NGSS Resources

• American Museum of Natural History Five Tools and Processes for NGSS The Five Tools and Processes resource presents a process to translate the 3 dimensions of the NGSS (DCIs, SEPs, CCCs and their associated PEs) into multiple instructional sequences that form an NGSS unit. This is followed by a more in-depth plan for one instructional sequence and assessment task to provide evidence of student learning focused on performance expectations. These processes help teachers plan for conceptual coherence.
  http://www.amnh.org/explore/curriculum-collections/five-tools-and-processes-for-ngss/
• Bundling the NGSS Website of the CA NGSS Collaborative. This page includes all Professional Learning resources developed by the Collaborative, including Rollout materials, High School Summit, and other resources such as information articles and matrix showing correlation between high school CA NGSS and CCSS standards and courses
  https://cascience.org/ngss/ngss-collaborative
• CA NGSS Collaborative "Bundles" are groups of NGSS standards (performance expectations) arranged together to create the endpoints for units of instruction. Bundling is just one step in a curriculum development process. Example bundles for K-12 are shared.
  http://www.nextgenscience.org/resources/bundling-ngss
• CA NGSS Toolkit for Instructional Materials Evaluation (CA NGSS TIME) The CA NGSS TIME is designed to assist local educational agencies and teachers to analyze and select high-quality instructional materials and resources. Using the toolkit provides an important opportunity for professional learning and meaningful, rich conversations to deepen the understanding of the CA NGSS. This resource includes facilitator guides, slides, and other resources for a data driven selection process at the local level.
  http://ccsesa.org/committees/cisc/cisc-public-resources/
• California Science Teachers Association K-12 Climate Science Lesson Sequences A suite of K-12 Learning Sequences were developed by California science educators in collaboration with practicing climate scientists. These learning sequences were piloted in classrooms by the teachers that developed them. In addition, they underwent peer review and the NGSS Lesson Screener was utilized to revise and update the learning sequences. All learning sequences were written to support high-quality, phenomena-based, three-dimensional science teaching and learning. The learning sequences were presented as short courses at the 2018 California Science Education Conference.
  https://cascience.org/climate-summit/k-12-learning-sequences
• California Science Test (CAST) Information and resources for CAST.
  http://www.caaspp.org/administration/about/science/
• California Department of Education Next Generation Science Standards Systems Implementation Plan Approved in 2014, this guides the development of state, regional, and local implementation for California NGSS.
  http://www.cde.ca.gov/pd/ca/sc/documents/sciimpplan120214.pdf#search=systems%20implementation%20plan&view=FitH&pagemode=none
• California Science Framework Adopted by the California State Board of Education in 2016, this document identifies what NGSS instruction should look like in CA classrooms - suggested instructional sequences, snapshots, vignettes, and useful appendices. The Framework also provides guidelines for professional learning, instructional strategies, access and equity and criteria for instructional materials.
  http://www.cde.ca.gov/ci/sc/cf/scifwprepubversion.asp
• California Science Project The California Science Project (CSP) is a statewide support network for teacher professional learning and leadership development in CA NGSS. The CSP is part of the statewide subject matter projects.
  http://www.cspso.org
• California Science Teachers Association CA NGSS Page Resources for CA NGSS including updates on assessment and accountability for California
  http://www.cascience.org/ngss
• Crosscutting Concept icons and questions Developed by Pete A'Hearn, TOSA, Palm Springs USD, this resource explains the crosscutting concepts, and provides reproducible symbols and questions for classroom use
  http://crosscutsymbols.weebly.com
  http://stemteachingtools.org/assets/landscapes/STEM-Teaching-Tool-41-CrossCuttingConceptsRPC.pdf
• Equitable Access to Science Education in California Briefing paper published by the California Science Teachers Association highlighting underlying issues and recommendations to ensure all students have equitable access to science education.
  https://cascience.org/application/files/8515/6261/0691/Equitable_Access_to_Science_Education.pdf
• Evaluating NGSS Design Home of the NGSS Lesson Screener and EQuIP rubric for Science.
  https://www.nextgenscience.org/evaluating-ngss-design/evaluating-ngss-design
• Exploratorium - NGSS Planning Tools (Science Snacks) Science Snacks provide the opportunity to notice, wonder about, and experiment directly with natural phenomena. The Next Generation Science Standards (NGSS) task teachers with framing learning around natural phenomena that inspire students to ask and answer questions using the Science and Engineering Practices.
  https://www.exploratorium.edu/snacks/ngss
• A Framework for K-12 Science Education This foundational document, commonly referred to as the “National Framework” provided the foundation of what would become the Next Generation Science Standards.
  http://sites.nationalacademies.org/dbasse/bose/framework_k12_science/index.htm
• Lawrence Hall of Science NGSS page Resources for districts, schools, afterschool programs, science centers, educators, parents, and youth.
  http://www.lawrencehallofscience.org/programs_for_schools/ngss
• National Science Teachers Association NGSS Hub Resources and information on the Next Generation Science Standards
  http://ngss.nsta.org
• Next Generation Science Standards Website Standards, evidence statements, appendices, other resources
  http://www.nextgenscience.org
• Next Generation Science Storylines Next Generation Science Storylines project is dedicated to providing tools that support teachers in developing, adapting, and teaching with strongly aligned NGSS materials in classrooms around the country.
  http://www.nextgenstorylines.org/
• NGSS Communication Tools NGSS communication toolkits designed support communications with teachers and principals, parents, and district leaders.
  https://cascience.org/ngss/communications-tools
• NGSS Evidence Statements Evidence Statements. NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations.
  https://www.nextgenscience.org/evidence-statements
• NGSS Demystified (Cal Academy) Cal Academy has compiled a professional development toolkit to share what they have learned during three years of running Next Generation Science Standards (NGSS) trainings for hundreds of teachers throughout the Bay Area. All of these activities are flexible and modular. They can be used all together, used individually or can be combine them with your own materials, adapt them to suit your specific audience, or just use them as they are.
  http://bit.ly/2bWEMle
• NGSS Planning Tool, Exploratorium This planning tool is meant to help modify an activity you use in your classroom to align with the three-dimensional science learning outlined in A Framework for K--12 Science Education (Framework) and the Next Generation Science Standards (NGSS).
  http://www.exploratorium.edu/sites/default/files/snack-NGSS-planning-tool.pdf
• NGSS Resources for the South Bay Area Clearinghouse of NGSS resources curated by the Santa Clara County Office of Education
  https://docs.google.com/document/d/1QPhOuaTAUzxXCQLHAYzHqBHe9gii-wgOJdcN6YmFc7s/edit
• NGSX: Next Generation Science Exemplar The Next Generation Science Exemplar System for Professional Development, or NGSX is a web-based PD environment designed to engage teachers in working with the practices and disciplinary core ideas in the National Research Council's Framework for K-12 Science Education and the Next Generation Science Standards.
  http://www.ngsx.org
• OpenSciEdHigh-quality, open-source, middle school full-course science instructional materials that are: designed and aligned to the Framework and NGSS; based on research regarding how students learn, what motivates learning, and the implications for teaching; developed with educators and extensively tested by teachers and schools; designed to be used with low-cost, standard laboratory equipment and materials amenable to large-scale deployment; and improved over time based on feedback from teachers and field-testing.
  https://www.openscied.org/
• Phenomena for NGSSWThis site is a curated collection of science phenomena for the NGSS, along with phenomenon based learning resources.
  https://www.ngssphenomena.com/
• Priority Features of NGSS Aligned Instructional MaterialsWhite paper providing recommendations for publishers, reviewers, and educators
  http://cascience.org/ngss/instructional-materials
• #ProjectPhenomena Searchable site of anchoring and investigative phenomena vetted by teachers
  https://sites.google.com/site/sciencephenomena/search
• Quality NGSS Units This site provides examples of science lessons and units vetted by the EQuIP Peer Review Panel for Science.
  https://www.nextgenscience.org/resources/examples-quality-ngss-design
• Science in Oakland Unified Oakland Unified School District's NGSS Curriculum Scope and Sequence (Grades 6-11)
  http://science.ousd.org/secondary.html
• SDCOE NGSS Resource Center Curated by the San Diego County Office of Education, this side includes searchable views of the CANGSS and resources.
  https://sites.google.com/site/ngssresourceslinks/
• STEM Teaching ToolsThe STEM Teaching Tools site has tools that can help you teach science, technology, engineering and math (STEM). We are currently focused on supporting the teaching of the Next Generation Science Standards (NGSS). Each tool is focused on a specific issue and leverages the best knowledge from research and practice.
  http://stemteachingtools.org
• Subscribe to NGSS News http://www.nextgenscience.org/content/newsletter-signup
• Tools for Ambitious Science Teaching This site provides a variety of tools developed to support science teaching, many of which support teaching through the three dimensions of NGSS. Examples of tools: Four Corners Discussion Technique - supports students in articulating and potentially revising reasoning; Claim Evidence Reasoning Templates and Sentence Starters; Discussion Diamond - individual and group accountability creating a written artifact of group talk; Sticky-Note Student Feedback; Structured Talk; CCC graphic organizers; and tools supporting ELLs.
  http://ambitiousscienceteaching.org/

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Mathematics Resources

• Albert Academy Professional development for teachers who use Albert Academy
  https://www.albert.io/albert-academy
• Albert Academy (for Distance Learning) Distance learning tools for teachers
  https://www.albert.io/blog/tools-for-distance-learning/
• California Common Core State Standards: Mathematics http://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf
• California Mathematics Framework Professional math teacher organization for California
  http://www.cde.ca.gov/ci/ma/cf/
• California Math Council Professional math teacher organization for California
  https://www.cmc-math.org/
• CommonSense Education Compiled list of resources for High School Math
  https://www.commonsense.org/education/top-picks/10-best-math-tools-for-high-school-students
• Cue Think This National Science Foundation–funded program helps students strengthen math skills, inspires a growth mindset, and encourages critical thinking. Students will learn to solve problems and explain their thinking using mathematician George Polya’s four-step approach. Grades K-12.
  https://www.cuethink.com/
• Delta Math A resource for teachers that provides randomly generated problems for grades 6 through Calculus including feedback and step-by-step instructional support.
  https://deltamath.com/overview
• Desmos Online graphing calculator tool heavily used by secondary teachers. Includes activities and sharing of activities developed by other teachers. Includes a teacher-centric activity builder for creating digital math activities
  https://www.desmos.com/
• DragonBox An award-winning series of math apps that harness the power of digital tools to create a better, deeper, more fun learning experience. Blogs, such as “Making Math Social” and “Saying No to Math Anxiety,” are included as resources for teachers and parents. Grades: K–6; cost: Free trial
  https://dragonbox.com/
• FunBrain Funbrain has been helping students learn key math concepts and develop crucial skills since 1997. Students can choose from a slew of games.
  https://www.funbrain.com/
• Geogebra Online graphing calculator similar to Desmos. Extension for Chrome. Includes practice sheets.
  HomeMaterials
• GregTangMath GregTangMath strives to provide unparalleled math lessons for students as well as professional development for in-service teachers. Games, puzzles, and other resources, like free downloads, worksheets/word problems, math centers. Grades: K–6; cost: Free
  https://gregtangmath.com/
• Illuminations This site, from the National Council of Teachers of Mathematics (NCTM), features complete lesson plans, mobile games for students, interactive activities, and brain teasers. Grades: PreK–12; cost: Free
  https://illuminations.nctm.org/
• Illustrative Math High-quality educational resources for teachers and students. Excellent math tasks, videos, lesson plans, and problem-based curriculum modules. Grades: 6–8; cost: Free Included here is a distance Learning link provided Spring 2020.
  https://www.illustrativemathematics.org/ Distance Learning Guide Distance Learning Guide Spring 2020
• Kahn Academy Offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom
  https://www.khanacademy.org/math
• Learnzillion Organization that has been producing short instructional videos for years, not lessons but direct instruction on math concepts and skills.
  https://learnzillion.com/resources/99913-math-instructional-videos/
• Math Central Run by the University of Regina in Canada, this site offers free resources for math teachers and their students, including a database where users can search for the answers to math questions. Their Mathematics with a Human Face page includes information about careers in mathematics as well as profiles of mathematicians. Grades: K–12
  http://mathcentral.uregina.ca/index.php
• Math In Common MiC was about improving mathematics instruction in the era of the CCSS-M, but MiC was more than just a math initiative — it was about understanding and addressing district systems changes required to improve classroom instruction. This site links to the evaluation reports of the project - focusing on key learnings.
  https://www.wested.org/mic-summative-evaluation-reports/
• Mathematics Assessment Product (MAP) Assessment tasks and activities series to engage students in deep math thinking. All tasks have been rigorously field tested.
  http://map.mathshell.org/
• Dan Meyer Three-Act Math Tasks A relatively new site for easy to facilitate math activities that engage students in critical thinking.
  https://docs.google.com/spreadsheets/d/1jXSt_CoDzyDFeJimZxnhgwOVsWkTQEsfqouLWNNC6Z4/edit#gid=0
• NCTM National Council of Mathematics Teachers, the premier national organization for mathematics instruction.
  https://www.nctm.org/
• Open Up Complete OER math curriculum for middle school. EdReports review: “Meets expectations for focus, coherence, alignment, & usability”.
  https://openupresources.org/math-curriculum/
• Schoolyourself.org Promises to go beyond Khan Academy by providing 1-on-1 learning experiences and personalized lessons.
  https://schoolyourself.org/
• Youcubed YouCubed is a free K-12 math resource from Stanford University's Graduate School of Education. Tasks are activities that can be filtered by grade, level of difficulty, concept, MP standard, and topic. They can be downloaded as PDFs. Jo Boaler offers online courses through this site as well as her grade level books.
  https://www.youcubed.org/
• Zearn Online mathematics instruction. Organization provides curriculum, intervention, professional development and implementation support.
  https://www.zearn.org/

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Resources Supporting Literacy Development and Language Learners

• Argumentation in History & Science This professional development offering focuses on how to support students in engaging in argumentation in both history and science using the claim, evidence and reasoning (CER) framework. Specifically, we will explore how evidence and reasoning are similar and different across history and science as well as how to provide appropriate scaffolds and instructional supports to help students gain greater expertise in argumentation in reading, writing and talking.
  https://www.katherinelmcneill.com/presentations.html
• California Department of Education English Language Development Standards Adopted in November 2012, this site houses the standards and the standards implementation plan and resources.
  http://www.cde.ca.gov/sp/el/er/eldstandards.asp
• California Department of Education, Integrating the CA ELD Standards into K--12 Mathematics and Science Teaching and Learning This resource augments the California English Language Development (CA ELD) Standards and assist educators in implementing the CA ELD Standards in tandem with the California Common Core State Standards for Mathematics (CA CCSSM) and the CA NGSS.
  http://www.cde.ca.gov/sp/el/er/documents/fnl1516agmnteldstndab899.doc
• ¡Colorín Colorado! (ELL) This is a rich website filled with strategies, ideas, recommendations, resources, videos, and news from the ELL field. Resources are organized by the topics below and additional Resources by Grade are also available in our ELL Basics section.
  https://www.colorincolorado.org/teaching-english-language-learners
• Cult of Pedagogy Three ESL teachers share what they know about the things regular classroom teachers can do to improve instruction for ELL students. These 12 strategies are simple, they are not very time consuming, and best of all, they will help everyone in your class learn better.
  https://www.cultofpedagogy.com/supporting-esl-students-mainstream-classroom/
• DOGO Media A next-generation online network empowering kids to engage with digital media in a fun, safe and social environment. “DOGO” means young or small in Swahili. While our young fans may be small, they act BIG as they engage with our websites and express their opinions on the content that interests and inspires them.
  https://www.dogonews.com/category/science
• Design Principles for Engaging Multilingual Learners in Three-Dimensional Science WIDA and the National Science Teaching Association formed Making Science Multilingual to support equitable and inclusive forms of science instruction through which all students, but especially multilingual learners, can learn science and language simultaneously. To guide this work, the Making Science Multilingual team devised eight design principles to define the integration of contemporary three-dimensional science and language-in-use pedagogies. These principles will guide educator resource development at both organizations and facilitate critical examination of how well educator resources support inclusion of multilingual learners in rigorous science learning.
  https://wida.wisc.edu/resources/design-principles-engaging-multilingual-learners-three-dimensional-science
• ESL Cyber Listening lab Many of the listening activities on this Web site have a variety of vocabulary quizzes to help students review and improve their listening and speaking skills by recycling the vocabulary from the conversations.
  https://www.esl-lab.com/esl-vocabulary-quizzes/
• Embracing New Ways of Teaching Science and Language with English Learners This publication from Okhee Lee highlights that students can learn English while doing science as, “recent research shows that language learning occurs not as a precursor but as a product of using language for purposeful communication. "Doing" science and engineering practices inherently involve using language”.
  https://www.educationdive.com/news/embracing-new-ways-of-teaching-science-and-language-with-english-learners/438251/
• English Learners in STEM Subjects This publication from the National Academies highlights the imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries.
  https://www.nap.edu/catalog/25182/english-learners-in-stem-subjects-transforming-classrooms-schools-and-lives
• Exploratorium Institute for Inquiry The website presents the Institute for Inquiry's approach to integrating science and English language development.The Institute for Inquiry's® work is based on the premise that inquiry-based approaches to science require increased communication and sophisticated uses of language, thereby engaging students in linguistic work that can support their English language development.
  https://www.exploratorium.edu/education/ifi/inquiry-and-eld
• Fluent U 10 ESL teaching strategies that successfully motivated my students to reach the next level
  https://www.fluentu.com/blog/educator-english/effective-esl-teaching-strategies-motivation/
• Language Demands and Opportunities in Relation to Next Generation Science Standards for English Language Learners: What Teachers Need to Know This publication from Stanford University discusses challenges and opportunities expected as English language learners (ELLs) engage with Next Generation Science Standards (NGSS).
  https://ell.stanford.edu/sites/default/files/pdf/academic-papers/03-Quinn%20Lee%20Valdes%20Language%20and%20Opportunities%20in%20Science%20FINAL.pdf
• Newsela Read closely. Think critically. Be worldly. Newsela is an innovative way to build reading comprehension with nonfiction that’s always relevant: daily news. It’s easy and amazing. Every Article At 5 Levels making it easy for an entire class to read the same content, but at a level that’s just right for each student.
  https://newsela.com/
• ReadWorks & ReadWorks Digital Provides the largest, highest-quality library of curated nonfiction and literary articles in the country, along with reading comprehension and vocabulary lessons, formative assessments, and teacher guidance. Most importantly, everything ReadWorks does is based on proven cognitive science research, not unproven academic theory. An excellent resource to build student capacity to include scientific reasoning in their explanations of phenomena.
  http://www.readworks.org/
• The Argumentation Toolkit The Argumentation Toolkit is a collection of resources from the Lawrence Hall of Science designed to help teachers understand and teach scientific argumentation.
  http://www.argumentationtoolkit.org/
• The Literacy Design Collaborative LDC began as a community of educators determined to eliminate achievement gaps by providing all students with the same rigorous writing assignments that privileged kids get. Today, LDC provides assignments for major content areas, K-12. LDC also provides professional support so teachers change their practice and deliver rigor in their classrooms every day. As a result, students who do these LDC assignments gain 6 months in learning over students who don’t.
  https://ldc.org/
• Understanding Language Institute, Stanford University Understanding Language project aims to heighten educator awareness of the critical role that language plays in the new Common Core State Standards and Next Generation Science Standards. The long-term goal of the initiative is to increase recognition that learning the language of each academic discipline is essential to learning content. This site has resources specific to Math and NGSS.
  http://ell.stanford.edu/
• Unlocking Learning: Science as a Lever for English Learner Equity Based on in-depth site visits and featuring real world examples of high-performing schools, high-quality professional development, and innovative classroom practices, this document lays out a blueprint for increasing access and achievement in science for California's 1.37 million English learners.
  https://west.edtrust.org/resource/unlocking-learning-science-lever-english-learner-equity/

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Professional Organizations

• California Science Teachers Association
  • Home page: http://www.cascience.org/csta/csta.asp
  • California Classroom Science: http://www.classroomscience.org
    (CSTA's on-line journal which features the "NGSS Early Implementers" column)
  • California Science Education Conference: http://conference.cascience.org
  • Recommended Minimum Core Science Laboratory Inventory: https://cascience.org/ngss/curriculum-framework
  • Join one of CSTA's Facebook groups to stay connected with other teachers:
    • California Elementary Science Teachers Facebook group (request to join)
      https://www.facebook.com/groups/515472468554988/
    • California Middle School Science Teachers Facebook group (request to join)
      https://www.facebook.com/groups/471425786274198/
    • California High School Science Teachers Facebook group (request to join)
      https://www.facebook.com/groups/243515175838036/
    • California Science District Coaches (request to join)
      https://www.facebook.com/groups/1563318973880034/
• California Math Council
  • Home Page: http://cmc-math.org/
  • CCSS Resources: http://cmc-math.org/cmc-resources/common-core-resources/
  • CMC-North Conference: http://cmc-math.org/cmc-north/
  • CMC-Central Conference: http://cmc-math.org/cmccentral/
  • CMC-South Conference: http://www.cmc-south.org/conference.html
• National Council of Teachers of Mathematics (NCTM) is the world's largest mathematics education organization
  http://www.nctm.org/
• National Science Teachers Association
  • Home page: http://www.cascience.org/csta/csta.asp
  • NGSS page: http://ngss.nsta.org
  • Conferences: http://www.nsta.org/conferences/
• National Science Education Leadership Association http://nsela.org/index.php?option=com_comprofiler

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Resources for Environmental Education

• Beetles Project Professional learning resources designed primarily for informal program leaders to use with field instructors, but includes some classroom activities to support outdoor experiences. Beetles provides experiences and rationale about outdoor science instruction designed to inspire instructors to improve their teaching. Student activities inspire students’ wonder and curiosity about the natural world, support their innate tendencies for exploration and guide them to make explanations based on evidence.
  http://beetlesproject.org/
• CA Dept. Parks and Rec: Parks Online Resources for Teachers and Students (PORTS) Parks Online Resources for Teachers and Students (PORTS) program provides FREE live interactive video-conference programs, also known as virtual field trips, to expand learning beyond the classroom walls. K-12 students from California and around the world are connecting with live interpretive rangers and learning academic content standards within the context of California’s dynamic state park system.
  http://www.ports.parks.ca.gov/
• CLEAN Network The CLEAN Network is committed to improving climate and energy literacy locally, regionally, nationally, and globally, to enable responsible decisions and actions. This site contains resources vetted by members of the network.
  https://cleanet.org/clean/community/index.html
• CREEC Network The California Regional Environmental Education Community (CREEC) site features a searchable database of standards-based programs, online resources, and professional development opportunities that support environmental literacy.
  http://www.creec.org/
• CSTA Climate Summit Learning Sequences A suite of K-12 Learning Sequences were developed by California science educators in collaboration with practicing climate scientists. These learning sequences were piloted in classrooms by the teachers that developed them. In addition, they underwent peer review and the NGSS Lesson Screener was utilized to revise and update the learning sequences. All learning sequences were written to support high-quality, phenomena-based, three-dimensional science teaching and learning. The learning sequences were presented as short courses at the 2018 California Science Education Conference.
  https://cascience.org/climate-summit/k-12-learning-sequences
• California Education and Environment Initiative (EEI) Helping to foster environmental literacy for all California students, the California Education and the Environment Initiative is a statewide effort to make environmental literacy an integral part of K-12 instruction in California. EEI provides educators with professional learning and instructional materials that demonstrate how to blend the environment into the teaching of traditional academic subjects like science, history, and English language arts.
  https://www.californiaeei.org/
• California Environmental Education Interagency Network CEEIN maintains an online calendar of workshops, conferences, and other events and opportunities related to environmental education and environmental literacy.
  https://www.coastal.ca.gov/publiced/ceein/
• California Environmental Literacy Initiative (CAELI) The California Environmental Literacy Initiative (CAELI), led by Ten Strands, works statewide with guidance from a leadership council to create systems change in support of environmental literacy with a focus on access, equity, and cultural relevance for all students and implement the 2015 California Blueprint for Environmental Literacy.
  https://ca-eli.org/
• California Environmental Protection Agency (CalEPA) Tools and materials are provided to help teachers increase environmental literacy among their students. Resources include: The California Air Resources Board offering Climate Climate Change Curriculum, which includes activities and lessons for students and teachers; The Department of Pesticide Regulation encourages schools to use integrated pest management (IPM) practices and assists school districts with implementing the Healthy Schools Act by offering tools, templates, and other resources; The Department of Resources Recycling and Recovery (CalRecycle), California Education and the Environment Initiative ; The Department of Toxic Substances Control; The Office of Environmental Health Hazard Assessment ; State Water Resources Control Board
  https://calepa.ca.gov/get-involved/education/
• California’s Environmental Principles and Concepts California's Environmental Principles and Concepts (EPCs) highlight the connection between humans and the natural world. They are big ideas that can be used to inform standards-based instruction and fuel student inquiry. Teachers can support environmental literacy by helping students understand and apply the EPCs across academic disciplines and in the real world. Linked here is a 2-page description of the EPCs and a grade-level progression matrix.
  https://ngss.sdcoe.net/LinkClick.aspx?fileticket=aK9Wi8QTk9M%3d&portalid=46
• Environmental Literacy for ALL California Students Position statement from the California Science Teachers Association
  https://cascience.org/application/files/8215/5984/3944/Position_Statement_on_Environmental_Literacy_for_All_California_Students.pdf
• Environmental and Climate Change Literacy Summit Aiming to dramatically expand opportunities for students to learn about climate change and take part in effective solutions, more than 200 higher education leaders, PK–12 educators, researchers, policymakers and others gathered at UCLA, on December 12, 2019, to take part in the Environmental and Climate Change Literacy Project and Summit (ECCLPS). The meeting was held during the United Nations’ Climate Change Summit in Madrid, with the expectation of “Today California, Tomorrow the World.” Includes a report to support the urgent need to advance pre-kindergarten to high school environmental and climate change literacy.
  https://sites.google.com/tenstrands.org/ecclps/home
• Essential Principles of Climate Literacy The guide aims to promote greater climate science literacy by providing this educational framework of principles and concepts. The guide can also serve educators who teach climate science as a way to meet content standards in their science curricula
  https://www.climate.gov/teaching/essential-principles-climate-literacy/essential-principles-climate-literacy
• John Muir Laws Resources for teaching nature journaling. “We live in a world of beauty and wonder. Train your mind to see deeply and with intentional curiosity, and the world will open before you.”
  https://johnmuirlaws.com/
• Ocean Literacy Framework Ocean Literacy means understanding the ocean’s influence on you and your influence on the ocean. There are 7 principles of Ocean Literacy — ideas scientists and educators agree everyone should understand about the ocean. Join the Network to build a more ocean literate society!
  http://oceanliteracy.wp2.coexploration.org/
• SDCOE Environmental Literacy Resources Resources developed by California educators and scientists focusing on environmental phenomena.
  https://cascience.org/application/files/8215/5984/3944/Position_Statement_on_Environmental_Literacy_for_All_California_Students.pdf
• SMCOE Environmental Literacy and Sustainability Initiative This robust website contains resources promoting environmental literacy and support for leaders to integrate environmental sustainability and a climate ready mindset, across a school community's campus, curriculum, community and culture.
  https://sites.google.com/smcoe.org/smcoe-environmental-literacy/home?authuser=0
• SciStarter One of the most important aspects of the SciStarter mission is to help people of all ages discover and get involved in real world science: citizen science. SciStarter provides a database of more than 3,000 vetted, searchable projects and events, with a significant number of projects related to nature and the environment.
  https://scistarter.org/
• Zooniverse An online platform for engaging in real-world research through citizen science. Includes global projects about biology, nature and climate.
  https://www.zooniverse.org/

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Other Resources

• CDE Science Safety Handbook This comprehensive manual includes information to help make kindergarten through grade twelve science environments safe. Topics include legislation that addresses lab safety, lab safety in the elementary classroom, lab safety by discipline, and lab safety first aid.
  http://www.cde.ca.gov/pd/ca/sc/documents/scisafebook2014.pdf
• Engineering is Elementary Engineering is Elementary offers educators and children curricula and professional development that develops engineering literacy. When purchasing units, thoughtfully choose those that will connect with your grade level NGSS Performance Expectations and expect to do some adjusting to align to the NGSS.
  http://www.eie.org
• Exploratorium This website offers science activities based on investigative phenomena that could support student sensemaking of larger anchor phenomena. They are hands on, teacher tested, and use inexpensive, available materials from the exploratorium. Activities can be searched by subject, for after-school setting or NGSS connections.
  https://www.exploratorium.edu/snacks
• Google Science Journal Science Journal transforms your device into a pocket-size science tool that encourages students to explore their world. As they conduct eye-opening experiments, they’ll record observations and make new, exciting discoveries.
  https://sciencejournal.withgoogle.com/
• KQED Science Page This site features free current event science articles and videos. Resources in spanish are available.
  https://www.kqed.org/science
• HHMI Biointeractive Multimedia free resources for High School and College, including apps, animations, videos, interactives, and virtual labs. Video resources range from a series of short films on evolution to lectures on the brain - all supplemented by teacher guides and classroom activities. Set aside some time to thoughtfully explore the site to choose those that best meet your needs.
  http://www.hhmi.org/biointeractive
• National Aeronautic and Space Administration (NASA) for Educators Gateway website to the many free resources NASA offers educators - articles, videos, and activities. Alignment to NGSS will need to be done by the educator.
  https://www.nasa.gov/audience/foreducators/index.html
• National Center for Science Education Organization that promotes and defends the integrity of science education. Their site includes information on legislation, court cases, and other resources to support teachers.
  https://ncse.com
• National Oceanic and Atmospheric Administration (NOAA) Education Gateway website to the many free resources NOAA offers educator including stories, News, multimedia, and learning in the home. You’ll also find Professional Learning opportunities and information about Grants and networks.
  http://www.noaa.gov/education
• National Science Digital Library This site provides free online educational resources for teaching and learning, with emphasis on STEM disciplines. Educators can search by topic, grade level, discipline, and standards.
  https://nsdl.oercommons.org/
• Nepris Get FREE access to LIVE Industry Chats and our library of over 9,000 recorded sessions. Your students can easily find sessions in any subject, hear directly from experts on how it applies in the real world, join virtual tours and even learn about exciting career possibilities.
  https://www.nepris.com/home/v4
• Pactful Pactful is a social good innovation app for students (ages 13+) and teachers who want to build a better world. By accessing the app using G Suite, students will actively use critical thinking skills and innovation to create projects identifying solutions to local and global problems.
  https://www.pactful.org/
• PBS Learning Media Science Find free, PreK-13+,resources and lessons. Inspire your students with videos, games and activities aligned to state and national standards.
  https://ca.pbslearningmedia.org/subjects/science/?selected_facet=media_type:Interactive%20Lesson
• Private Universe/Minds of Our Own Based on recent research, as well as the pioneering work of Piaget and others, Minds of Our Own and Private Universe video series, shows that many of the things we assume about how children learn are simply not true. Includes both math and science topics. The website also contains professional learning, free classroom non-NGSS aligned resources.
  https://www.learner.org/series/ https://www.learner.org/series/a-private-universe/
• PhET Interactive Simulations From the University of Colorado, PhET provides dozens of simulations for physics, chemistry, biology and mathematics. The website also includes a collection of teacher contributed activities, lab experiences, homework assignments and conceptual questions that can be used with the simulations. Check compatibility with student devices ahead of time.
  https://phet.colorado.edu/
• Tuva Labs Site that promotes data literacy and houses a curated data set library suitable for classroom use. Some free access to data or premium access can be purchased.
  https://tuvalabs.com
• Understanding Science: How Science Really Works The mission of Understanding Science is to provide a fun, accessible, and free resource that accurately communicate what science is and how it really works. The site is produced by the UC Museum of Paleontology of the University of California at Berkeley. The site is pre-NGSS.
  http://undsci.berkeley.edu/
• Zooniverse The Zooniverse is the world’s largest and most popular platform for people-powered research. This research is made possible by volunteers — more than a million people around the world who come together to assist professional researchers. Our goal is to enable research that would not be possible, or practical, otherwise. Zooniverse research results in new discoveries, datasets useful to the wider research community, and many publications.
  http://undsci.berkeley.edu/

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Authored by K-12 Alliance

A'Hearn, P. (2016). Modeling is awesome. California Classroom Science. Retrieved from https://classroomscience.org/articles/ngss/next-generations-science-standards/modeling-awesome
This article is about why the practice of modeling is crucial to building student conceptual frameworks.

A'Hearn, P. (2016). Is NGSS the end of science fair? California Classroom Science. Retrieved from https://classroomscience.org/articles/ngss/next-generations-science-standards/ngss-end-science-fair
The vision of NGSS is very different from the "scientific method" often taught in science fair. This article shows how science fair does work well with NGSS.

A'Hearn, P. (2015). What is the role of lecture in NGSS? California Classroom Science. Retrieved from https://classroomscience.org/articles/ngss/next-generations-science-standards/what-role-lecture-ngss
An article looking at the role of lecture in the NGSS.

A'Hearn, P. (2015). A teacher's journey: NGSS is not an add-on. California Classroom Science. Retrieved from https://classroomscience.org/articles/ngss/next-generations-science-standards/teachers-journey-ngss-not-add
This article explains that NGSS is asking for a fundamental change in how students learn science and is not to be seen as an addition to existing curriculum and methods.

A'Hearn, P. (2015). NGSS March madness edition: A sports analogy. California Classroom Science. Retrieved from https://classroomscience.org/articles/ngss/next-generations-science-standards/ngss-march-madness-edition-sports-analogy
Kids need to do science to learn science. This article offers an analogy to explain why that is.

Arnsberg, N., Drake, K., Cloutier, A., and A'Hearn, P. (2016). Second grade seed dispersal engineers. California Classroom Science. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/second-grade-seed-dispersal-engineers
This article features how a team in the CA NGSS K-8 Early Implementation Initiative in Palm Springs Unified used their collaborative lesson study work on a 2nd grade engineering design challenge around Life Science concepts and the phenomena of a dog covered with seeds.

Bernsten, K. (2020). Getting Good at Getting Better. Retrieved from: https://classroomscience.org/articles/ngss/ngss-early-implementers/getting-good-getting-better
Highlights the use of an adimistrator walkthrough tool to support implementation of the NGSS in schools.

Blankenship, K.S., & Mitchell, C. (2016). Kindergarten teachers take on the Next Generation Science Standards (NGSS), California Classroom Science. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/kindergarten-teachers-take-next-generation-science-standards-ngss
This article features how a team in the CA NGSS K-8 Early Implementation Initiative in San Diego Unified used a lesson on forces created during their Kindergarten collaborative lesson study. They share their ideas on shifting to NGSS with these young scientists.

Cerwin, K. (2016). Sensemaking notebooks: Making thinking visible for both students and teachers! California Classroom Science. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/sensemaking-notebooks-making-thinking-visible-both-students-and-teachers
This article clarifies how notebooks are tools for sensemaking and thinking rather than a storage place for labs, copying notes, or a collection of worksheets. The article is useful for transitioning "storage" notebooks to a tool that supports student thinking leading to scientific explanations and arguments.

Cerwin, K. (2016). An Early Implementer Teaching Learning Collaborative: Connecting science and literature. California Classroom Science. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/early-implementer-teaching-learning-collaborative-connecting-science-and-literature
This article provides a glimpse into a Teaching Learning Collaborative (TLC) at grade one with an early implementer team. The learning sequence includes understanding that sound makes vibrations and vibrations make sound. In addition to the text information there is a link to a video showing the classroom in action.

Chan, P., & Nath, S. (2017). Engineer Turned Classroom Teacher. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/engineer-turned-classroom-teacher
This article features how a teacher in the CA NGSS K-8 Early Implementation Initiative from Aspire Public Schools incorporates engineering into his science instruction.

Chanda, K., Poon, J., & Yang, R. (2017). Laying the foundation: Our NGSS journey of getting elementary school students ready for middle school, California Classroom Science. Rerieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/laying-foundation-our-ngss-journey-getting-elementary-school-students-ready-middle-school
This article features the collaboration between elementary and middle school teachers and highlights the growth of the Science and Engineering Practice, developing and using models in k-5 students. Ths has improved the learning gap in elementary science as science specialists are making science come alive in elementary classrooms by using models to help with instruction.

Chien, J. (2018). Beyond Makerspaces. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/beyond-makerspaces
This article makes the case that NGSS is transformative for breaking science stereotypes and engaging all students in a high quality science education.

Chien, J. and Walsh, L. (2018). A Partnership Between Formal and Informal Educators Through Environmental Literacy. Retrieved from: https://classroomscience.org/articles/ngss/ngss-early-implementers/partnership-between-formal-and-informal-educators-through-environmental-literacy
A classroom teacher and informal educator reflect on modeling content instruction (highlighting shifts called for in the NGSS) and incorporation of a field experience to teachers at a summer institute.

Corona, L. and Hegdahl, L. (2018). Personalizing NGSS Learning Sequences for Your Students. Retrieved from: https://classroomscience.org/articles/ngss/ngss-early-implementers/crosscutting-concepts-outcomes-action-research-1
Middle school teachers update learning sequence to make it locally relevant for their students.

DiRanna, K (2019). We’ve Only Just Begun. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/weve-only-just-begun
Highlighting key findings around implementation of NGSS and factors that lead to ongoing success.

DiRanna, K., & Gomez-Zwiep, S. (2013). High-quality science instruction: Building conceptual understanding and language skills for English learners. (A report from the Region IX Equity Assistance Center at WestEd). San Francisco: WestEd.
CCSS, NGSS, and 21st century skills point to a significant shift in education toward a deeper approach to learning---an approach that focuses on building both conceptual understanding and the language skills necessary to convey that understanding.
This paper, produced by WestEd's Region IX Equity Assistance Center, supports the idea that high-quality science instruction serves as an effective method to achieve these goals, particularly for English learners.

DiRanna, K., Topps, J., Cerwin, K., & Gomez-Zwiep, S. (2009). Teaching Learning Collaborative: A process for supporting professional learning communities. In S. Mundry & K.E. Stiles (Eds.), Professional Learning Communities for Science Teaching: Lessons From Research and Practice (35-54). Arlington, VA: NSTA.
The chapter explains the protocols for the K-12 Alliance's Teaching Learning Collaborative (TLC). An example of a grade four learning sequence is included as well as the changes the teachers made before the second class based on evidence from notes and student work. The TLC is a reflective lesson study designed for small teams of teachers focused on one learning sequence and effective moves to promote student learning.

DiRanna, K., Osmundson, E., Topps, J., Gerhardt, M. (September, 2008). Reflections on assessment. Principal Leadership, 9 (1), 22-28.
This article focuses on the basic ideas of high quality classroom assessment. Included are the assessment framework and how to flag assessment points on a conceptual flow.

DiRanna, K., Osmundson, E., Topps, J., Barakos, L., Gerhardt, M., Cerwin, K., Carnahan, D., & Strang, C. (2008). Assessment centered teaching: a reflective practice. Thousand Oaks, CA, Corwin Press.
The book chronicles the Center for the Assessment and Evaluation of Student Learning (CAESL) NSF funded project around teacher assessment practices. The chapters address the changes in teacher practices as they used the Assessment Centered Framework to link student learning goals with quality assessment tools and quality use of assessment data. Teacher practices are explored in the assessment/instruction cycle and captured in tools and processes that others can use to implement Assessment Centered Teaching.
Assessment Centered Teaching is about assessment integrated with iterative cycles of planning, instruction, and assessment for understanding science. Chapter 4 provides foundational information for constructing a conceptual flow.

DiRanna, K., & Topps, J. (2004). Going with the flow: What's the big idea? Santa Ana, CA: WestEd.
This article explains the conceptual flow as a tool and process for designing instruction, identifying critical assessment points, and analyzing and selecting instructional materials.

DiRanna, K., Osterfeld, M., Cerwin, K., Topps, J., & Tucker D. (1995). Facilitator's guide to science assessment. Sacramento, CA: California Department of Education.
This is a seminal guide for professional learning related to authentic science assessment related to the California Assessment Program (CAP) and the first performance task-based science assessment offered in California.

DiRanna, K. (Ed.). (1989). What's the big idea training manual. Unpublished manuscript, Irvine, CA: California Science Implementation Network.
The seminal thinking behind using big ideas as a conceptual flow to design for student learning. The manual addresses the process of nesting smaller concepts within larger concepts and linking ideas to build student understanding.

Dunkel, C. (2017), NGSS -- Early Attempts and Later Reflections from an Early Implementer Teacher, California Classroom Science, (30)2. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/ngss-early-attempts-and-later-reflections-early-implementer-teacher
This article from a teacher in the CA NGSS K-8 Early Implementation Initiative from Galt Joint Union Elementary District shares her perspectives on how to take those first baby steps to begin implementing the NGSS in an elementary classroom.

Gallagher, K. (2018). NGSS Lesson Study: Both Teachers and Students Make Thinking Visible. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/ngss-lesson-study-both-teachers-and-students-make-thinking-visible
This article is a reflection on a teacher transitioning into leadership and how thinking and work among teachers parallels what we are asking students to do in a classroom.

Gates, L., Nikkel, L., & Eastham, K. (2017). Using Online Simulations to Support the NGSS in Middle School Classrooms. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/using-online-simulations-support-ngss-middle-school-classrooms
This article features how a team in the CA NGSS K-8 Early Implementation Initiative in Kings Canyon Unified School district incorporated computer simulations into middle school curriculum to enhance student engagement with Science and Engineering Practices.

Gillot-Salmon, A. (2018). Opening the Door to Science: Changing the Student Experience. Retrieved from: https://classroomscience.org/articles/ngss/ngss-early-implementers/opening-door-science-changing-student-experience
Elementary teacher shares the impact of moving science instruction beyond “reading about science” to incorporate practices and student-led investigation.

Glenn Lee, S. and Komatsubara, K. (2018). The San Diego Urban Ant Project: Engaging Students in Scientific Practices Through Authentic Collaboration. Retrieved from: https://classroomscience.org/articles/ngss/ngss-early-implementers/san-diego-urban-ant-project-engaging-students-scientific-practices-through-authentic-collaboration
Students across multiple grades get deeper understanding of science practices through their work with scientists to better understand an invasive species impact.

Gomez-Zwiep, S. (2008). Elementary teachers' understanding of students' science misconceptions: Implications for practice and teacher education. Journal of Science Teacher Education, 19, 437-454.
This paper describes a study that sought to determine what elementary teachers know about student science misconceptions and how teachers address student misconceptions in instruction.

Gomez-Zwiep, S. & Benken, B.M. (2013). Exploring teachers' knowledge and perceptions across content-rich learning experiences within a professional development setting. International Journal of Science and Mathematics Education, 11(2), 299-324.
This paper examines upper elementary and middle school teachers' learning of mathematics and science content, how their perceptions of their disciplines and learning of that discipline developed through content-rich learning experiences, and the differences and commonalities of the teachers' learning experiences relative to content domain.

Gomez-Zwiep, S. & Harris, D. (2007, December). Sinking and floating: Bringing math to the surface. Science Scope, 45 (4), 53-56.
This article describes a series of activities that build on the practice of mathematical and computational thinking through investigations into floating and sinking. Beyond just finding what is more or less dense, there is in depth discussion of what is the mathematics of the science concept and how each element of the density ratio can be isolated, observed and analyzed in an investigation.

Gomez-Zwiep, S. & Harris, D. (2010, September). Using evidence to build an explanation: providing a framework for student thinking. Science and Children, 48 (1), 76-79.
This article outlines a framework for building student self guidance in planning and conducting an investigation. Described are a series of activities and teacher question prompts: what is evidence, what evidence is needed to support my claim (cause and effect), what measurement will I use to collect the data (measurement) and how will I ensure my evidence fits my claim (variable control). Activities and teacher questioning centered around building a case with good evidence leads to more critical thinking and better problem solving.

Gomez-Zwiep, S., Straits, W.J., Stone, K.R., Beltran, D., & Furtado, L. (2011). The integration of English language development and science instruction in elementary classrooms. Journal of Science Teacher Education, 22, 769--785.
This paper explores a blended science and English Language Development (ELD) elementary program, designed to provide English language learners opportunities to develop proficiency in English through participation in inquiry-based science. The paper describes the process by which the blended program was developed, the initial implementation of the program, the resulting science/ELD lesson plan format, and teachers' perceptions about the program and its impact on their students.

Gomez Zwiep, S. & Straits, W.J. (2014). Inquiry science: The gateway to English language proficiency. Journal of Science Teacher Education, 24, 1315-1331.
This paper presents findings from a 4-year project that developed and implemented a blended inquiry science and English Language Development (ELD) program in a large urban California school district. Results from this study suggest that restricting instructional minutes for science to provide additional time for ELD and English language arts may be unnecessary. Rather, allowing consistent time for science instruction that incorporates ELD instruction along with inquiry science experiences may provide the authentic and purposeful context students need to develop new language without restricting access to science content.

Gomez-Zwiep, S. & Polcyn, D. (2015, March). Bringing Your classroom to life: Exploring the relationship between structure and function in living things. Science and Children, 52(7), 56-63.
This article describes a lesson sequence that can help fourth-grade students explore the schoolyard in a systematic way, with an eye toward identifying living and nonliving components. The lesson is designed within a 5E lesson design and aligned to the CA NGSS.

Gomez Zwiep, S., Straits, W.J. & Topps, J. (2015, October). 5E for ELL: Adaptations to the learning cycle provide an authentic context for English language development. Science and Children, 53(2), 80-86.
This article describes a process for adapting the 5E lesson design (learning cycle) to include English Language Development scaffolds to provide an authentic context for English language development.

Gomez Zwiep, S. (2015). The integration of English language development & inquiry science into a blended lesson design. White Paper for Exploring Science and English Language Development: Implications for Teacher Professional Learning. Exploratorium Institute for Inquiry. (online access available (http://www.exploratorium.edu/education/ifi/inquiry-and-eld)
In January 2015, the Exploratorium convened a group of fifty national experts to share their varied and complementary perspectives on the relationship between English language development and science learning.The conference included presentations, case studies, explorations, and working groups intended to further catalyze the growing interest in the overlap between science, English language development and teacher professional learning. This paper was included as one of the conference case studies on professional development.

Gordon, D. (2017), So Many Questions, California Classroom Science, (30)2. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/so-many-questions
This article from an elementary teacher who just stepped into the role of Project Director in the CA NGSS K-8 Early Implementation Initiative from Palm Springs Unified School District reveals perspectives on how to mediate questions that can become barriers to science instruction in the elementary classroom.

Gordon, D. (2018). Science Fair and NGSS: An Updated Approach. Retrieved from: https://classroomscience.org/articles/ngss/ngss-early-implementers/science-fair-and-ngss-updated-approach
How one district decided to combine district level science fair with a community event celebrating STEAM happening across the district.

Gordon, D. (2019). Changing “Needs” to “Gots”. Retrieved from: https://classroomscience.org/articles/ngss/next-generations-science-standards/changing-needs-gots
How a 2-day science summer institute led by teacher leaders helped to build teacher content knowledge, provide opportunities for hands-on investigations, and ease fears about teaching science.

Grace, J., (2015). Phenomena are jawsome. California Classroom Science. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/phenomena-are-jawsome
This article is the first of the series, NGSS Early Implementers in California Classroom Science and shares how a cadre of experts were able to help 8th grade science teachers in the CA NGSS K-8 Early Implementation Initiative think about instruction in the NGSS and envision anchoring classroom instruction in a phenomenon.

Grace, J., (2016). Advocating for access to financial support of science in your school and district. California Classroom Science. Retrieved from https://classroomscience.org/articles/ngss/next-generations-science-standards/advocating-access-financial-support-science-your-school-and-distric
This article encourages teachers to recognize that they are an important stakeholder group and provides guidance to teachers for advocating for financial support of science and features quotes from California State Board of Education President, Mike Kirst and Member, Trish Williams.

Grace, J., (2016). San Diego Early Implementers take the lead in strengthening support for science in their district LCAP. California Classroom Science. Retrieved from https://classroomscience.org/articles/ngss/next-generations-science-standards/san-diego-early-implementers-take-lead-strengthening-support-science-their-district-lcap
This article profiles the journey of teacher leaders of the CA NGSS K-8 Early Implementation Initiative in San Diego Unified School District to inform their communities about supporting science in the district's Local Accountability Plan.

Grace, J. (2018). Find Your Reason to Engage. California Classroom Science. Retrieved from https://classroomscience.org/articles/presidents-message/find-your-reason-engage
This article highlights the purpose of science education and calls for educators engage as during a time of change.

Grace, J. (2018). Environment; Retrieved from: https://classroomscience.org/articles/presidents-message/environment
This article highlights the strong connection between science learning and environmental issues.

Grace, J. (2018). Equity In a Time of Socio-Environmental Justice. Retrieved from: https://classroomscience.org/articles/presidents-message/equity-time-socio-environmental-justice
This article features a presidents message “take-over” by college student, Max Jimenez, and her call to action to teachers to consider making education as relevant as possible to students by connecting to local and global issues and listening to frontline communities.

Grace, J. (2019). Re-Novicing of Science Teachers and the Science Coach. Retrieved from: https://classroomscience.org/articles/presidents-message/re-novicing-science-teachers-and-science-coach
Science teacher leaders (TOSA/Coach) are critical in helping build momentum to move teachers forward in key aspects of NGSS implementation.

Grace, J. (2019). All Means ALL. Retrieved from: https://classroomscience.org/articles/presidents-message/all-means-all
The need for a diverse and innovative community of science thinkers.

Gubary, H. A. & Nath, S. (2017). Finding my Student's Motivation of Learning Through Engineering Tasks. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/ngss-finding-my-students-motivation-of-learning
This article features how a teacher in the CA NGSS K-8 Early Implementation Initiative from Aspire Public Schools has seen an increase in student engagement because of incorporating engineering into her science instruction.

Harris, D. & Gomez-Zwiep, S. (2013). Between slopes and points: Teaching students how graphs describe the relationships between phenomena. The Science Teacher, 80(3), 43-47.
This paper describes a learning sequence to help students understand how graphs make representing and interpreting complex information easier. The lesson describes how graphs show relationships within and among variables and outlines a lesson sequence to help students see patterns and compare data, so that students often can appreciate the illuminating power of graphs.

Howe, C., Hawke, N., & Straits, W. (2016). Practical tools to begin implementing the NGSS in a first grade classroom. California Classroom Science. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/practical-tools-begin-implementing-ngss-first-grade-classroom
This article comes from a team that provides content support for teacher leaders in the CA NGSS K-8 Early Implementation Initiative and profiles use of three tools for implementing the NGSS in classroom instruction.

Hudec, P. (2016). From hot asphalt to solar radiation. California Classroom Science. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/hot-asphalt-solar-radiation
This article comes from a team that provides content support for teacher leaders in the CA NGSS K-8 Early Implementation Initiative and identified how making strong connections to prior knowledge and asking questions in regards to interesting phenomena can help make learning science more meaningful and lead to a deeper understanding.

Huebert, M., Gair, B., & Gates, L. (2018). Beyond Marshmallow Towers – Engineering in the Early Elementary Classroom. Retrieved from Beyond marshmallow towers - engineering in the early elementary classroom
This article highlights the role of engineering in elementary science.

Iveland, A. & Burr, T. (2018). Integrating Science and ELA: Discoveries from the Early Implementer Evaluators. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/integrating-science-ela-discoveries-early-implementer-evaluators
This article shares key learnings about the integration of English language arts and science, written by the evaluators of the CA NGSS K-8 Early Implementation Initiative.

Kassel, J. and Schneider, D. (2018). Tracy’s NGSS Implementation Journey: Lessons to Share. Retrieved from: http://www.https://classroomscience.org/articles/ngss/ngss-early-implementers/tracys-ngss-implementation-journey-lessons-share
Key learnings from Tracy Unified School Districts journey to implement the Next Generation Science Standards.

Kusnick, J., Ruiz, A., & Nath, S. (2015). Supporting argumentation through student talk. California Classroom Science. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/supporting-argumentation-through-student-talk
Student talk supports the development of argumentation skills. This article shows how claims, evidence and reasoning is used in a 5th grade classroom to support the Science and Engineering Practice of Engaging in Argument from Evidence.

Leader, M., Glenn Lee, S., Olivas, C., Jacob, K., & Gallagher, R. (2017). Learning Across the Village: Planning K-12 Projects. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/learning-across-village-planning-k-12-projects
This article is from a team made up of an elementary, middle, and high school teacher from the CA NGSS K-8 Early Implementation Initiative at High Tech High. The team highlights how their collaboration to incorporate a single phenomenon/project of releasing trout into a local watershed impacted their instruction, showcases how the topic "looks" at each grade level, and how students supported the learning of those in other grades while working alongside members of their community.

McGranahan, J. (2015). Next Generation Science Standards: Jump right in. California Classroom Science. Retrieved from https://classroomscience.org/articles/ngss/next-generations-science-standards/next-generation-science-standards-jump-right
A teacher, brand new to teaching NGSS, and new to the CA NGSS K-8 Early Implementation Initiative, describes her experiences as she takes her first steps.

Nath, S. & Gubary, H. A. (2018). Science Classroom Enriched by Productive Talk. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/science-classrooms-enriched-productive-talk
This article highlights the importance of productive talk in a science classroom leading to rich science writing supporting the shift from teacher-centered to learner-centered.

Nielsen, D. (2018). That’s My SCIENCE Teacher! Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/s-my-science-teacher
This article showcases the value in making the shift to the NGSS and offers practical strategies for doing so.

Patchen, K. (2018). The Teaching and Learning Collaborative, Reflections from an Administrator. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/teaching-and-learning-collaborative-reflections-administrator
This article takes a look at the value of the Teaching Learning Collaborative lesson study process from the perspective of an administrator.

Pipping, S. (2019). A Remedy for the “Opportunity Myth”: Bringing the NGSS Progressions to Life with TK-12 Teacher Collaboration. Retrieved from: https://classroomscience.org/articles/ngss/ngss-early-implementers/remedy-opportunity-myth-bringing-ngss-progressions-life-tk-12-teacher-collaboration
How creating TK-12 tools and spaces where teachers can collaborate across grade levels has demonstrated to be a powerful strategy for challenging the status quo.

Poland, R., Evans, P., and Grace, J. (2016). Taking risks with NGSS, a growth model for the classroom. California Classroom Science. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/taking-risks-ngss-growth-model-classroom
This article features how a team in the CA NGSS K-8 Early Implementation Initiative used the Science and Engineering Practice of Developing and Using Models to gain insight into student conceptual understanding, revealed student misconceptions, and how specific teacher moves were necessary to shift student thinking.

Poland, R. (2018). Crosscutting Concepts: Outcomes from Action Research. Retrieved from: https://classroomscience.org/articles/ngss/ngss-early-implementers/crosscutting-concepts-outcomes-action-research
Early Implementation Initiative Core Teacher Leader shares the results of her NOYCE Master Fellow action research study on use of NGSS crosscutting concepts in inquiry instruction.

Prival, L., Vélez, D., Vargas, C., & Cheung, C. (2017). Equity and access for all students. California Classroom Science. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/equity-and-access-all-students
This article, from a book chapter, stresses the need to provide equitable opportunities for all students to do and learn science and offers specific strategies for meeting the language demands of students, a vignette showcasing strategies in action, and supporting student engagement in the Science and Engineering Practices.

Quinlan, K., White, M., & Gallagher, R. (2019). SpaceCV and the Quest Institute: Pioneering STEM and ISS Education Through NGSS. Retrieved from: https://classroomscience.org/articles/ngss/ngss-early-implementers/spacecv-and-quest-institute-pioneering-stem-and-iss-education-through-ngss
Developing a model for using systems thinking to integrate science, engineering, and language arts to prepare students for technology not yet developed.

Raco, E. (2015). Using phase changes to remove contaminants from water. California Classroom Science. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/using-phase-changes-remove-contaminants-water
This article comes from a team that provides content support for teacher leaders in the CA NGSS K-8 Early Implementation Initiative and features how Investigation of a real-world phenomenon that is relevant to their local communities gave teachers the opportunity to build understanding and experience how DCI's, SEP's, and CCC's can come together to provide a rich experience that is powerful for student learning.

Rammer, R., Hayes, J., & Woods, B. (2017). Supporting and Enhancing NGSS Implementation: A Tale of Two Principals' Efforts. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/supporting-and-enhancing-ngss-implementation-tale-two-principals-efforts
This article features two principals in the CA NGSS K-8 Early Implementation Initiative from Galt Joint Union Elementary School District who share their insights into supporting the implementation of NGSS at their sites.

Rodriguez, H., & Schleder, B. (2019). Making Time for Science: All Science Wednesdays. Retrieved from: https://classroomscience.org/articles/ngss/ngss-early-implementers/making-time-science-all-science-wednesdays
One strategy for making enough time to teach science in elementary.

Schmitz, J. (2016). NGSS implementation: A leap of reason. California Classroom Science. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/ngss-implementation-leap-reason
This article features how a team in the CA NGSS K-8 Early Implementation Initiative in Vista Unified tackled students investigating the phenomena of prehistoric investigations in three dimensional, integrated lessons developed during their collaborative lesson studies.

Shanahan, T. (2016). Activity mania, this is not! California Classroom Science. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/activity-mania-not
This article comes from a team that provides content support for teacher leaders in the CA NGSS K-8 Early Implementation Initiative provided second grade teachers rich opportunities to learn about matter and move beyond "activity mania" (doing activities just for the fun of them).

Sherriff, R. (2016). Cross cutting to the concepts, or how my own use and understanding of CCCs evolved. California Classroom Science. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/cross-cutting-concepts-or-how-my-own-use-and-understanding-cccs-evolved
This article takes you through one teacher's process for understanding and implementing the crosscutting concepts and understanding their importance for students' conceptual understanding of science concepts.

Strang, C., DiRanna, K., Topps, J, March. (2010). Developing the ideas of ocean literacy using conceptual flow diagrams. National Marine Educators Association-Special Report #3: The Ocean Literacy Campaign.
This document provides useful conceptual flows for principles of ocean literacy. The conceptual flows span grade K-12.

Tarshes, R. (2017). Shift Happens: Finding What Matters as a New Leader. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/shift-happens-finding-what-matters-new-leader
This article from a Project Director in the CA NGSS K-8 Early Implementation Initiative from San Diego Unified School District reveals insights into what it takes to be a teacher-turned-leader helping a district with NGSS Implementation.

Tarshes, R. (2018). K-12 Alliance Teaching Learning Collaborative: Nuts and Bolts of a Lesson Study. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/k-12-alliance-teaching-learning-collaborative-nuts-and-bolts-lesson-study
This article focuses on a “how to” of the various components of the Teaching Learning Collaborative lesson study process.

Taylor, N., Polcyn, D., & Perez, T. (2016). Taking it to the field: Where students become the experts. California Classroom Science. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/taking-it-field-where-students-become-experts
This article comes from a team that provides content support for teacher leaders in the CA NGSS K-8 Early Implementation Initiative and how they helped teachers recognize the deep learning value in getting students "into the field".

Tupper, D. (2020). Going Slow to go Fast: Building Systemic Leadership Capacity Pays Off. Retrieved from: https://classroomscience.org/articles/ngss/ngss-early-implementers/going-slow-go-fast-building-systemic-leadership-capacity-pays
Emphasises the critical need for building teacher leadership as a critical tool in systemic change.

Tupper, D., & Ochoa, C. (2017). Science helps build language for all: An Early Implementer perspective. California Classroom Science. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/science-helps-build-language-all-early-implementer-perspective
This article showcases how the high-interest nature of NGSS causes children to hurdle over any concerns teachers might have had about using the "right" language, and provides the space for natural or imperfect language while they began building conceptual understanding as well as academic vocabulary.

Tupper, D. (2018). NGSS and the Teaching Learning Collaborative: It’s About the Process. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/ngss-and-teaching-learning-collaborative-its-about-process
This article highlights the outcomes of the Teaching Learning Collaborative lesson study process and focus on teacher practice and continuous improvement.

Tupper, D. (2019). Own It! Build It! Share It!: Thoughts on NGSS Professional Learning. Retrieved from: https://classroomscience.org/articles/ngss/next-generations-science-standards/own-it-build-it-share-it-thoughts-ngss-professional-learning
How deep professional learning can address the key innovations around teaching and learning required of the NGSS.

Thorburn, M. & Schneider, D. (2017). Read and talk to construct science knowledge. California Classroom Science. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/read-and-talk-construct-science-knowledge
This article features how a team in the CA NGSS K-8 Early Implementation Initiative in Tracy Unified used their lesson study to collaboratively plan for an 8th grade unit on the behavior of waves.

Walsh, L. and Chien, J. (2018). Bringing California’s Marine Protected Areas to Your Students. Retrieved from: https://classroomscience.org/articles/ngss/ngss-early-implementers/bringing-californias-marine-protected-areas-your-students
Guidance on how conservation efforts can inspire students to project the ocean and understand human impacts.

Wheeler, L. (2015). Cup of tea. California Classroom Science. Retrieved from https://classroomscience.org/articles/ngss/next-generations-science-standards/cup-tea
This article, by a core teacher leader involved in the CA NGSS K-8 Early Implementation Initiative, describes a cross-curricular project in which students use the engineering design process to engineer crates to hold tea after studying the Boston Tea Party.

Wheeler, L. (2015). NGSS - Next generation science students. California Classroom Science. Retrieved from https://classroomscience.org/articles/ngss/next-generations-science-standards/ngss-next-generation-science-students
This article, by a core teacher leader involved in the CA NGSS K-8 Early Implementation Initiative, describes the transformation of science instruction in a fifth-grade classroom and its impact on student interest in science.

Wheeler, L., Durand, J., Hegdahl, L., Estey, N., Pierre, A., Setberg, K. Byerly, L., Trull, E., & Raquel, S. (2019). Bringing Science to Life! Retrieved from: https://classroomscience.org/articles/ngss/ngss-early-implementers/bringing-science-life
How one district is connecting grade-level science learning to their local outdoor education program.

Wiebert, J. (2016). The big idea page: A creative way to emphasize the crosscutting concepts for three-dimensional learning. California Classroom Science. Retrieved from https://classroomscience.org/articles/ngss/ngss-early-implementers/big-idea-page-creative-way-emphasize-crosscutting-concepts-three-dimensional-learning
This article comes from a team that provides content support for teacher leaders in the CA NGSS K-8 Early Implementation Initiative and how they used the "big idea page" as a tool for measuring the success NGSS alignment and evidence of student understanding and thinking.

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Works used by K-12 Alliance

Beatty, A. & Schweingruber, H. (2017). Seeing Students Learn Science: Integrating Assessment and Instruction in the Classroom. Washington, D.C.: National Academy Press.
Seeing Students Learn Science is meant to help educators improve their understanding of how students learn science and guide the adaptation of their instruction and approach to assessment. It includes examples of innovative assessment formats, ways to embed assessments in engaging classroom activities, and ideas for interpreting and using novel kinds of assessment information. It provides ideas and questions educators can use to reflect on what they can adapt right away and what they can work toward more gradually.

Beauchamp, A. (2011). Success in science through dialogue, reading and writing. Davis, CA: Regents of the University of California.
Very practical and useful resource for methods that increase students' disciplinary literacy in science.

Benn, William (2005). Coachella MSP Cohort I Interim Report. William A. Benn and Associates.
This evaluation report indicates changes in teacher practices leading to improved student learning.

Bransford, J., A. Brown, & Cocking, R. (Eds.) (2000). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.
Provides the basis for designing learning experiences that develop conceptual understanding through student sense-making. Three basic key findings: 1) Everyone comes to a learning experience with preconceptions; if those preconceptions are not uncovered and faced, new learning will not occur; 2) Conceptual frameworks must be built in a coherent way for new learning to be assimilated; 3) Learners must take their new learning and interface or replace with their initial preconceptions.

Bybee, R.W. (2014). The BSCS 5E instructional model: Personal reflections and contemporary implications. Science and Children, 51 (8), 10-13.
In this article, Rodger Bybee reflects on the instructional model that he helped design and bring forth to the science community. He makes connections to the use of the 5Es with the NGSS.

Bybee. R.W., Taylor, J.A., Gardener, A., Van Scotter, P., Carlson Powell, J., Westbrook, A., & Landes, N. (2006). The BSCS 5 E instructional model: Origins, effectiveness, and applications. Colorado Spring, CO: BSCS.
The 5E instructional model provides a simple framework for designing inquiry, student-centered learning environments. Understand each of the stages is a helpful construct for teachers and anyone designing learning experiences for students or adults.

California Science Teachers Association, Nevada State Science Teachers Association, Oregon Science Teachers Association, and Washington Science Teachers Association. (2017). Priority Features of NGSS-Aligned Instructional Materials: Recommendations for Publishers, Reviewers and Educators [White paper]. Retrieved from http://www.cascience.org/download_file/view/240/405
This white paper produced by the state science teachers associations of California, Nevada, Oregon, and Washington provide criteria expected to be found in high-quality instructional materials that support the complex teaching and learning required by the Next Generation Science Standards.

Cheung, W.M., and Wong, W. Y. (2014). Does lesson study work?: A systematic review on the effects of lesson study and learning study on teachers and students. International Journal for Lesson and Learning Studies, 3 (2), 137 -- 149.
The purpose of this paper is to review studies from 2000 to 2010 on Lesson Study and Learning Study to unravel their benefits on teachers and students.

Chowning, J.T. (2009, October). Socratic seminars in science class. The Science Teacher, 47(2), 36-41. Retrieved from http://www.bu.edu/hps-scied/files/2012/11/Chowning-HPS-Societal-Issues-and-Socratic-Seminars.pdf
Useful for helping teachers find ways for students to articulate positions on issues and engage in the practice of argumentation in their science classrooms.

Costa, A. L., Garmston, R. J., & Zimmerman, D. P. (2014). Cognitive Capital: Investing in Teacher Quality. New York, NY: Teachers College Press.
This book provides teachers, schools, and policy leaders with the rationale and new direction for enhancing the development of the intellectual capacity of educators their performance, and their ultimate effects on student learning.

Darling-Hammond, L., Wei, R. C., Andree, A. (2009). Professional learning in the learning profession: A status report on teacher development in the U.S. and abroad. Dallas, TX: National Staff Development Council.
This report examines what research has revealed about professional learning that improves teachers' practice and student learning. It describes the relative availability of such opportunities in the United States as well as in high-achieving nations around the world, which have been making substantial and sustained investments in professional learning for teachers over the last two decades.

Day, N.K. (2015). A synthesis of action research on coaching. International Journal of Leadership in Education, 18(1), 88-105.
This report outlines the key characteristics of effective professional development programs including: relevant to classroom practice; specific to teacher needs; build coherence; and are long term for teacher practices to change over time.

Feldman, S. & Flores, V.M. (2017). Unlocking learning: Science as a lever for English learner equity. Oakland, CA: Education Trust West. Retrieved from https://west.edtrust.org/resource/unlocking-learning-science-lever-english-learner-equity/
Provides examples, recommendations, and questions for districts to consider to ensure equity of access and opportunity for English learners in science instruction.

Fernández, M.L. (2010). Investigating how and what prospective teachers learn through microteaching lesson study. Teaching and Teacher Education, 26(2), 351--362.
A case study of microteaching lesson study conducted with 18 prospective teachers in an initial course on learning to teach

Garmston, R., and Wellman, B. (2008). The adaptive school: A sourcebook for developing collaborative groups. Norwood, Massachusetts: Christopher-Gordon Publishers, Inc.
An excellent resource for those in a leadership role. Provides strategies for facilitating groups.

McGough, J.V. & Nyberg, L.M. (2015). The power of questioning. Arlington, VA: NSTA Press.
Found useful by teachers who want ideas for and help with questioning strategies.

Hines, P.J., Mervis, J., Mccartney, M., & Wible, B. (Eds.) (2013). Grand challenges in science education. [Special issue.] Science, 340 (6130), 290-314. doi: 10.1126/science.340.6130.290
Comprehensive resource that covers science education from the perspective of the academic science field.

Hord, S. M. (2004). Learning together, leading together: Changing schools through professional learning communities. Austin: Southwest Educational Development Laboratory.
Founded on the Concerns-Based Adoption Model, this resource updates how learning communities can be effective processes for long term change.

Kaser, J.S., Mundry, S.E., Stiles, K.E., & Loucks-Horsley, S. (Eds.) (2013). Leading every day: Actions for Effective Leadership. Thousand Oaks, CA: Corwin.
Informative, research-based actions for leading reform efforts in education. The book is designed around themes, with actions for everyday

Lewis, C. (2002). Lesson study: A handbook of teacher-led instructional change. Philadelphia, PA: Research for Better Schools, Inc.
One of the early resources describing the processes involved in conducting lesson studies based on the Japanese models.

Lewis, C. & Perry, R. (2014). Lesson study with mathematical resources: A sustainable model for locally-led teacher professional learning. Mathematics Teacher Education & Development, 16(1), 1-20.
This article reports on lesson studies in mathematics using a professional development design that includes a resource kit and protocols supporting facilitators as they lead lesson study teams. The cycle for lesson study includes study of the content, planning, teaching, reflecting, and returning to a study of the content. Results include increased professional learning for teachers and increased study learning of mathematics.

Louis, K.S., Marks, H.M., & Kruse, S.D. (1999). Teacher's professional community in restructuring schools. American Educational Research Journal, 33(4), 757-798.
This articles outlines the key components needed for learning communities including developing shared norms and values, focusing on student work and reflective practice.

Loucks-Horsley, S., Stiles, K.E., Mundry, S., Love, N., & Hewson, P.W. (2010). Designing professional development for teachers of science and mathematics (3rd ed.). Thousand Oaks, CA: Corwin Press.
This book is the foundation for understanding the framework for professional development that resulted in models of successful change in science and mathematics education. This book is considered seminal work in the professional development world for math and science education.

McGough, J.V. & Nyberg, L.M. (2015). The power of questioning: Guiding student investigations. Arlington, VA: NSTA Press.
Why questioning is important for learning science and how to question effectively, with examples in the context of NGSS investigations.

Michaels, S. & O'Connor, C. (2012). Talk science primer. Cambridge, MA: TERC. Retrieved from https://inquiryproject.terc.edu/shared/pd/TalkScience_Primer.pdf
Overview of the importance of accountable talk in the classroom, including tips for increasing this kind of talk to improve learning.

Michaels, S., Shouse, A.W., & Schweingruber, H.A. (2008). Ready, set, science: Putting research to work in K-8 science classrooms. Washington, D.C.: National Academies Pres. Retrieved from https://www.nap.edu/catalog/11882/ready-set-science-putting-research-to-work-in-k-8
Written in a teacher-friendly voice, this volume (free to download from National Academies Press) presents on overview of research in science education that supports NGSS implementation.

Neill, K.L. & Krajcik, J.S. (2012). Framework for constructing scientific explanations. In McNeill, K. L. & Krajcik, J., Claim, evidence and reasoning: Supporting grade 5-8 students in constructing scientific explanations (18-42). New York, NY: Pearson Allyn & Bacon. Retrieved from http://ptgmedia.pearsoncmg.com/images/9780137043453/downloads/McNeill-Ch.2.pdf
A widely-used resource for helping teachers understand how to support students in the construction of explanations in the science classroom.

Rowan, R., Correnti, R., Miller, R.J., & Camburn, E.M. (2009). School improvement by design: Lessons from a study of comprehensive school reform programs. Consortium for Policy Research in Education. Retrieved from http://www.cpre.org/images/stories/cpre_pdfs/sii%20final%20report_web%20file.pdf
This chapter reprint presents key findings from A Study of Instructional Improvement, a study that was conducted under the auspices of the Consortium for Policy Research in Education and directed by Brian Rowan, David K. Cohen, and Deborah Loewenberg Ball (all at the University of Michigan). This study examined the design, implementation, and instructional effectiveness of three of America's most widely disseminated comprehensive school reform programs (the Accelerated Schools Project, America's Choice, and Successful for All) over a four year period that encompassed the school years 2000--2001 through 2003--2004.

Schwarz, C. V., Passmore, C., & Reiser, B. J. (Eds.) (2017). Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices. Arlington, VA: NSTA Press.
This book provides real-world examples to illustrate what's different about practice-centered teaching and learning at all grade levels. The book addresses three important questions: How will engaging students in science and engineering practices help improve science education? What do the eight practices look like in the classroom? How can educators teach the practices to support the NGSS?

Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
This is the seminal work that labels the importance of pedagogical content knowledge to change in teacher practice and student understanding.

Stevenson, H, Stigler, J. (1994). The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education. New York: Simon and Schuster.
A seminal document that explains how collaborative practices like lesson study deepen teacher understanding and pedagogical content knowledge.

Stigler, J., and Hiebert, J., (2009). The teaching gap. New York: Free Press.
Based on the work in the learning gap, this book explores ways that teachers get better at the craft of instruction through processes like lesson study.

Stiles, K and De-Long, B. (2005, 2006, 2007). Montebello MSP Cohort I Evaluation Reports; (2006, 2007) Garvey and Tulare MSP Cohort II Evaluation Reports; (2007) Marysville, Palm Springs and Vista Cohort III Evaluation Reports. WestEd.
A report that identifies the key components of the Teaching Learning Collaborative that promote positive changes in teacher practice

Tarshes, R., (2018), K-12 Alliance Teaching Learning Collaborative: Nuts and Bolts of a Lesson Study, California Classroom Science, (31)2. Retrieved from http://www.classroomscience.org/k-12-alliance-teaching-learning-collaborative-nuts-and-bolts-of-a-lesson-study
This article identifies the process used to guide teachers through a Teaching Learning Collaborative (TLC) Lesson Study.

Tupper, D., (2018), NGSS and the Teaching Learning Collaborative: It's About the Process, California Classroom Science, (31)2. Retrieved from http://www.classroomscience.org/ngss-and-the-teaching-learning-collaborative-its-about-the-process
This article describes the transformation that occurs when teachers engage in the Teaching Learning Collaborative (TLC) and provides the rationale behind the structure of the TLC, overcoming challenges, and focusing on student learning.

Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria, VA: ASCD.
A tool and process of backwards design to create instructional units. The process begins with identifying what students should know and be able to do and then helps teachers plan instruction to meet those outcomes

Wysession, M. (2015, August 1). Schools should teach science like sports: Why the Next Generation Science Standards will succeed. Scientific American. Retrieved from https://www.scientificamerican.com/article/schools-should-teach-science-like-sports/
Useful for introducing NGSS; with a good overview of the shifts necessary for teaching NGSS.

Young, M.J. (2000). Evaluation Report. Science Partnerships for Articulation and Networking, Tucson, AZ: MJ Young Associates.
A report that identifies the key components of the Teaching Learning Collaborative that promote positive changes in teacher practice

Young, M.J. (2008-2011). Evaluation report: Lake Elsinore CaMSP cohort 5. Tucson, AZ: MJ Young & Associates.
A report that identifies the key components of the Teaching Learning Collaborative that promote positive changes in teacher practice

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