We encourage you to use the infographic as a reference sheet with your teachings and display it in your classroom. These are behaviors scientists and engineers engage in: 1. Asking questions (for science) and defining problems (for engineering) This helps describe how the natural and designed worlds work so they can be tested. 2. Developing and using models They’re helpful tools for representing ideas and explanations (analogies, drawings, diagrams, physical replicas, you name it!). 3. Planning and carrying out investigations These happen in a field or laboratory and are done individually or in groups. (Grab your lab partner for this one.) 4. Analyzing and interpreting data This step is necessary to make something out of the results, like when you get your report card and analyze all your grades! 5. Using mathematics and computational thinking They come in handy when solving equations, recognizing relationships, and figuring out other tasks. 6. Constructing explanations (for science) and designing solutions (for engineering) What’s a scientist’s end goal? Create evidence-based theories that explain how the world works like never seen before. 7. Engaging in argument from evidence This is how explanations for a natural phenomenon (scientists) and the best solutions to design problems (engineers) are reached. 8. Obtaining, evaluating, and communicating information You need to clearly and persuasively communicate ideas individually and in groups. Remember: Sharing is caring! Next Generation Science Standards * The Next Generation Science Standards (NGSS) are based on a framework for K-12 science education that was created by the National Research Council, setting the bar for what students should know and be able to do. As a parent or teacher (or both ), it’s important to understand them so that you can not only create stimulating classroom learning experiences , but also teach your students how to properly connect science disciplines and other content areas. In this infographic, we’ll walk you through the three dimensions of the standards with short, student-friendly descriptions to get the gears in your young scientists’ and engineers’ brains turning: Let’s get PHYSICS-cal! These are concepts linking the different domains of science: 1. Patterns When you observe patterns in nature, you start to question what causes them. (Like considering why butterflies’ wings look how they do) 2. Cause and effect: mechanism and explanation Figuring out other possible causes and learning how to test them is a major activity of science and engineering. 3. Scale, proportion, and quantity Think: How does the system look at a smaller or larger scale? How do relationships change as scale changes? 4. Systems and system models Systems are an organized group of related objects, and models can be used to understand and predict their behavior. 5. Energy and matter: flows, cycles, and conservation Track how energy and matter flow into, out of, and within systems to better understand their behaviors. 6. Structure and function How an object is shaped will determine a lot of its properties and functions. (Take a leafless cactus, for example. It stores water in its stem!) 7. Stability and change Understand what affects stability (that is, the state of being unchanged) and what causes change in the natural and designed worlds. Physical Science PS 1: Matter and its interactions A. Structure and properties of matter B. Chemical reactions C. Nuclear processes PS 2: Motion and stability: forces and interactions A. Force and motion B. Types of interactions C. Stability and instability in physical systems PS 3: Energy A. Definitions of energy B. Conservation of energy & energy transfer C. Relationship between energy & forces D. Energy in chemical processes and everyday life PS 4: Waves and their applications in technologies for information transfer A. Wave properties B. Electromagnetic radiation C. Information technologies & instrumentation Life Science LS 1: From molecules to organisms: structures and processes A. Structure and function B. Growth and development of organisms C. Organization for matter & flow in organisms D. Information processing LS 2: Ecosystems: interactions, energy and dynamics A. Interdependent relationships in ecosystems B. Cycles of matter and energy transfer in ecosystems C. Ecosystem dynamics, functioning, and resilience D. Social interactions and group behavior LS 3: Heredity: inheritance and variation of traits A. Inheritance of traits B. Variation of traits LS 4: Biological evolution: unity and diversity A. Evidence of common ancestry and diversity B. Natural selections C. Adaptation D. Biodiversity and humans Earth and Space Science ESS 1: Earth’s place in the universe A. The universe and its stars B. Earth and the solar system C. The history of planet Earth ESS 2: Earth’s systems A. Earth materials and systems B. Plate tectonics and large-scale system interactions C. The roles of water in Earth’s surface processes D. Weather and climate E. Biogeology ESS 3: Earth and human activity A. Natural resources B. Natural hazards C. Human impacts on Earth systems D. Global climate change Engineering, Technology and the Applications of Science ETS 1: Engineering design ETS 2: Links among engineering, technology, science and society Science with Sophie is an award-winning science comedy video series for girls and everyone. The show uses cutting-edge teaching methods, like NGSS , in each episode to explore science in daily life. To learn more, go to sciencewithsophie.com. sciencewithsophie sciencewithsophie sciencewithsophie sciencewithsoph Here’s a simple water cycle experiment you can do at home. Have your parents help you dye a cup’s worth of water blue. Draw an ocean, sun, and cloud on an empty sandwich bag. Add your water to the bag, and seal it up. Place it in the sun so the water can evaporate. Before you know it, you’ll have drops collecting on the bag (condensation)! Another fun experiment for this section is with gumdrops and toothpicks, oh my! Figure out how to make a triangular structure that will support weight using just the two materials. Have your parents help you make an electromagnet at home! All you need is copper wire, metal objects, a magnet, an iron nail, and a battery. Have you created a solar system model?? If so, we’d love to see it! Ever wonder why some kids look different from their parents? It has to do with this! Ever try to mix oil and vinegar in the kitchen? Grab a friend for this one! Build tin foil boats, and load them with as many pennies as possible until they sink. Who will create a design that carries the most? Text adapted from the Next Generation Science Standards (www.nextgenscience.org) *NGSS is a registered trademark of WestEd. Neither WestEd nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it. SCIENTIFIC AND ENGINEERING PRACTICES (PRACTICES) DISCIPLINARY CORE IDEAS (DCIs) CROSSCUTTING CONCEPTS DISCIPLINARY CORE IDEAS (DCIs) SCIENTIFIC AND ENGINEERING PRACTICES (PRACTICES) CROSSCUTTING CONCEPTS