Teaching the Next Generation Science Standards (NGSS) with CLEAN Resources

Below we provide you with links to CLEAN resources that can be bundled together to address a given NGSS Performance Expectation. Here's how to search the CLEAN Collection for specific resources that address a given NGSS Performance Expectation:
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1) Select the NGSS Performance Expectation that you want to address:

Here are 4 example Performance Expectations that are well supported by CLEAN resources. You can use the links below to explore resources that can be used to address the full breadth of each specific Performance Expectation or select one of the connected Disciplinary Core Ideas to see topically related resources.

Middle School

MS-ESS3-5 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

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Disciplinary Core Ideas:

MS-ESS3.D: Global Climate Change Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.

Resources that relate to this DCI

Resources Supporting Connected Disciplinary Core Ideas

• MS.PS3.A: Definitions of Energy

MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.

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Disciplinary Core Ideas:

MS-ESS3.C: Human Impacts on Earth Systems Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. 

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Resources Supporting Connected Disciplinary Core Ideas

• MS.LS2.A: Interdependent Relationships in Ecosystems

High School

HS-ESS3-5 Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.

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Disciplinary Core Ideas:

ESS3.D: Global Climate Change Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. 

Resources that relate to this DCI

Resources Supporting Connected Disciplinary Core Ideas

• HS-PS3.B: Conservation of Energy and Energy Transfer
• HS-PS3.D: Energy in Chemical Processes
• HS-LS1.C: Organization for Matter and Energy Flow in Organisms
• HS-ESS2.D: Weather and Climate

HS-ESS3-2 Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.

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Disciplinary Core Ideas:

HS-ESS3.A: Natural Resources All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors 

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HS-ETS1.B: Developing Possible Solutions When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. 

Resources that relate to this DCI

Resources Supporting Connected Disciplinary Core Ideas

• HS-PS3.B: Conservation of Energy and Energy Transfer
• HS-PS3.D: Energy in Chemical Processes
• HS-LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
• HS-LS4.D: Biodiversity and Humans
• HS-ESS2.A: Earth Materials and Systems

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Screenshot showing the position of the NGSS browse facets in the main CLEAN search interface.

Provenance: Sean Fox, Carleton College
Reuse: This item is offered under a Creative Commons Attribution-NonCommercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/ You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license.

2) Once you've found a resource, you can learn more about how it relates to NGSS components

1. At the top each catalog record you'll see this notation in the bottom half of the lead green box:

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Screenshot of NGSS label on a CLEAN resource record

Provenance: Sean Fox, Carleton College
Reuse: This item is offered under a Creative Commons Attribution-NonCommercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/ You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license.

2. Clicking on the green text "See how this Activity..." takes you further down the page to this box, where the NGSS components addressed by this resource are identified for middle and/or high school, as appropriate:

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Screenshot of NGSS details on a CLEAN resource record

Provenance: Sean Fox, Carleton College
Reuse: This item is offered under a Creative Commons Attribution-NonCommercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/ You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license.

How did we select these particular components?

Each resource was carefully reviewed with the NGSS in mind. Connections to different middle and high school NGSS components were identified and flagged if the resource was found to do any of the following:
- engage students in any of the Science and Engineering Practices,
- help students connect Cross-cutting Concepts, or 
- enable a deeper understanding of a Disciplinary Core Ideas.

Here's where the coding (such as MS-ESS2.D1) comes from:

The text and labels for each component are drawn directly from the published Next Generation Science Standards, with two additions. The published standards provide labels for the Disciplinary Core Ideas (e.g. ESS2.D) but these labels often encompass multiple bullet points. We've added a numeric suffix (reflecting the order in which the bullets appear in the standards) to indicate specific bullet points (e.g. ESS2.D1 or ESS2.D3). Likewise, the printed standards provide no labels for the Crosscutting Concepts or Science and Engineering Practices. So we've labeled these individual bullets to reflect the grade level and their order of appearance in appendices F & G of the standards. So HS-C6.2 refers to the 2nd bullet of the 6th of the Crosscutting Concepts at the High School level.