Science & Engineering Practices in Next Generation Science Standards

Asking Questions and Defining Problems: A practice of science is to ask and refine questions that lead to descriptions and explanations of how the natural and designed world(s) works and which can be empirically tested. Engineering questions clarify problems to determine criteria for successful solutions and identify constraints to solve problems about the designed world. Both scientists and engineers also ask questions to clarify ideas.

K–2 Condensed Practices 3–5 Condensed Practices 6–8 Condensed Practices 9–12 Condensed Practices Asking questions and defining Asking questions and defining Asking questions and defining problems in 6–8 builds Asking questions and defining problems in 9–12 builds problems in K–2 builds on prior problems in 3–5 builds on K–2 on K–5 experiences and progresses to specifying on K–8 experiences and progresses to formulating, experiences and progresses to simple experiences and progresses to relationships between variables, clarify arguments and refining, and evaluating empirically testable questions descriptive questions that can be specifying qualitative relationships. models. and design problems using models and simulations. tested.  Ask questions based on  Ask questions about what would  Ask questions that arise from careful observation of  Ask questions that arise from careful observation of observations to find more happen if a variable is changed. phenomena, models, or unexpected results, to phenomena, or unexpected results, to clarify and/or information about the natural clarify and/or seek additional information. seek additional information. and/or designed world(s).  Ask questions to identify and/or clarify evidence  Ask questions that arise from examining models or a and/or the premise(s) of an argument. theory, to clarify and/or seek additional information  Ask questions to determine relationships between and relationships. independent and dependent variables and  Ask questions to determine relationships, including relationships in models. quantitative relationships, between independent  Ask questions to clarify and/or refine a model, an and dependent variables. explanation, or an engineering problem.  Ask questions to clarify and refine a model, an explanation, or an engineering problem.  Ask and/or identify questions that  Identify scientific (testable) and  Ask questions that require sufficient and  Evaluate a question to determine if it is testable and can be answered by an non-scientific (non-testable) appropriate empirical evidence to answer. relevant. investigation. questions.  Ask questions that can be investigated within the  Ask questions that can be investigated within the  Ask questions that can be scope of the classroom, outdoor environment, and scope of the school laboratory, research facilities, or investigated and predict museums and other public facilities with available field (e.g., outdoor environment) with available reasonable outcomes based on resources and, when appropriate, frame a resources and, when appropriate, frame a patterns such as cause and effect hypothesis based on observations and scientific hypothesis based on a model or theory. relationships. principles.  Ask questions that challenge the premise(s) of an  Ask and/or evaluate questions that challenge the argument or the interpretation of a data set. premise(s) of an argument, the interpretation of a data set, or the suitability of the design.  Define a simple problem that can  Use prior knowledge to describe  Define a design problem that can be solved through  Define a design problem that involves the be solved through the problems that can be solved. the development of an object, tool, process or development of a process or system with interacting development of a new or improved  Define a simple design problem system and includes multiple criteria and components and criteria and constraints that may object or tool. that can be solved through the constraints, including scientific knowledge that may include social, technical and/or environmental development of an object, tool, limit possible solutions. considerations. process, or system and includes several criteria for success and constraints on materials, time, or cost.

Based on Appendix F of the Next Generation Science Standards © 2013 Achieve, Inc. on behalf of the 26 NGSS Lead States. Science and Engineering Practices Developing and Using Models: A practice of both science and engineering is to use and construct models as helpful tools for representing ideas and explanations. These tools include diagrams, drawings, physical replicas, mathematical representations, analogies, and computer simulations. Modeling tools are used to develop questions, predictions and explanations; analyze and identify flaws in systems; and communicate ideas. Models are used to build and revise scientific explanations and proposed engineered systems. Measurements and observations are used to revise models and designs.

K–2 Condensed Practices 3–5 Condensed Practices 6–8 Condensed Practices 9–12 Condensed Practices Modeling in K–2 builds on prior Modeling in 3–5 builds on K–2 Modeling in 6–8 builds on K–5 experiences and Modeling in 9–12 builds on K–8 experiences and experiences and progresses to include experiences and progresses to progresses to developing, using, and revising models to progresses to using, synthesizing, and developing using and developing models (i.e., building and revising simple models describe, test, and predict more abstract phenomena models to predict and show relationships among diagram, drawing, physical replica, and using models to represent events and design systems. variables between systems and their components in diorama, dramatization, or and design solutions. the natural and designed world(s). storyboard) that represent concrete events or design solutions.

 Distinguish between a model and  Identify limitations of models.  Evaluate limitations of a model for a proposed  Evaluate merits and limitations of two different the actual object, process, and/or object or tool. models of the same proposed tool, process, events the model represents. mechanism, or system in order to select or revise a  Compare models to identify model that best fits the evidence or design criteria. common features and differences.  Design a test of a model to ascertain its reliability.

 Develop and/or use a model to  Collaboratively develop and/or  Develop or modify a model—based on evidence – to  Develop, revise, and/or use a model based on represent amounts, relationships, revise a model based on evidence match what happens if a variable or component of a evidence to illustrate and/or predict the relative scales (bigger, smaller), that shows the relationships system is changed. relationships between systems or between and/or patterns in the natural and among variables for frequent and  Use and/or develop a model of simple systems with components of a system. designed world(s). regular occurring events. uncertain and less predictable factors.  Develop and/or use multiple types of models to  Develop a model using an analogy,  Develop and/or revise a model to show the provide mechanistic accounts and/or predict example, or abstract relationships among variables, including those that phenomena, and move flexibly between model representation to describe a are not observable but predict observable types based on merits and limitations. scientific principle or design phenomena. solution.  Develop and/or use a model to predict and/or  Develop and/or use models to describe phenomena. describe and/or predict  Develop a model to describe unobservable phenomena. mechanisms.

 Develop a simple model based on  Develop a diagram or simple  Develop and/or use a model to generate data to test  Develop a complex model that allows for evidence to represent a proposed physical prototype to convey a ideas about phenomena in natural or designed manipulation and testing of a proposed process or object or tool. proposed object, tool, or process. systems, including those representing inputs and system.  Use a model to test cause and outputs, and those at unobservable scales.  Develop and/or use a model (including effect relationships or interactions mathematical and computational) to generate data concerning the functioning of a to support explanations, predict phenomena, natural or designed system. analyze systems, and/or solve problems.

Based on Appendix F of the Next Generation Science Standards © 2013 Achieve, Inc. on behalf of the 26 NGSS Lead States. Science and Engineering Practices Planning and Carrying Out Investigations: Scientists and engineers plan and carry out investigations in the field or laboratory, working collaboratively as well as individually. Their investigations are systematic and require clarifying what counts as data and identifying variables or parameters. Engineering investigations identify the effectiveness, efficiency, and durability of designs under different conditions.

K–2 Condensed Practices 3–5 Condensed Practices 6–8 Condensed Practices 9–12 Condensed Practices Planning and carrying out investigations Planning and carrying out investigations Planning and carrying out investigations Planning and carrying out investigations in 9-12 builds on K-8 to answer questions or test solutions to to answer questions or test solutions to in 6-8 builds on K-5 experiences and experiences and progresses to include investigations that problems in K–2 builds on prior problems in 3–5 builds on K–2 progresses to include investigations that provide evidence for and test conceptual, mathematical, experiences and progresses to simple experiences and progresses to include use multiple variables and provide physical, and empirical models. investigations, based on fair tests, which investigations that control variables and evidence to support explanations or provide data to support explanations or provide evidence to support solutions. design solutions. explanations or design solutions.  With guidance, plan and conduct an  Plan and conduct an investigation  Plan an investigation individually and  Plan an investigation or test a design individually and investigation in collaboration with collaboratively to produce data to collaboratively, and in the design: collaboratively to produce data to serve as the basis for peers (for K). serve as the basis for evidence, using identify independent and dependent evidence as part of building and revising models, supporting  Plan and conduct an investigation fair tests in which variables are variables and controls, what tools are explanations for phenomena, or testing solutions to collaboratively to produce data to controlled and the number of trials needed to do the gathering, how problems. Consider possible variables or effects and serve as the basis for evidence to considered. measurements will be recorded, and evaluate the confounding investigation’s design to ensure answer a question. how many data are needed to support variables are controlled. a claim.  Plan and conduct an investigation individually and  Conduct an investigation and/or collaboratively to produce data to serve as the basis for evaluate and/or revise the evidence, and in the design: decide on types, how much, experimental design to produce data and accuracy of data needed to produce reliable to serve as the basis for evidence that measurements and consider limitations on the precision of meet the goals of the investigation. the data (e.g., number of trials, cost, risk, time), and refine the design accordingly.  Plan and conduct an investigation or test a design solution in a safe and ethical manner including considerations of environmental, social, and personal impacts.  Evaluate different ways of observing  Evaluate appropriate methods and/or  Evaluate the accuracy of various  Select appropriate tools to collect, record, analyze, and and/or measuring a phenomenon to tools for collecting data. methods for collecting data. evaluate data. determine which way can answer a question.  Make observations (firsthand or from  Make observations and/or  Collect data to produce data to serve  Make directional hypotheses that specify what happens to a media) and/or measurements to measurements to produce data to as the basis for evidence to answer dependent variable when an independent variable is collect data that can be used to make serve as the basis for evidence for an scientific questions or test design manipulated. comparisons. explanation of a phenomenon or test solutions under a range of conditions.  Manipulate variables and collect data about a complex  Make observations (firsthand or from a design solution.  Collect data about the performance of model of a proposed process or system to identify failure media) and/or measurements of a  Make predictions about what would a proposed object, tool, process, or points or improve performance relative to criteria for proposed object or tool or solution to happen if a variable changes. system under a range of conditions. success or other variables. determine if it solves a problem or  Test two different models of the same meets a goal. proposed object, tool, or process to  Make predictions based on prior determine which better meets criteria experiences. for success.

Based on Appendix F of the Next Generation Science Standards © 2013 Achieve, Inc. on behalf of the 26 NGSS Lead States. Science and Engineering Practices Analyzing and Interpreting Data: Scientific investigations produce data that must be analyzed in order to derive meaning. Because data patterns and trends are not always obvious, scientists use a range of tools—including tabulation, graphical interpretation, visualization, and statistical analysis—to identify the significant features and patterns in the data. Scientists identify sources of error in the investigations and calculate the degree of certainty in the results. Modern technology makes the collection of large data sets much easier, providing secondary sources for analysis. Engineering investigations include analysis of data collected in the tests of designs. This allows comparison of different solutions and determines how well each meets specific design criteria—that is, which design best solves the problem within given constraints. Like scientists, engineers require a range of tools to identify patterns within data and interpret the results. Advances in science make analysis of proposed solutions more efficient and effective. K–2 Condensed Practices 3–5 Condensed Practices 6–8 Condensed Practices 9–12 Condensed Practices Analyzing data in K–2 builds on Analyzing data in 3–5 builds on K–2 Analyzing data in 6–8 builds on K–5 experiences Analyzing data in 9–12 builds on K–8 experiences and prior experiences and progresses experiences and progresses to introducing and progresses to extending quantitative analysis progresses to introducing more detailed statistical to collecting, recording, and quantitative approaches to collecting data and to investigations, distinguishing between analysis, the comparison of data sets for consistency, sharing observations. conducting multiple trials of qualitative correlation and causation, and basic statistical and the use of models to generate and analyze data. observations. When possible and feasible, techniques of data and error analysis. digital tools should be used.  Record information  Represent data in tables and/or various  Construct, analyze, and/or interpret graphical  Analyze data using tools, technologies, and/or (observations, thoughts, and graphical displays (bar graphs, pictographs, displays of data and/or large data sets to models (e.g., computational, mathematical) in order ideas). and/or pie charts) to reveal patterns that identify linear and nonlinear relationships. to make valid and reliable scientific claims or  Use and share pictures, indicate relationships.  Use graphical displays (e.g., maps, charts, determine an optimal design solution. drawings, and/or writings of graphs, and/or tables) of large data sets to observations. identify temporal and spatial relationships.  Use observations (firsthand or  Distinguish between causal and correlational from media) to describe relationships in data. patterns and/or relationships  Analyze and interpret data to provide evidence in the natural and designed for phenomena. world(s) in order to answer  Analyze and interpret data to make sense of  Apply concepts of statistics and probability  Apply concepts of statistics and probability (including scientific questions and solve phenomena, using logical reasoning, (including mean, median, mode, and determining function fits to data, slope, intercept, problems. mathematics, and/or computation. variability) to analyze and characterize data, and correlation coefficient for linear fits) to scientific  Compare predictions (based on using digital tools when feasible. and engineering questions and problems, using prior experiences) to what digital tools when feasible. occurred (observable events).  Consider limitations of data analysis (e.g.,  Consider limitations of data analysis (e.g., measurement error), and/or seek to improve measurement error, sample selection) when precision and accuracy of data with better analyzing and interpreting data. technological tools and methods (e.g., multiple trials).   Analyze and interpret data to determine  Compare and contrast various types of data sets different groups in order to discuss similarities and differences in findings. (e.g., self-generated, archival) to examine similarities and differences in their findings. consistency of measurements and observations.  Analyze data from tests of an  Analyze data to refine a problem statement  Analyze data to define an optimal operational  Evaluate the impact of new data on a working object or tool to determine if it or the design of a proposed object, tool, or range for a proposed object, tool, process or explanation and/or model of a proposed process or works as intended. process. system that best meets criteria for success. system.  Use data to evaluate and refine design  Analyze data to identify design features or solutions. characteristics of the components of a proposed process or system to optimize it relative to criteria for success.

Based on Appendix F of the Next Generation Science Standards © 2013 Achieve, Inc. on behalf of the 26 NGSS Lead States. Science and Engineering Practices Using Mathematics and Computational Thinking: In both science and engineering, mathematics and computation are fundamental tools for representing physical variables and their relationships. They are used for a range of tasks such as constructing simulations; solving equations exactly or approximately; and recognizing, expressing, and applying quantitative relationships. Mathematical and computational approaches enable scientists and engineers to predict the behavior of systems and test the validity of such predictions.

K–2 Condensed Practices 3–5 Condensed Practices 6–8 Condensed Practices 9–12 Condensed Practices Mathematical and computational Mathematical and computational Mathematical and computational thinking in 6–8 builds Mathematical and computational thinking in 9-12 thinking in K–2 builds on prior thinking in 3–5 builds on K–2 on K–5 experiences and progresses to identifying builds on K-8 and experiences and progresses to using experience and progresses to experiences and progresses to patterns in large data sets and using mathematical algebraic thinking and analysis, a range of linear and recognizing that mathematics can be extending quantitative measurements concepts to support explanations and arguments. nonlinear functions including trigonometric functions, used to describe the natural and to a variety of physical properties and exponentials and logarithms, and computational tools designed world(s). using computation and mathematics for statistical analysis to analyze, represent, and model to analyze data and compare data. Simple computational simulations are created alternative design solutions. and used based on mathematical models of basic assumptions.  Decide when to use qualitative vs. quantitative data.  Decide if qualitative or quantitative data are best to determine whether a proposed object or tool meets criteria for success.

 Use counting and numbers to  Organize simple data sets to reveal  Use digital tools (e.g., computers) to analyze very  Create and/or revise a computational model or identify and describe patterns in patterns that suggest relationships. large data sets for patterns and trends. simulation of a phenomenon, designed device, the natural and designed world(s). process, or system.

 Describe, measure, and/or  Describe, measure, estimate,  Use mathematical representations to describe  Use mathematical, computational, and/or compare quantitative attributes of and/or graph quantities such as and/or support scientific conclusions and design algorithmic representations of phenomena or different objects and display the area, volume, weight, and time to solutions. design solutions to describe and/or support claims data using simple graphs. address scientific and engineering and/or explanations. questions and problems.

 Use quantitative data to compare  Create and/or use graphs and/or  Create algorithms (a series of ordered steps) to  Apply techniques of algebra and functions to two alternative solutions to a charts generated from simple solve a problem. represent and solve scientific and engineering problem. algorithms to compare alternative  Apply mathematical concepts and/or processes problems. solutions to an engineering (such as ratio, rate, percent, basic operations, and  Use simple limit cases to test mathematical problem. simple algebra) to scientific and engineering expressions, computer programs, algorithms, or questions and problems. simulations of a process or system to see if a model  Use digital tools and/or mathematical concepts and “makes sense” by comparing the outcomes with arguments to test and compare proposed solutions what is known about the real world. to an engineering design problem.  Apply ratios, rates, percentages, and unit conversions in the context of complicated measurement problems involving quantities with derived or compound units (such as mg/mL, kg/m3, acre-feet, etc.).

Based on Appendix F of the Next Generation Science Standards © 2013 Achieve, Inc. on behalf of the 26 NGSS Lead States. Science and Engineering Practices Constructing Explanations and Designing Solutions: The end-products of science are explanations and the end-products of engineering are solutions. The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories. The goal of engineering design is to find a systematic solution to problems that is based on scientific knowledge and models of the material world. Each proposed solution results from a process of balancing competing criteria of desired functions, technical feasibility, cost, safety, aesthetics, and compliance with legal requirements. The optimal choice depends on how well the proposed solutions meet criteria and constraints.

K–2 Condensed Practices 3–5 Condensed Practices 6–8 Condensed Practices 9–12 Condensed Practices Constructing explanations and Constructing explanations and Constructing explanations and designing solutions in 6– Constructing explanations and designing solutions in 9– designing solutions in K–2 builds on designing solutions in 3–5 builds on 8 builds on K–5 experiences and progresses to include 12 builds on K–8 experiences and progresses to prior experiences and progresses to K–2 experiences and progresses to constructing explanations and designing solutions explanations and designs that are supported by the use of evidence and ideas in the use of evidence in constructing supported by multiple sources of evidence consistent multiple and independent student-generated sources constructing evidence-based accounts explanations that specify variables with scientific ideas, principles, and theories. of evidence consistent with scientific ideas, principles, of natural phenomena and designing that describe and predict phenomena and theories. solutions. and in designing multiple solutions to design problems.  Use information from observations  Construct an explanation of  Construct an explanation that includes qualitative or  Make a quantitative and/or qualitative claim (firsthand and from media) to observed relationships (e.g., the quantitative relationships between variables that regarding the relationship between dependent and construct an evidence-based distribution of plants in the back predict(s) and/or describe(s) phenomena. independent variables. account for natural phenomena. yard).  Construct an explanation using models or representations.  Use evidence (e.g., measurements,  Construct a scientific explanation based on valid and  Construct and revise an explanation based on valid observations, patterns) to reliable evidence obtained from sources (including and reliable evidence obtained from a variety of construct or support an the students’ own experiments) and the assumption sources (including students’ own investigations, explanation or design a solution to that theories and laws that describe the natural models, theories, simulations, peer review) and the a problem. world operate today as they did in the past and will assumption that theories and laws that describe the continue to do so in the future. natural world operate today as they did in the past  Apply scientific ideas, principles, and/or evidence to and will continue to do so in the future. construct, revise and/or use an explanation for real-  Apply scientific ideas, principles, and/or evidence to world phenomena, examples, or events. provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects.  Identify the evidence that supports  Apply scientific reasoning to show why the data or  Apply scientific reasoning, theory, and/or models to particular points in an explanation. evidence is adequate for the explanation or link evidence to the claims to assess the extent to conclusion. which the reasoning and data support the explanation or conclusion.  Use tools and/or materials to  Apply scientific ideas to solve  Apply scientific ideas or principles to design,  Design, evaluate, and/or refine a solution to a design and/or build a device that design problems. construct, and/or test a design of an object, tool, complex real-world problem, based on scientific solves a specific problem or a  Generate and compare multiple process or system. knowledge, student-generated sources of evidence, solution to a specific problem. solutions to a problem based on  Undertake a design project, engaging in the design prioritized criteria, and tradeoff considerations.  Generate and/or compare multiple how well they meet the criteria cycle, to construct and/or implement a solution that solutions to a problem. and constraints of the design meets specific design criteria and constraints. solution.  Optimize performance of a design by prioritizing criteria, making tradeoffs, testing, revising, and re- testing.

Based on Appendix F of the Next Generation Science Standards © 2013 Achieve, Inc. on behalf of the 26 NGSS Lead States. Science and Engineering Practices Engaging in Argument from Evidence: Argumentation is the process by which evidence-based conclusions and solutions are reached. In science and engineering, reasoning and argument based on evidence are essential to identifying the best explanation for a natural phenomenon or the best solution to a design problem. Scientists and engineers use argumentation to listen to, compare, and evaluate competing ideas and methods based on merits. Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building data models, and using evidence to evaluate claims.

K–2 Condensed Practices 3–5 Condensed Practices 6–8 Condensed Practices 9–12 Condensed Practices Engaging in argument from evidence in K– Engaging in argument from evidence in Engaging in argument from evidence in 6–8 Engaging in argument from evidence in 9–12 builds on K– 2 builds on prior experiences and 3–5 builds on K–2 experiences and builds on K–5 experiences and progresses to 8 experiences and progresses to using appropriate and progresses to comparing ideas and progresses to critiquing the scientific constructing a convincing argument that sufficient evidence and scientific reasoning to defend and representations about the natural and explanations or solutions proposed by supports or refutes claims for either critique claims and explanations about the natural and designed world(s). peers by citing relevant evidence about explanations or solutions about the natural designed world(s). Arguments may also come from the natural and designed world(s). and designed world(s). current scientific or historical episodes in science.  Identify arguments that are supported  Compare and refine arguments  Compare and critique two arguments on  Compare and evaluate competing arguments or design by evidence. based on an evaluation of the the same topic and analyze whether they solutions in light of currently accepted explanations,  Distinguish between explanations that evidence presented. emphasize similar or different evidence new evidence, limitations (e.g., trade-offs), constraints, account for all gathered evidence and  Distinguish among facts, reasoned and/or interpretations of facts. and ethical issues. those that do not. judgment based on research  Evaluate the claims, evidence, and/or reasoning behind  Analyze why some evidence is relevant findings, and speculation in an currently accepted explanations or solutions to to a scientific question and some is not. explanation. determine the merits of arguments.  Distinguish between opinions and evidence in one’s own explanations.  Listen actively to arguments to indicate  Respectfully provide and receive  Respectfully provide and receive critiques  Respectfully provide and/or receive critiques on agreement or disagreement based on critiques from peers about a about one’s explanations, procedures, scientific arguments by probing reasoning and evidence evidence, and/or to retell the main proposed procedure, explanation or models and questions by citing relevant and challenging ideas and conclusions, responding points of the argument. model.by citing relevant evidence evidence and posing and responding to thoughtfully to diverse perspectives, and determining and posing specific questions. questions that elicit pertinent elaboration what additional information is required to resolve and detail. contradictions.

 Construct an argument with evidence  Construct and/or support an  Construct, use, and/or present an oral and  Construct, use, and/or present an oral and written to support a claim. argument with evidence, data, written argument supported by empirical argument or counter-arguments based on data and and/or a model. evidence and scientific reasoning to evidence.  Use data to evaluate claims about support or refute an explanation or a cause and effect. model for a phenomenon or a solution to a problem.

 Make a claim about the effectiveness of  Make a claim about the merit of a  Make an oral or written argument that  Make and defend a claim based on evidence about the an object, tool, or solution that is solution to a problem by citing supports or refutes the advertised natural world or the effectiveness of a design solution supported by relevant evidence. relevant evidence about how it performance of a device, process, or that reflects scientific knowledge, and student- meets the criteria and constraints of system, based on empirical evidence generated evidence. the problem. concerning whether or not the technology  Evaluate competing design solutions to a real-world meets relevant criteria and constraints. problem based on scientific ideas and principles,  Evaluate competing design solutions based empirical evidence, and/or logical arguments regarding on jointly developed and agreed-upon relevant factors (e.g. economic, societal, design criteria. environmental, ethical considerations).

Based on Appendix F of the Next Generation Science Standards © 2013 Achieve, Inc. on behalf of the 26 NGSS Lead States. Science and Engineering Practices Obtaining, Evaluating, and Communicating Information: Scientists and engineers must be able to communicate clearly and persuasively the ideas and methods they generate. Critiquing and communicating ideas individually and in groups is a critical professional activity. Communicating information and ideas can be done in multiple ways: using tables, diagrams, graphs, models, and equations as well as orally, in writing, and through extended discussions. Scientists and engineers employ multiple sources to obtain information that is used to evaluate the merit and validity of claims, methods, and designs.

K–2 Condensed Practices 3–5 Condensed Practices 6–8 Condensed Practices 9–12 Condensed Practices Obtaining, evaluating, and Obtaining, evaluating, and communicating Obtaining, evaluating, and communicating Obtaining, evaluating, and communicating information communicating information in K–2 information in 3–5 builds on K–2 experiences information in 6–8 builds on K–5 experiences in 9–12 builds on K–8 experiences and progresses to builds on prior experiences and uses and progresses to evaluating the merit and and progresses to evaluating the merit and evaluating the validity and reliability of the claims, observations and texts to accuracy of ideas and methods. validity of ideas and methods. methods, and designs. communicate new information.  Read grade-appropriate texts  Read and comprehend grade-appropriate  Critically read scientific texts adapted for  Critically read scientific literature adapted for and/or use media to obtain complex texts and/or other reliable media classroom use to determine the central ideas classroom use to determine the central ideas or scientific and/or technical to summarize and obtain scientific and and/or obtain scientific and/or technical conclusions and/or to obtain scientific and/or information to determine patterns technical ideas and describe how they are information to describe patterns in and/or technical information to summarize complex in and/or evidence about the supported by evidence. evidence about the natural and designed evidence, concepts, processes, or information natural and designed world(s).  Compare and/or combine across complex world(s). presented in a text by paraphrasing them in simpler texts and/or other reliable media to but still accurate terms. support the engagement in other scientific and/or engineering practices.

 Describe how specific images (e.g.,  Combine information in written text with  Integrate qualitative and/or quantitative  Compare, integrate and evaluate sources of a diagram showing how a machine that contained in corresponding tables, scientific and/or technical information in information presented in different media or formats works) support a scientific or diagrams, and/or charts to support the written text with that contained in media (e.g., visually, quantitatively) as well as in words in engineering idea. engagement in other scientific and/or and visual displays to clarify claims and order to address a scientific question or solve a engineering practices. findings. problem.

 Obtain information using various  Obtain and combine information from  Gather, read, synthesize information from  Gather, read, and evaluate scientific and/or texts, text features (e.g., headings, books and/or other reliable media to multiple appropriate sources and assess the technical information from multiple authoritative tables of contents, glossaries, explain phenomena or solutions to a credibility, accuracy, and possible bias of sources, assessing the evidence and usefulness of electronic menus, icons), and other design problem. each publication and methods used, and each source. media that will be useful in describe how they are supported or not  Evaluate the validity and reliability of and/or answering a scientific question supported by evidence. synthesize multiple claims, methods, and/or designs and/or supporting a scientific  Evaluate data, hypotheses, and/or that appear in scientific and technical texts or media claim. conclusions in scientific and technical texts in reports, verifying the data when possible. light of competing information or accounts.

 Communicate information or  Communicate scientific and/or technical   Communicate scientific and/or technical design ideas and/or solutions with information orally and/or in written  information or ideas (e.g. about phenomena and/or others in oral and/or written forms formats, including various forms of media information (e.g. about a proposed object, the process of development and the design and using models, drawings, writing, or and may include tables, diagrams, and tool, process, system) in writing and/or performance of a proposed process or system) in numbers that provide detail about charts. through oral presentations. multiple formats (including orally, graphically, scientific ideas, practices, and/or textually, and mathematically). design ideas.

Based on Appendix F of the Next Generation Science Standards © 2013 Achieve, Inc. on behalf of the 26 NGSS Lead States.