Guide to Implementing the Next Generation Science Standards (2015) / Chapter Skim
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5 Curriculum Materials
5 Curriculum Materials
Pages 51-60
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From page 51... ...
State and district leaders will need to make decisions regarding the scope and sequence of courses in science. Scope and sequence is especially impor tant for grades 6-12, for which the performance expectations of the Next Generation Science Standards (NGSS)
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From page 52... ...
these outcomes are framed as performance expectations that include prac tices as well as disciplinary core ideas and crosscutting concepts. However, because the practices work together in coherent investigations or engineering projects, working toward the performance expectations typically requires engaging students in more combinations of disciplinary core ideas and practices than the combina tions specified in the performance expectations (Krajcik et al., 2014)
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From page 53... ...
A fully developed curriculum may provide all of these as a single package, but often teachers will draw from multiple resources in designing their instruction. Among the critical curriculum resources for science are time, space, equipment, and expendable materials that can be used for investigative and design projects (National Research Council, 2006b)
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From page 54... ...
Efforts to use such research-based materials or selectively adapt existing units could help districts shift classroom teaching toward the vision of the Framework and the NGSS and help teachers develop a deep understanding of the NGSS. It will also help teachers and district leaders to be better able to evaluate the quality of more complete sequences of curriculum materials as they become available.
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From page 55... ...
In designing, development teams need to include experts in science, science learning, assess ment design, equity and diversity, and science teaching, each at the appropriate grade level (National Research Council, 2014a)
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From page 56... ...
. Developers need to recognize that most traditional approaches to curriculum materials, in which teachers or expository text present new ideas first, and then students apply them in labs or exercises, do not reflect the three dimensions of the NGSS, in which students engage in the science and engineering practices to develop and use the disciplinary core and crosscutting ideas with guidance from teachers.
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From page 57... ...
Similarly, textbooks should not be selected that include the disciplinary core ideas but do not include approaches that have students engaged meaningfully in the science and engineering practices to develop and use those disciplinary core ideas. Some school districts are moving toward use of open access materials rather than undertaking traditional textbook adoption.
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From page 58... ...
Having teacher teams reevaluate existing materials, explore potential materials, and work strate gically to adapt particular units of instruction to align with the NGSS will help build capacity for teaching in ways that align with the NGSS. Without this depth of experience, teachers will not be prepared to recognize curricula that do a good job of incorporating the three dimensions of the Framework throughout student learning.
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From page 59... ...
Other significant resources need to be consid ered, which include storage and preparation space, supplies, equipment for mea surement and data collection; appropriate access to computers and software; avail ability of classroom space; and a master schedule that supports work on projects over time (National Research Council, 2006b)
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