Elementary teachers often avoid the struggle of matching a science activity to a specific standard by using a lesson planning process known as Understanding by Design (UBD) (Wiggins and McTighe 2005). A main tenet of the UBD model involves starting at the end rather than at the beginning of the planning process. By starting at the end and visiting "Next Generation Science Standards" ("NGSS") first, teachers know where they want their students' understanding to conclude upon lesson or unit completion. Specifically, what scientific concepts and knowledge based on their grade level is identified before trying to find a fun activity to do. This allows teachers to better guide the students through the lesson and ensures that the standard is being assessed. The paper describes the process that elementary school teachers should take to design science lesson(s) that focus on meeting specific "NGSS" in the lower grades using the UBD approach.