to be solved. To help answer the question or solve the problem, students will learn how to make their own observations and how to compare them with NASA data. Students will discover cutting-edge science with NASA mission data that are easy to use. Each SON module provides tutorials to help understand the scientific data and also step-by-step guides to using the data. In addition, background information, including connections to NASA scientists, is provided to help users understand these essential scientific questions
- NASA Quest: NASA Quest Challenges are Web-based, interactive explorations designed to engage students in authentic scientific and engineering processes. The solutions relate to issues encountered daily by NASA personnel.
The content of NASA Quest Challenges follows real NASA tasks with the goal of involving young people in developing tomorrow's solutions, while inspiring them towards careers in science and engineering. As students work in teams to mirror NASA career roles, agency experts are available to answer questions and to encourage a proper design process. The interaction with scientists occurs via Q&A, chats, interactive Webcasts, and posted feedback on the Web site.
- National Science Digital Library: The National Science Digital Library provides high quality online educational resources for teaching and learning, with current emphasis on the sciences, technology, engineering, and mathematics (STEM) disciplines—both formal and informal, institutional and individual, in local, state, national, and international educational settings.
NSDL does not hold content directly—instead, they provide structured descriptive information (metadata) about web-based educational resources held on other sites by their providers, who contribute this metadata to NSDL for organized search and open access to educational resources via NSDL.org and its services.
Most resources in the library adhere to principles of Open Educational Resource (OER) access, although some resources are restricted to provider site membership, or may have a cost associated with them (indicated in the full record of the resource). NSDL is funded by the National Science Foundation.
- Effective Science Instruction: What Does Research Tell Us? (Banilower, E. Cohen, K. Weiss, I., 2010). RMC Research This article summarizes findings from research on effective instructional practices.
- What professional development strategies are needed for successful implementation of the next generation science standards? (Reiser, B. J., 2013) This report was presented at the K-12 Center at ETS during an Invitational Research Symposium on Science Assessment.
- Exploring the Science Framework Making connections in math with the Common Core State Standards (Mayes, R., and Koballa, T., Jr., 2012) This article addresses the questions. "What does it mean for students to become mathematically proficient in the context of science?" And "how can science teachers help students develop that proficiency?"
- Answers to Teachers' Questions About the Next Generation Science Standards (Workosky, C., and Willard. T., 2015) With video! This article, part of a series about different aspects of the standards, answers some of the most common questions about the architecture of the NGSS, from deciphering the codes to understanding the boxes.
- The Next Generation Science Standards? Where Are We Now and What Have We Learned? (Pruitt, S., 2015) In this article, Stephen Pruitt discusses where we are now and what we have learned during the process of development and implementation so far.
- Planning NGSS-Based Instruction: Where Do You Start? (Colson, M. and Colson, R., 2016) This article addresses the question "So what comprises an authentic classroom science experience?"
- Three-Dimensional Instruction: Using a New Type of Teaching in the Science Classroom (Krajcik, J., 2015) This article addresses the questions "What is different with three-dimensional learning? How often should each dimension be used?" And "where do I start?"
- DCIs, SEPs, and CCs, Oh My! Understanding the Three Dimensions of the NGSS (Golan Duncan, R., and Cavera, V., 2015) This article addresses the questions: "Haven't we been doing science inquiry since the release of the National Science Education Standards in 1996?" "What is new and different about the NGSS," and "what do these three dimensions mean for curriculum, instruction, and assessment?"
- Addressing Three Common Myths about the Next Generation Science Standards (Huff, K. L., 2016) This article debunks three common myths about the NGSS.
Myth 1: Science in elementary school is already contained in the Common Core State Standards, English Language Arts.
Myth 2: We are already doing this.
Myth 3: NGSS limits what science can be taught in middle and high school.
- What We Call Misconceptions May Be Necessary Stepping-Stones toward Making Sense of the World (Campbell, T., Schwarz, C., and Windschitl, M., 2016) This article addresses the question of "how can teachers use misconceptions as part of a sense-making conversation and support reasoning and learning?"
- Addressing Student Diversity and Equity (Januszyk, R., Miller, E., and Lee, O., 2016) This article addresses the questions: "How do the NGSS address diversity and equity issues?" And "how do we leverage three-dimensional teaching and learning to make science accessible to all students?"
- Elementary: Adapt or Discard? A teacher Shares His Experience Implementing the Next Generation Science Standards, From Struggle to Success (Mangiaracina, M., 2015)
This article is a reflection on an elementary school teacher's journey to understand and implement the NGSS.
- Middle: My Journey to Understand and Implement the NGSS: One Educator Shares the Story of How She Engaged and Ultimately Embraced the Next Generation Science Standards (Mesmer, K., 2015)
This article is a reflection on a middle school teacher's journey to understand and implement the NGSS.
- High: Climbing the NGSS Mountain: Persistence and a Sense of Purpose Can Propel You to the Top (Shelton, T., 2015)
This article is a reflection on a high school teacher's journey to understand and implement the NGSS.