8/18/2023 0 Comments Ngss phenomenaUsing Phenomena in NGSS-Designed Lessons and Units:Ī handout that describes how educators can use phenomena.Unpacking Crosscutting Concepts Worksheet.Overview for Unpacking the Three Dimensions.Completing this professional learning will provide science educators and education leaders with the processes and procedures necessary to use the EQuIP Rubric to review science lessons and units, to provide effective feedback and suggestions for improvement to developers and users of these instructional materials, to identify model or exemplar lessons and units, and to inform the development of new instructional materials. The NGSS EQuIP Professional Learning Facilitator’s Guide is a series of 10 modules that were designed to provide guidance on building the capacity of educators and education leaders to use the EQuIP Rubric for Science. NGSS EQuIP Professional Learning Facilitator’s Guide (A list of the changes made between the original release and the current revised version of the rubric can be found here.) ![]() The purpose of the rubric and review process is to: (1) review existing lessons and units to determine what revisions are needed (2) provide constructive criterion-based feedback and suggestions for improvement to developers (3) identify exemplars/models for teachers’ use within and across states and (4) to inform the development of new lessons and units. The Educators Evaluating the Quality of Instructional Products (EQuIP) Rubric for Lessons & Units: Science provides criteria by which to measure the alignment and overall quality of lessons and units with respect to the NGSS. These Evidence Statements are statements of observable and measureable components that, if met, will satisfy NGSS performance expectations. The NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. They are designed for high-achieving students who want or need to pursue advanced-level science coursesĮarlier in middle or high school, and at a more rapid pace. ![]() Schools and districts seeking to organize NGSS performance expectations into a compressed time frame. The Next Generation Science Standards Accelerated Model Course Pathways offer guidance to High School Course II Models (Conceptual Progressions Model and Domains Model - Physics).High School Course I Models (Conceptual Progressions Model and Domains Model - Chemistry).Middle School Course I Models (Phenomenon and Topics Model).4th Grade Bundles (Thematic Model and Topics Model).1st Grade Bundles (Thematic Model and Topics Model).Kindergarten Bundles (Thematic Model and Topics Model).Standards could be bundled within a given school year.Ĭurrently Example Bundles are available for the following: Newly developed Example Bundles show how the ![]() Greatly reduces the amount of necessary instructional time. Developing and Using Models of Atomic Structure Part 2: What NGSS Looks Like in the Classroom See related lesson plan, " Rutherford's Gold-Foil Experiment." 8."Bundling" is an important strategy for implementing the NGSS, as it brings coherence to instruction and ![]() Developing and Using Models of Atomic Structure Part 1: What NGSS Looks Like in the Classroom See related lesson plan, " Rutherford's Gold-Foil Experiment." 7. Planning and Carrying out Investigations: What NGSS Looks Like in the Classroom See related lesson plan, " Observing Evidence." 6. Building Ideas Over Time: What NGSS Looks Like in the Classroom See related lesson plan, " The Nature of Matter." 5. Developing and Using Models of Electrical Interactions: What NGSS Looks Like in the Classroom See related lesson plan, " Making and Discussing Models." 4. Next Generation Science Standards: A Teacher's Perspective 3. Next Generation Science Standards: The Vision for Science Education and the New Role of Teachers 2.
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