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One question I have is how the three components are really connected and why they are broken down in those three categories specifically.

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My biggest question I have about the standards is how can I make all the standards just as fun for the students?

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I wonder if teachers have to teach directly what the standards say or if they can alter it a little? 

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Can we modify the standards for our students, and if so, what would this look like?

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Can you create thematic units and/or themed lessons based around these standards?

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Have these new standards improved student or teacher understanding of the scientific process or the material being taught?

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How do you incorporate the necessary background knowledge without overloading students with new information and not boring students with things they already know?

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My question is how to implement time management and good teaching practices that allow for full coverage of each standard

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How can we distinguish that there is a SEP, DCI, and CCC in every standard?

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How can these standards be covered when schools seem to not give time to teach science?

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Are science teachers in Alabama equipped with budgets to obtain appropriate equipment and supplies?

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How do you know where to start and in what order you need to cover specific topics?

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Why is there no solar system standards?

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For 1st graders, is there a specific time allotted to teaching science, or is it included in other topics. Or, is it both? If so, what are some strategies for teaching younger students science without worrying about as many off-task behaviors.

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One question I have about these standards is how to differentiate or choose to teach a topic that ranges from grades such as K-2 Engineering Design? The topic of study has the same standards for grades kindergarten up to second grade, so how would I decide to teach it to my students without reteaching or overlapping the content?

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I wondered have these standards always been around or when educators start learning about  these standards ? 

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How do I convert all this information (from the NGSS) into an engaging curriculum for my students?

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Is it best to teach each standard within the Disciplinary Core Idea in order, or is it normal to skip around, as long as all are understood by each student? 

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There are also a lot of standards that say to use tools and I am curious if there are certain tools that they want you to use?

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Does it matter how you include the standards in your classroom?

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How can I effectively implement the standards and access materials and resources.

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What are the best ways to implement the crosscutting concepts?

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How much freedom do teachers have when choosing how to teach a lesson?