Using Our NGSS Checklist for Classroom Observations
This NGSS classroom checklist can make it easier for administrators to observe, understand, and support 3D learning. It’s a consistent tool to use when visiting classrooms—for a quick walkthrough or a formal observation.
The checklist highlights key indicators of NGSS science and engineering practices and lists specific examples of them, helping you focus on what students and teachers are actually doing. From there you can identify effective teaching strategies, note successes, and start meaningful conversations with teachers afterward.
Before heading into a classroom, it’s helpful to review the lesson plan, set observation goals, and touch base with the teacher. As you observe, check off what you see happening and make notes about the evidence. Afterward, share your feedback. Celebrate what’s going well, and talk about opportunities for classroom support.
When used regularly, this checklist not only supports good teaching—it can help build a culture of continuous improvement across your school’s science program.
The new standards have caused a shift in science instruction and how students should be learning. These checklists guide administrators in observing indicators of NGSS practices and 3D learning that should be evident in science classrooms.
Indicators of NGSS Science and Engineering Practices | Examples | Evident in Classroom? (✓) | Evidence |
|---|---|---|---|
Asking questions and defining problems | Why don’t all living things look the same? How can energy be transformed from one form to another? | ||
Developing and using models | My model demonstrates that fences can stop erosion of sand. | ||
Planning and carrying out investigations | We want to investigate whether bessbugs like soil or sand better. | ||
Analyzing and interpreting data | Our graph of weekly temperatures shows an average of 88°F this week, which is cooler than last week. | ||
Using mathematics and computational thinking | Changing the length of a vibrating object produces different sounds. | ||
Constructing explanations and designing solutions | Shadows change according to the time of day and the time of year because of the positions of Earth and the Sun. | ||
Engaging in argument from evidence | The data from my investigation is evidence that more force needs to be applied to make a car move as the car becomes heavier. | ||
Obtaining, evaluating, and communicating information | Our presentation shows how a mixture of sand and salt can reduce the impact of an ice storm on the roads. | ||
Phenomena and problem-solving drives lessons and investigations | Students are engaged with real-world phenomena and are designing solutions to real-world problems within each lesson. | ||
Lessons follow a progression of learning | Students are using prior knowledge and engaging in lessons that build on the previous and lay a foundation for the next. | ||
Students build explanations for phenomena | Students are investigating to obtain information and evidence to construct explanations for phenomena. | ||
Students design solutions to real-world problems | Students are developing and optimizing solutions to problems with criteria and constraints through testing and analysis | ||
Students communicate results | Groups present the results of their investigations/engineering projects to the class. | ||
Notebooks or lab books are used | Students are using science notebooks to collect data, organize their ideas and plans, and make claims supported by evidence. | ||
Inquiry-based instruction engages students | Students find answers, ask new questions, and engage in hands-on investigations. | ||
Students work collaboratively | Students actively engage in science while working in pairs or small groups. | ||
Lessons integrate mathematics and reading | Students read and apply math skills to obtain additional information or data. | ||
Teacher acts as facilitator | Teacher guides instruction by questioning, not telling. Students work both in small groups and independently. | ||
Use of a learning cycle (5E) is evident | Students are continually drawing upon prior knowledge, exploring and explaining phenomena, designing solutions, applying newly gained knowledge to analogous concepts, and evaluating their knowledge. | ||
Assessment is evident and takes multiple forms | Examples of assessment: teacher check sheets, notebooks, rubrics for scoring projects or presentations, exit slips. | ||
Hands-on science materials are used by students | Students engage with science materials rather than watching teacher demos or experiencing concepts only through videos or simulations. | ||
Focus questions are used at the beginning of a lesson or group of lessons to pique students’ curiosity and motivate learning. | Teachers begin by sharing a focus question that engages students. This is revisited at the end of the lesson to assess learning. Students are aware they are engaging in lessons that will help them gather evidence to answer the focus question. |
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