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http://www.ck12.org

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Resources for Parents to access to support students

For students to access

Use of technology can alienate parents

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Vertical alignment with a common set of skills.. e.g. graphing methods, writing...

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To create course outlines

Lessons/Activities

Common Formative and Summative Assessments

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Students generating
Claim,Evidence, Explain for Phenomena

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How to incorporate?

For Lesson Planning across schools

For Assessments

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Creating Common Formative and Summative Assessments using Performance Expectations

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Creating Common Formative and Summative Assessments using Performance Expectations

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We have to sell the kids on the importance of the topic so they're actively engaged and not just doing things for a grade.

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How do we deal with the time issue, since it takes much longer for students to do this?

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How do we deal with the time issue, since it takes much longer for students to do this?

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What would this actually look like in class? Teacher prep?

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What would this actually look like in class? Teacher prep?

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Multiple investigations driven by students’
questions with a range of possible outcomes

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This is more student driven. In what ways can students explore this information. Do we have to be phenomena driven? Also, I have found with student driven work, misconceptions can develop that can be hard to break. What is the best way to tackle this?

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New Sequence
Topics
Phenomena
Activities/Labs
Equipment
Resources
Assessments
Standards addressed in each unit (DCI, SEP, CCC)

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I'm excited about the new approach to teaching science.  However, besides the PD we're starting, I want to know what this new approach means for our assessments. I'm all for getting the kids to think about their learning but we need to be able to help them do well on these upcoming assessments.

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More reading resources than just textbooks. Need to locate/curate other sources

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More reading resources than just textbooks. Need to locate/curate other sources

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How do we choose meaningful and rich phenomena that can allow us to explore multiple dimensions of a concept?

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In addition to more open ended labs, would ngss encourage students to keep modifying and retesting labs multiple times, or staring to deal with more reps to get more meaningful data?