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Standards Support Documents The can be used to facilitate meetings and investigations which connect the framework to the 2018-19 science standards. The is an exploration of all three dimensions of science instruction: science and engineering practices, crosscutting concepts, and disciplinary core ideas. This document contains progressions of learning for each discipline, connections to the Framework for K-12 Science Education, and content support for each standard in grades K-8, biology, chemistry, and physics.
The lessons and support materials developed for the include eight lessons per grade. Each of the eight different lessons addresses a different science and engineering practice while covering the disciplinary core ideas for the respective grade. Nasm cpt study guide 2018. Three Dimensional Science Instruction The four Disciplinary Core Ideas (DCI) provide organization of content, further clarified in developed in component ideas. PS – Physical Sciences. LS – Life Sciences. ESS – Earth and Space Sciences. ETS – Engineering, Technology, and Applications of Science The eight Science and Engineering Practices (SEP) reflect the types of engagement a scientist or engineer encounters as part of their work and should be incorporated in a grade-appropriate manner in all grade.
AQDP - Asking questions (for science) and defining problems (for engineering) to determine what is known, what has yet to be satisfactorily explained, and what problems need to be solved. MOD – Developing and using models to develop explanations for phenomena, to go beyond the observable and make predictions or to test designs. INV – Planning and carrying out controlled investigations to collect data that is used to test existing theories and explanations, revise and develop new theories and explanations, or assess the effectiveness, efficiency, and durability of designs under various conditions. DATA – Analyzing and interpreting data with appropriate data presentation (graph, tables, statistics, etc.), identifying sources of error and the degree of certainty. Data analysis is used to derive meaning and evaluate solutions. MATH – Using mathematics and computational thinking as tools to represent variables and their relationships in models, simulations, and data analysis in order to make and test predictions. CEDS – Constructing explanations and designing solutions to explain phenomena or solve problems.
ARGS – Engaging in argument from evidence to identify strengths and weaknesses in a line of reasoning, to identify best explanations, to resolve problems, and to identify best solutions. INFO - Obtaining, evaluating, and communicating information from scientific texts in order to derive meaning, evaluate validity, and integrate information. The seven Crosscutting Concepts (CCC) reflect conceptual understandings that transcend any particular discipline, yet permeate into mastery-level understanding of any given discipline. Science Standards Coding The structure of the k-8 science standards includes grade level/course, disciplinary core idea, and standard number. Example coding for grades K-8 standards: S5.PS2.1 5 is the grade where the standard is taught.
PS2 indicates that this standard is part of the physical science disciplinary core idea number two: Motion and Stability: Forces and Interactions. 1 is the standard number. (Consecutive numbering which restarts in each DCI for a particular grade.) Example coding for 9-12 standards: BIO1.LS1.2 BIO1 is an abbreviation for the course.
In this case Biology 1. LS1 indicates that this standard is part of the life science disciplinary core idea number one: From Molecules to Organisms: Structures and Processes. 2 is the standard number.
(Consecutive numbering which restarts in each DCI for a particular subject.).
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