Science

The graphic above illustrates how science instruction revolves around understanding a phenomena or solving a problem that is congruent to the NGSS performance expectation(s). Applicable disciplinary core ideas (DCI), science and engineering practices (SEP), and cross-cutting concepts (CCC) are blended togehter to help students understand the phenomenon or solve a problem. That is three-dimensional (3D) instruction.

Effective Science Teaching Practices

1. A congruent phenomenon or problem is used to connect content to real life and set the purpose for learning.

2. Tasks are structured to help students develop an understanding (not just knowledge) of the science content relevant to the phenomenon or problem.

3. Students actively engage in the science and engineering practices as a means of exploring science content.

4. The crosscutting concepts are used to make connections across content and disciplines.

Science Summer 2018 PD

Curriculum Documents

Quick Reference Guide for Planning Instruction

ELE Evidence Statements

MS Evidence Statements

HS Evidence Statements

Bozeman Videos: 60 NGSS Videos

Appendix E - Disciplinary Core Idea Progressions

Appendix F - Science & Engineering Practice Progressions

Appendix G - Crosscutting Concept Progressions

Appendix M: Connections to the Common Core State Standards for Literacy in Science and Technical S

ACT College Readiness Standards - Science

Using Phenomena

Using Phenomena in NGSS-Designed Lessons and Units

Qualities of a Good Anchor Phenomenon

Phenomena - Key Points

Through Course Tasks

KDE TCT Resource Bank

Science Resources

Report abuse