A fundamental principle in the CA Next Generation Science Standards (CA NGSS) is that students must use the three dimensions to understand and begin to explain specific phenomena and that the phenomena drive the science (CA Science Framework).

As many states shift science instruction towards the Next Generation Science Standards (NGSS), it is imperative that educators look closely at whether equitable opportunities to learn and do science are available to all of our students.

Teachers in Tracy Unified School District, a CA NGSS Early Implementation Initiative district, recently participated in a lesson study where they planned a lesson to explore the behavior of waves in an 8th grade classroom, and had the opportunity to…

Providing quality science instruction at the elementary level is an endeavor for many general education teachers.

Any transformation in an organization, like a school or a district, can be a painstaking process of professional learning, creating buy-in, and fund sourcing.

Science in Kindergarten is no different than teaching science in other grades. Students come to us full of wonder, resulting in endless questions.

Second graders had worked hard on their engineering designs to make a lima bean that would be transported by sticking to an animal’s fur.

There is a vast body of research that supports the notion that for students to develop deep conceptual understanding, we must put students in the driver seat of thinking.

"Students can’t yet write independently without basic sentence frames. Their thoughts are usually bigger than what they can put on paper." - Kindergarten Teacher