Click2Science Crosswalk of Standards
Click2SciencePD resources are designed to help out-of-school time program staff build skills for facilitating quality STEM learning in their programs. By using our resources, out-of-school time practitioners will be able to help youth learn and practice many of the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS).
Providing opportunities for out-of-school staff to obtain professional development using Click2SciencePD can build their skills to support youth in fulfilling math, science, and language standards. The tools below are designed to help afterschool staff, directors, and curriculum specialists understand how Click2SciencePD helps staff facilitate learning that meets CCSS and NGSS standards.
Example of How to Use the Crosswalk
Step 1: Identify CCSS/NGSS Standards
For example, suppose that some of the youth in your program are interested in how airplanes fly. You can make the most of their interest and help them build science, math, and language skills. To do so, you can use the CCSS and NGSS Standards Chart below to identify standards that correspond with the subject and learning experience. Understanding and learning about how airplanes fly could include the following practices and skills from the CCSS and NGSS Standards Chart:
- Math (CCSS): M2, M4, M7
- English (CCSS): E1, E2, E3
- Science/Engineering Practices (NGSS): S2, S3, S4, S6
- Disciplinary Core Ideas (NGSS): Earth space science content, physical science content
- Crosscutting Concepts (NGSS): 2, 3
Depending on how youth explore and learn about flight and airplanes, there might be connections with other standards and practices.
Step 2: Identify Click2SciencePD Skills to Practice
Youth could explore this subject by reading about flight, making model airplanes, testing their models, making notes in science journals, and sharing the results. Staff could consider all of the skills in Click2Science in Set 1 from the Click2SciencePD Crosswalk Chart.
Using Table 2, staff can consider which of the 20 Skills that Make STEM Click can help them facilitate youth learning for a standard identified in Table 1. They would want to consider how to select curriculum and/or activities, prepare themselves by understanding the science and engineering practices, maximize the space, create a safe space, and perhaps invite community partners to participate.
CCSS & NGSS Standards Chart
Below you will find a listing of math, science, and English language practices and skills which the CCSS and NGSS standards are based on. The table also shows the connection between math, science, and English language arts from CCSS, NGSS, and the National Research Council science and engineering practices. The table lists the Crosscutting Concepts and Disciplinary Core Ideas from NGSS. These concepts are fundamental to both CCSS and NGSS.
Common Core State Standards (CCSS)
Math Practices CCSS Standards | English Language Arts (ELA) CCSS Standards |
---|---|
M1. Make sense of problems and persevere in solving them | E1. Demonstrate independence in reading complex texts, and writing and speaking about them |
M2. Reason abstractly and quantitatively | E2. Build a strong base of knowledge through content rich texts |
M3. Construct viable arguments and critique reasoning of others | E3. Obtain, synthesize, and report findings clearly and effectively in response to task and purpose |
M4. Model with mathematics | E4. Construct viable arguments and critique reasoning of others |
M5. Use appropriate tools strategically | E5. Read, write, and speak grounded in evidence |
M6. Attend to precision | E6. Use technology and digital media strategically and capably |
M7. Look for and make use of structure | E7. Come to understand other perspectives and cultures through reading, listening, and collaborations |
M8. Look for and express regularity in repeated reasoning |
Next Generation Science Standards (NGSS)
Science and Engineering Practices NGSS Standards | Disciplinary Core Ideas (DCI) | Crosscutting Concepts |
---|---|---|
S1. Ask questions and define problems | Earth space science content | 1. Patterns |
S2. Develop and use models | Life science content | 2. Cause and effect: Mechanism and explanation |
S3. Plan and carry out investigations | Physical science content | 3. Scale, proportion, and quantity |
S4. Analyze and interpret data | 4. Systems and system models | |
S5. Use mathematics and computational thinking | 5. Energy and matter | |
S6. Construct explanations and design solutions | 6. Structure and function | |
S7. Engage in argument from evidence | 7. Stability and change | |
S8. Obtain, evaluate and communicate information |
Click2SciencePD & Standards Crosswalk Chart
Below you will find each of the strategies and supporting skills, as well as a description of the skill, the CCSS and NGSS related standards, and how you can use Click2Science to support learning and practicing the standards.
The following information is provided to help afterschool practitioners understand the connections between the Click2Science skills and the science standards. Providing appropriate hands-on, inquiry based activities can help students become confident in their skills as well as strengthening their science and engineering identity. Quality STEM learning will include opportunities to learn science and engineering practices in a safe learning space with staff who are comfortable in their skills and willingness to learn with youth in their programs.
Strategy: Preparing for Success in STEM
Skill & Description | CCSS | NGSS |
---|---|---|
Preparing STEM learning OpportunitiesPurpose: Frontline staff and volunteers will prepare high-quality, STEM activities for youth. As a result of ongoing, consistent professional development efforts, frontline staff and volunteers will be able to:
|
MS |
Appendix D S1 S2 S3 S4 S5 S6 S7 S8 |
Creating STEM Learning EnvironmentsPurpose: Frontline staff and volunteers arrange their environment to maximize youth engagement and support physical and emotional safety during STEM activity As a result of ongoing, consistent professional development efforts, frontline staff and volunteers will be able to:
|
– |
– |
Strategy: Supporting Youth Development through STEM
Skill & Description | CCSS | NGSS |
---|---|---|
Connecting to Prior Knowledge & ExperiencesPurpose: Frontline staff and volunteers will be able to effectively connect STEM activities to the knowledge and experiences (culture, gender, socioeconomic status, language, daily experiences, etc.) of the youth in their program. As a result of ongoing, consistent professional development efforts, frontline staff and volunteers will be able to:
|
– |
Appendix D |
Giving Youth ControlPurpose: Frontline staff and volunteers will provide opportunities for youth to direct and manage their own learning. As a result of ongoing, consistent professional development efforts, frontline staff and volunteers will be able to:
|
E1 |
– |
Managing Groups During STEM/h4>Purpose:Frontline staff and volunteers will manage behavior of youth during STEM activities. As a result of ongoing, consistent professional development efforts, frontline staff and volunteers will be able to:
|
E7 |
– |
Encouraging CollaborationPurpose: Frontline staff and volunteers will understand that collaboration and interaction are necessary in science and engineering learning experiences. They will be able to effectively facilitate collaborative STEM learning experiences. As a result of ongoing, consistent professional development efforts, frontline staff and volunteers will be able to:
|
E7 |
Appendix D Explain, Solve Problems |
Making Connections to STEM CareersPurpose: Frontline staff and volunteers will be able to connect their program to the work of STEM professionals. As a result of ongoing, consistent professional development efforts, frontline staff and volunteers will be able to:
|
– |
Appendix D |
Developing a STEM IdentityPurpose: Frontline staff and volunteers will support youth in viewing themselves as someone who learns about, uses, and sometimes contributes to science – someone who has a personal identity as a science learner. As a result of ongoing, consistent professional development efforts, frontline staff and volunteers will be able to:
|
– |
Appendix D S1 S2 S3 S4 S5 S6 S7 S8 |
Facilitating Inclusive Learning ExperiencesPurpose: Frontline staff and volunteers will design and continually attend to the social and emotional safety of youth and respond to inequities when they occur. As a result of ongoing, consistent professional development efforts, frontline staff and volunteers will be able to:
|
– |
Appendix D |
Strategy: Developing STEM Practices and Mindset
Skill & Description | CCSS | NGSS |
---|---|---|
Modeling Engineering PracticesPurpose: Frontline staff and volunteers will facilitate STEM learning experiences for youth to engage in engineering practices, including defining the problem, designing a solution, testing, responding to failure, and optimization. As a result of ongoing, consistent professional development efforts, frontline staff and volunteers will be able to:
|
M1 M6 M8 |
S1 S3 S7 S8 |
Modeling Science PracticesPurpose: Frontline staff and volunteers will facilitate opportunities for youth to apply science practices including investigating questions, using data, and developing explanations. As a result of ongoing, consistent professional development efforts, frontline staff and volunteers will be able to:
|
– |
S1 S4 S6 S7 S8 |
Supporting Documentation of STEM LearningPurpose: Frontline staff and volunteers will be able to support youth to use a variety of documentation strategies during STEM. As a result of ongoing, consistent professional development efforts, frontline staff and volunteers will be able to:
|
E5 |
S2 S3 S8 |
Asking Purposeful QuestionsPurpose: Frontline staff and volunteers will utilize purposeful questioning and feedback to increase youth learning in STEM. As a result of ongoing, consistent professional development efforts, frontline staff and volunteers will be able to:
|
– |
S6 |
Making Authentic Assessments of STEM LearningPurpose: Frontline staff and volunteers will be able to evaluate what is learned by youth before, during, and after STEM activities. As a result of ongoing, consistent professional development efforts, frontline staff and volunteers will be able to:
|
_ |
DCI S1 S2 S3 S4 S5 S6 S7 S8 |
Reflecting & Processing STEM ExperiencesPurpose: Frontline staff and volunteers will deepen understand and personal meaning-making for youth by facilitating opportunities for reflecting on STEM learning experiences. As a result of ongoing, consistent professional development efforts, frontline staff and volunteers will be able to:
|
– |
S1 S2 S3 S4 S5 S6 S7 S8 |
Enabling Active STEM LearningPurpose: Frontline staff and volunteers will be able to facilitate active STEM learning experiences. As a result of ongoing, consistent professional development efforts, frontline staff and volunteers will be able to:
|
– |
S3 S6 |