Lessons and units should build on discoveries from prior life experiences and/or background knowledge, student investigations and concepts covered in prior units and, when applicable, prior grade bands.
Outcome
All students will be supported appropriately and provided opportunities to engage, learn, and be empowered to impact their world.
| Feature | Expanding Implementation | Implementation | Beginning Implementation | No Implementation |
|---|---|---|---|---|
| 5A | Materials utilized by teachers reflect diverse learners and allow all students to see themselves represented. Instructional materials foster learning experiences that all students can connect with and use to make progress toward common goals through multiple modes of learning. Materials are available to and usable by each and every student regardless of their personal and physical characteristics. | Materials help students learn the information while also growing students’ ability to see themselves as scientists and engineers. The materials provide students opportunities to make their thinking visible, revisit ideas, and engage in scientific discourse with peers. All students' needs and abilities are accommodated in the classroom. | Materials represent mostly dominant groups, but the instructor makes an effort to include materials and experiences that demonstrate a variety of student identities and interests, and provides accommodations and modifications for those students who require them. | Materials represent only dominant groups and there is little to no differentiation provided for the variety of learning needs and abilities of all students. |
| 5B | All students are provided necessary support (e.g., scaffolding, extension, or accommodations) to aid in the sense-making process. Students use additional and/or related phenomena within the targeted DCI to stretch their use of the SEPs and conceptual understanding (CCCs) for enrichment when they demonstrate mastery. Engagement in these practices is language intensive and requires students to participate in intentional science discourse. Differentiation occurs within and across all three dimensions and allows all students to grow in their sense making abilities. | Learning experiences are designed to differentiate so that all students are appropriately challenged in their sense-making and communicate that each and every student is capable of learning and doing well. Planned learning provides opportunities for students to use multiple modes of communication as they present ideas or engage in reasoned argumentation. All students engage in the SEPs as part of the scientific sense-making process as they develop scientifically-based conceptual understandings (CCCs) to explain phenomena (DCIs). | Learning experiences are designed for the “average ability” student. Accommodations or modifications are in place for students, as required by documentation (i.e., IEP and/or 504 plan). Students’ use of the SEPs is limited and lacks intentionality and therefore does not support conceptual understanding (CCC) to explain phenomena (DCIs). | Learning experiences are aligned to the “average ability” student, with little-to-no differentiation for diverse learning styles and students’ needs. Planned learning provides limited or no opportunities for students to practice the SEPs, develop conceptual understanding (CCCs) or explain phenomena (DCIs). |
| 5C | Students’ families and caregivers are supported in utilizing the relationship between science education and life outside the classroom to improve opportunities. Diverse community stakeholders regularly partner with classroom science experiences, leading students to apply content and skills. Technology is used to enhance partnerships in innovative and novel ways, allowing all students to engage in ways that would not be possible otherwise. | Students’ families and caregivers are made aware of the relationships between science education and life outside the classroom. Stakeholders have access to classroom and school science experiences, with partnerships being intentionally diverse. Technology facilitates the development and sustaining of partnerships while recognizing and accommodating for accessibility issues and limitations. | Students’ families and caregivers may be made aware of the experiences and relationships between science education and life outside the classroom. Stakeholders may have access to classroom and school science experiences, but these partnerships lack intentionality. | Students’ families and caregivers are largely unaware of the experiences students have in science classes. Stakeholders are not regularly provided access to classroom experiences and partnerships are not present. |
| 5D | Classroom experiences do not underestimate or constrain what students are able to display intellectually. The teacher focuses on helping students find meaning in classroom experiences and ways to deepen engagement. Intentional and complex connections are made to students’ lives, and learning experiences leverage students’ sense of place, funds of knowledge and cultural experiences to improve engagement and outcomes. | Classroom experiences make space for students to contribute their cultural knowledge to the development of skills and understanding. Connections are explicit between a students’ engagement and learning in the lesson. Intentional connections are made to students’ sense of place, funds of knowledge and cultural experiences. | Classroom experiences provide students with minimal connections to funds of knowledge, expertise, cultural background, family work experiences. Limited consideration is given when planning instruction to students’ and family members’ knowledge and expertise based on roles in their family, community, and culture. | Classroom experiences do not utilize student funds of knowledge, expertise, cultural background, or family work experiences. No consideration is given to students’ and family members’ expertise and knowledge when planning instruction. |
Feature 5A Resources
Appendix D of the NGSS provides seven case studies of diverse student populations and provides example strategies classroom teachers can use to ensure the standards are accessible to all students.
The Iowa Science Standards as well as the NGSS are based on A Framework for K-12 Science Education that was developed by a committee of the National Research Council. This framework “...articulates a broad set of expectations for students in science (Framework, p. 1). The Framework along with the Next Generation Science Standards (NGSS) together describe a new vision for science learning and teaching.
Primary Evaluation of Essential Criteria (PEEC) tool was designed to help educators who are reviewing curricular materials for potential adoption in determining how well those materials are designed to meet the NGSS. This site has a link to the tool and additional information on how to effectively use the tool.
National Science Teaching Association (NSTA) Disabilities Resources - A summary of best practices meeting the needs of all learners in science.
Engaging Teachers with Equity in Science Instruction provides a “playlist” or series of teaching briefs and tools teachers can use individually or in PLCs to discuss issues of equity and social justice in science education.
Making Science Instruction Compelling for All Students: Using Cultural Formative Assessment to Build on Learner Interest and Experience provides professional learning focused on learner interest and identity.
Promoting Student Science Talk in the Classroom
Feature 5B Resources
Appendix D of the NGSS provides seven case studies of diverse student populations and provides example strategies classroom teachers can use to ensure the standards are accessible to all students.
The Iowa Science Standards as well as the NGSS are based on A Framework for K-12 Science Education that was developed by a committee of the National Research Council. This framework “...articulates a broad set of expectations for students in science (Framework, p. 1). The Framework along with the Next Generation Science Standards (NGSS) together describe a new vision for science learning and teaching.
National Science Teaching Association (NSTA) Disabilities Resources - A summary of best practices meeting the needs of all learners in science.
Engaging Teachers with Equity in Science Instruction provides a “playlist” or series of teaching briefs and tools teachers can use individually or in PLCs to discuss issues of equity and social justice in science education.
Feature 5C Resources
The Iowa Science Standards as well as the NGSS are based on A Framework for K-12 Science Education that was developed by a committee of the National Research Council. This framework “...articulates a broad set of expectations for students in science (Framework, p. 1). The Framework along with the Next Generation Science Standards (NGSS) together describe a new vision for science learning and teaching.
National Science Teaching Association (NSTA) Disabilities Resources - A summary of best practices meeting the needs of all learners in science.
Engaging Teachers with Equity in Science Instruction provides a “playlist” or series of teaching briefs and tools teachers can use individually or in PLCs to discuss issues of equity and social justice in science education.
Appendix D of the NGSS provides seven case studies of diverse student populations and provides example strategies classroom teachers can use to ensure the standards are accessible to all students.
Feature 5D Resources
https://www.k12.wa.us/student-success/access-opportunity-education/migrant-and-bilingual-education/funds-knowledge-and-home-visits-toolkit-overview/funds-knowledge
The Iowa Science Standards as well as the NGSS are based on A Framework for K-12 Science Education that was developed by a committee of the National Research Council. This framework “...articulates a broad set of expectations for students in science (Framework, p. 1). The Framework along with the Next Generation Science Standards (NGSS) together describe a new vision for science learning and teaching.
National Science Teaching Association (NSTA) Disabilities Resources - A summary of best practices meeting the needs of all learners in science.
Engaging Teachers with Equity in Science Instruction provides a “playlist” or series of teaching briefs and tools teachers can use individually or in PLCs to discuss issues of equity and social justice in science education.
Making Science Instruction Compelling for All Students: Using Cultural Formative Assessment to Build on Learner Interest and Experience provides professional learning focused on learner interest and identity.
Appendix D of the NGSS provides seven case studies of diverse student populations and provides example strategies classroom teachers can use to ensure the standards are accessible to all students.
Using Phenomena in NGSS-Designed Instruction includes an interview with Brian Reiser about using Phenomenon in instruction, a written resource describing how and why to use Phenomena and another resource describing the Qualities of Good Anchoring Phenomena.
Promoting Student Science Talk in the Classroom
Created 2018 through the work of M. Sanderman, P. Christensen, K. Kilibarda; Updated 2020 through the work of E. Hall, M. Sanderman, T. Jarrett, S. Nelson, K. Schmidt