THE THREE DIMENSIONS OF SCIENCE LEARNING Within the Next Generation Science Standards (NGSS), there are three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard—or performance expectation—and each dimension works with the other two to help students build a cohesive understanding of science …

To learn more about the standards and how to read them, click here. To learn more about the NGSS Appendices, click here.

Read the Standards Read and search the Next Generation Science Standards: Discover various ways the student performance expectations (PEs) can be arranged, including by Disciplinary Core Ideas (DCIs) or topic arrangements. The standards can also be filtered by grade, the three dimensions, or science disciplines. Also, download complete PDFs of the academic standards. …

A big part of understanding the innovations of the NGSS is understanding why new science standards were needed in the first place. Resources in this section outline some key advances in science education research and describe how the NGSS reflect these advances by enabling students to learn science by doing science. The NGSS integrate the three dimensions …

To learn more about the standards and to view the NGSS Appendices, click here. Download a PDF of all performance expectations grouped by topic. You may also view DCI arrangements of standards or search for individual performance expectations. To the right under Related Resources are Storylines and PDFs of related standards.Storylines are statements that …

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National …

The National Research Council's (NRC) Framework describes a vision of what it means to be proficient in science; it rests on a view of science as both a body of knowledge and an evidence-based, model and theory building enterprise that continually extends, refines, and revises knowledge. It presents three dimensions that will be combined to form each standard: …

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National …

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National …

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National …