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I notice that integrates mathematical concepts and practices.

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I notice that integrating mathematics is important in the standards, as it will help support scientific literacy, especially data literacy.
I also noticed that the pedagogy stresses connections from science to engineering, society, technology and the environment. This reminds me of cross cutting concepts.

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I notice how important it is to use evidence to support opinion based writing

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I notice how important it is to use evidence to support opinion based writing

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I wonder how I will have time to teach to the standards and teach all of the material necessary while caring for students' social emotional needs, providing individual supports, making my own lessons without a prep, taking classes, passing the TPA, etc. and not losing my mind.

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I wonder how I will have time to teach to the standards and teach all of the material necessary while caring for students' social emotional needs, providing individual supports, making my own lessons without a prep, taking classes, passing the TPA, etc. and not losing my mind.

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I noticed the last bullet point where it says, "foster evidence based explanations and argumentations, to write texts." I feel like that is science in a nut shell.  

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I noticed the last bullet point where it says, "foster evidence based explanations and argumentations, to write texts." I feel like that is science in a nut shell.  

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I notice that there is an emphasis on mathematics.

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I notice that there is an emphasis on mathematics.

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I notice that there is an emphasis on teaching skills that can be applied in other classes/life.

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I wonder how does key science pedagogy foster evidence based explainations?

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i notice that there is emphasis on integration of engineering and math.

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I notice the importance of integrating mathematical concepts and practices.

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I noticed there is an emphasis on the use of data collection in a variety of ways. 

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I noticed there is an emphasis on the use of data collection in a variety of ways. 

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I noticed the use of multiple ways to measure/record

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I noticed that the SBE does not allow students/parents/guardians to excuse class because they disagree with the curriculum with two exceptions. 

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I noticed that the SBE does not allow students/parents/guardians to excuse class because they disagree with the curriculum with two exceptions. 

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EXCEPTIONS
1) sex ed
2) destructive use of animals

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I notice that SBE teaching the natural science, students do not have to accept everything that is taught in the natural science curriculum, but they do have to understand the major strands of scientific thought.

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I wonder what it is referring to when it says we may be required to teach content that does not meet the criteria of scientific fact or hypothesis?

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I wonder what it is referring to when it says we may be required to teach content that does not meet the criteria of scientific fact or hypothesis?

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I noticed that their stance on student understanding is to not accept everything, but to understand the stands of scientific thought, including methods, facts, theories etc.

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I noticed that their stance on student understanding is to not accept everything, but to understand the stands of scientific thought, including methods, facts, theories etc.

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I wonder what sort of content that is not scientific fact teachers would be pressured to teach?

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I noticed to be fully informed citizens, students do not have to accept everything that is taught in the natural science curriculum.

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I notice that science standards are written to teach students concepts at depth but pacing doesn't truly allow for that in many cases.

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I notice that science standards are written to teach students concepts at depth but pacing doesn't truly allow for that in many cases.

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I notice that we should treat all questions with respect and explain to students why the question is outside of the natural sciences and should be discussed with family instead.

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I notice that it is very clear that the "whys" of the causes of creation should not be covered

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I wonder what is the best way to answer back when a student should raise a question in a natural science class that the teacher determines is outside the domain of science?

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i noticed that teachers are bound to limit their teachings to science and shouldn't resist pressure to do otherwise

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i noticed that teachers are bound to limit their teachings to science and shouldn't resist pressure to do otherwise

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I wonder why it was worded as "the harmful and destructive use of animals"

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I noticed that is states that "beliefs should be discussed in the social science and language arts curricula'

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I wonder how this applies to the curriculum in the sex ed classes.

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The framework for K-12 science education is made up of 3 sections (SEPs, DCIs, CCCs)

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The framework for K-12 science education is made up of 3 sections (SEPs, DCIs, CCCs)

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The curriculum is coherent across all years. Student learning builds on itself from year to year.

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The curriculum is coherent across all years. Student learning builds on itself from year to year.

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I noticed that learning science required building an identity as a competent learner

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I wonder how many schools are actually implementing crosscutting concepts between multiple subjects/teachers. 

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I wonder how many schools are actually implementing crosscutting concepts between multiple subjects/teachers. 

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I noticed the part about students are able to support their answer through the science and engineering practices or to apply their knowledge through those practices to new problem situations.

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I notice CASF states that progressive and coherent integration of the three dimensions of science learning needs to occur throughout curriculum design, instruction, and assessment of students

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I notice that the standards are designed so that students learn skills that will prepare them to be future citizens and scientists.

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I am with the first anonymous, how many schools actually use CCCs?

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I wonder if all science teachers are aware of the changes around teaching science. (Older teacher's?) 

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I wonder if all science teachers are aware of the changes around teaching science. (Older teacher's?) 

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The curriculum is coherent across all years. Student learning builds on itself from year to year.

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i noticed that the standards are to aide in the development of a competent learner with motivation with interest to learn more

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i noticed that the standards are to aide in the development of a competent learner with motivation with interest to learn more

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I wonder what the 3 dimensions of learning are

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I wonder what the 3 dimensions of learning are

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I wonder how to connect the NGSS standards with the curriculum

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I wonder how to connect the NGSS standards with the curriculum

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I wonder how to incorporate engineering practices with the curriculum

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I wonder how to incorporate engineering practices with the curriculum

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I noticed that the chapter states "requires that students know more than how to select the right answer"