Science education is always evolving, and staying ahead of curriculum standards is essential for creating impactful learning experiences. Whether you’re a biology teacher in Pennsylvania, a curriculum designer, or an educator looking to sharpen your NGSS strategies, understanding how Pennsylvania’s STEELS Standards align with (or differ from) the Next Generation Science Standards (NGSS) can take your teaching to the next level. Let’s dive in and explore how these standards can help you inspire and empower your students!
This blog post is your guide every step of the way! Let’s dive in together and discover:
- Discover the foundations of the PA STEELS and NGSS standards—made simple and engaging!
- Explore key similarities and differences with real-life Life Science examples that bring the concepts to life.
- Learn how these frameworks can transform your teaching, supercharge your lesson plans, and inspire student success.
- Get practical, easy-to-follow tips for seamlessly weaving these standards into your classroom.
By the end, you’ll feel empowered and excited, equipped with fresh strategies and a clearer understanding of how these standards can prepare your students for the challenges and opportunities ahead. You’ve got this—and we’re here to support you at every step! Together, let’s turn science education into an inspiring adventure for you and your students!
What are the STEELS and NGSS standards all about?
The Pennsylvania Science, Technology & Engineering, and Environmental Literacy & Sustainability (STEELS) Standards, along with the Next Generation Science Standards (NGSS), bring a fresh approach to teaching science. They’re built on a three-dimensional learning model that sets them apart from previous science standards. Here’s how it works:
Disciplinary Core Ideas (DCIs): These are the key scientific concepts students need to know, covering areas like Life Science, Physical Science, and Earth and Space Science.
Science and Engineering Practices (SEPs): These are the hands-on actions scientists and engineers take, like building models, conducting experiments, analyzing data, and explaining results.
Crosscutting Concepts (CCCs): These are big-picture ideas that connect different areas of science, helping students see how everything ties together. Think Patterns, Cause and Effect, Systems, and Structure and Function.
These standards are all about making science more connected, practical, and engaging for students!
This approach gets students actively involved in hands-on, inquiry-based learning, so they’re not just memorizing facts—they’re really understanding scientific concepts. Both frameworks share the same big goal: to prepare students for STEM careers by building essential skills like teamwork, problem-solving, and creativity. Plus, the standards progress in a similar way, starting with specific expectations for each grade in Kindergarten through 5th, and then shifting to broader goals for grades 6-8 and 9-12.
NGSS vs. STEELS Standards — A Closer Look
Pennsylvania educators will find that the PA STEELS standards are closely aligned with NGSS, offering a consistent approach to educational goals across many areas. However, there are some important distinctions to be aware of.
What’s The Same? (Key Similarities)
The core emphasis on three-dimensional learning, hands-on inquiry, and STEM preparation is a strong commonality. This alignment is particularly evident in the Life Science disciplinary core ideas. Both frameworks cover fundamental biological concepts comprehensively:
Shared Core Ideas: Both NGSS and the STEELS stanadrds address key Life Science themes, often using very similar or identical terminology for their Disciplinary Core Ideas (DCIs). These include:
- Structure and Function: Exploring how the structures of organisms enable life’s functions and the hierarchical organization of living systems.
- Growth and Development/Reproduction of Organisms: Covering life cycles, reproduction, and the influence of environmental and genetic factors on growth.
- Organization for Matter and Energy Flow in Organisms (and Ecosystems): Delving into processes like photosynthesis and cellular respiration, and the movement of matter and energy through food webs.
- Interdependent Relationships in Ecosystems: Focusing on interactions among organisms, resource availability, and ecosystem dynamics.
- Inheritance and Variation of Traits: Addressing inherited traits, genetic variation, and the role of DNA and cellular division.
- Natural Selection and Adaptation: Exploring how variations provide advantages, how natural selection leads to adaptation, and evidence of common ancestry.
Identical Performance Expectations: A clear example of this direct alignment can be seen in the High School Life Science performance expectation (LS1-1):
- Both standards state: “Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells”
- The NGSS document explains this in more detail under Disciplinary Core Idea LS1.A: Structure and Function. It states, “All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells.” This shows that the wording used in the STEELS performance expectation matches perfectly with the intent and content of the NGSS performance expectation and its core ideas.
Integration of Engineering: Both standards bring engineering into the mix in a big way. In NGSS, you’ll often see performance expectations that combine traditional science content with engineering, marked by an asterisk. The PA STEELS standards take a similar approach with its “Technology & Engineering” section, which focuses on engineering design, problem-solving, and how technology affects society and the environment. (After all, the first three letters of STEELS stand for “Science, Technology, and Engineering”!) For example, the STEELS standards ask high school students to “Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering” (3.5.9-12.Y).
What’s Different? (Key Distinctions)
While the alignment is strong, some differences tailor the STEELS standards to Pennsylvania’s specific educational landscape:
Pennsylvania-Specific Focus: The STEELS “adds unique standards tailored to Pennsylvania’s environment, geography, and educational needs”. This often means a more localized approach to environmental and resource-related topics.
Dedicated Environmental Literacy & Sustainability Strand: This is arguably the most significant structural difference. The STEELS standards include a distinct and prominent “Environmental Literacy & Sustainability” component. This standalone strand covers a wide range of topics not explicitly grouped in this manner within NGSS, such as:
- Agricultural and Environmental Systems and Resources: Including agricultural systems, the relationship between environment and society, and the functioning of watersheds and wetlands. For example, the STEELS standard 3.4.9-12.C focuses on analyzing how “issues, trends, technologies, and policies impact watersheds and water resources”.
- Environmental Literacy Skills: Covering how to investigate environmental issues, conduct environmental experiences, and evaluate solutions.
- Sustainability and Stewardship: Delving into environmental sustainability, environmental stewardship, and environmental justice. A high school standard, 3.4.9-12.I, specifically addresses analyzing data on “regional environmental condition and its implications on environmental justice and social equity”.
NGSS’s Approach to Environmental Topics: Unlike NGSS, which weaves topics like human impact on the environment and sustainability into its Earth and Space Sciences section, the STEELS standards take a more direct approach. In NGSS, you’ll find these topics under areas like “Human Impacts” for middle school and “Human Sustainability” for high school. For instance, NGSS K-ESS3-3 looks at solutions to reduce environmental impact, while HS-ESS3-3 dives into computational simulations for managing resources, populations, and biodiversity. While both frameworks address these important issues, the STEELS standards give them their own spotlight as a distinct academic focus.
Teacher-Friendly Implementation: The STEELS standards were designed to give Pennsylvania teachers clear and helpful guidance that aligns with local district goals. They’re all about making the switch to the new standards easier and more seamless for everyone across the state.
Integrating the STEELS Standards into Your Classroom
For science teachers, effectively implementing these standards means embracing three-dimensional teaching. Here are some practical tips:
Tie Lesson Plans to the Three Dimensions: Begin your lessons by identifying the relevant Scientific and Engineering Practices (SEPs), integrating Disciplinary Core Ideas (DCIs), and connecting them to broader understandings through Crosscutting Concepts (CCCs).
Pro Tip: Kick off each unit with an anchoring phenomenon—a real-world problem or scenario that genuinely engages your students. This provides a context for inquiry and helps students see the relevance of the science.
Keep It Local (and Global!): Design experiments or projects that connect directly to Pennsylvania’s diverse ecosystems and environmental challenges. Simultaneously, broaden students’ perspectives by exploring global scientific issues.
Pro Tip: Use real-world examples like invasive species in Pennsylvania or the complexities of global climate change to make learning feel relevant and exciting. This aligns well with the STEELS standard’s dedicated Environmental Literacy & Sustainability strand.
Team Up with Fellow Teachers: Collaboration is key to successful implementation. Share lesson plans, best practices, and resources within your district, through workshops, or local teaching communities.
Utilize Extra Resources: Take advantage of the wealth of available materials. Explore guides from the Pennsylvania Department of Education (PDE) SAS website, NGSS-aligned lesson banks, or interactive tools like PhET simulations to enhance engagement.
Get Hands-On: Design lessons that prioritize active learning through activities such as building models, conducting lab experiments, or tackling design challenges. This aligns with both frameworks’ emphasis on inquiry.
Go with the Flow: Implementing new standards is an ongoing process. Be flexible, and make adjustments based on student feedback and their progress.
Supporting Educators Through Professional Development
As science education keeps evolving, it’s more important than ever to support educators. Professional development plays a big role in building confidence and helping teachers successfully adapt to both the STEELS standards and NGSS frameworks.
State-Specific Training: Teachers in Pennsylvania, you’ve got some awesome resources at your fingertips! The PDE SAS website is packed with free trainings and tools to make your job easier. PATTAN also offers workshops, conferences, and sessions with great tips and strategies to level up your skills and classroom practices. Don’t forget to check out your local IU for day trainings or even explore state parks education outreach for some hands-on, in-the-field experience. The Pennsylvania Science Teacher Association (PSTA) also holds an annual conference for you to learn from and network with other educators. I happen to be presenting at this year’s conference Oct 12-13, 2025 in Erie, PA!
Join NGSS Learning Communities: Connect with a wider network of educators across the nation. Online platforms like Facebook groups and state-led initiatives (such as Illinois Storylines or OpenSciEd formerly iHUB) provide excellent avenues for sharing resources, tips, and seeking support for new curricula.
Webinars and Conferences: Stay informed and sharpen your instructional strategies by attending events focused on three-dimensional learning. Organizations like the National Science Teaching Association (NSTA), EdWeb.net, STEM Teaching Tools, and the official NGSS website offer numerous webinars and conferences.
There’s a vast network of support available to help you grow and adapt – make sure to take advantage of these opportunities!
Whether you’re new to the STEELS standards or already experienced with NGSS-aligned practices, remember that every step you take contributes to creating a richer, more meaningful learning experience for your students. By understanding and leveraging the similarities and unique strengths of both frameworks, Pennsylvania educators can truly prepare students for a future where scientific literacy and critical thinking are paramount.
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