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Elementary Science Learning Leader Invitation_Cohort 1

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http://www.caaspp.org/rsc/resources/CAST.training-scoring-guide.2016-17.pdf

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https://login7.cloud1.tds.airast.org/student/V173/Pages/LoginShell.aspx?c=California_PT

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https://drive.google.com/drive/folders/0B3IKJcV7UueSVnl4WE9ocnZRMGM?usp=sharing

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https://docs.google.com/document/d/1N3I-G_bH_A_p9-Dkk6fFISNDwcA0sQ-BgCp35RPRcs4/edit?usp=sharing

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http://nextgenscience.org/

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http://www.nextgenscience.org/evidence-statements

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The NSTA Next Generation Science Standards Hub offers information, resources, news, professional learning opportunities, and expert advice in understanding and implementing the Next Generation Science Standards - NGSS

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https://ngss.sdcoe.net/MS-Integrated-Grade-6

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https://docs.google.com/document/d/1ChhSdv70xGw-iVg3_bHLXCuzFH93CBc4aR9ze6Seehg/edit

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by Dr. Joseph Calmer
What happens during the day of a teacher? The bell rings, you start working. After some time, the bell tells you to stop. This system would be great for flow, development, and thought. According to Cal Newport in his book , developing a pattern and a structure that allows for Deep Work is the pathway to achievement, success, and meaningful work (Newport, 2016). However, the time allotted for the above session will be punctuated with many distractions. The phone will ring, students will be tardy, announcements will be delivered, emails will chime in, other students will come in, a rally may start (or finish), maybe a drill will occur; there are so many possible and expected distractions that occur during a classes' time that Deep Work, as defined, will not be achieved. Learn More...

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by Dr. Joseph Calmer What happens during the day of a teacher? The bell rings, you start working. After some time, the bell tells you to stop. This system would be great for flow, development, and thought.

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https://docs.google.com/document/d/1lN8clqN0hqizKeeAo7CzU_a_fzD5JEP39t5-xDRqi4w/edit

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https://docs.google.com/document/d/1B6KjF5MaahrAKef2dWyenRzho89ORIj0h3aXxZpQPtE/edit

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https://docs.google.com/document/d/14y1aCF8vVNwL4vFXiVEYMlPL1LHlQXekKSc-CU44xtQ/edit

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https://docs.google.com/document/d/1fiOFhPCu9rmI7OVofDTOsFCCfg8faPvfyy1kSZdQ1Ns/edit

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https://docs.google.com/document/d/15ghZpPy5DqWD3Bu5m2_oj646BtMmjdGB0pfya2pYkiw/edit

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Please create an account by entering your school email address below:

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https://ngss.sdcoe.net/

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2016 CA Science Framework (pre publication)

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2016 CA Science Framework (pre publication)

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The California Department of Education is committed to making its educational materials accessible to all.

This 2016 Science Framework for California Public Schools has been designed to be accessible to assistive technologies that are often used by persons with disabilities. Most of the framework is compliant with federal Section 508 of the Rehabilitation Act of 1973 (as amended).

A few components could not be altered to be compliant without changing the intent and functionality of the original document as approved by the California State Board of Education. Where possible, mitigating features or content have been added to improve accessibility to noncompliant components. Any person having difficulty in accessing the 2016 Science Framework for California Public Schools is encouraged to contact Curriculum Frameworks and Instructional Resources Division at CFIRD@cde.ca.gov or 916-319-0453 to make an American’s with Disabilities Act (ADA) accommodation request.

State Board of Education Policy on the Teaching of Natural Sciences (PDF)

Front Matter (PDF)

Foreword (PDF)

Acknowledgments (PDF)

Chapter 1: Overview of the California Next Generation Science Standards (PDF; 3MB)

Chapter 2: Transitional Kindergarten (PDF)

Chapter 3: Kindergarten Through Grade Two (PDF; 4MB)

Chapter 4: Grades Three Through Five (PDF; 8MB)

Chapter 5: Preferred Integrated Course Model for Grades Six Through Eight (PDF; 11MB)

Chapter 6: Discipline Specific Course Model for Grades Six Through Eight (PDF; 9MB)

Chapter 7: High School Three-Course Model (PDF; 20MB)

Chapter 8: High School Four-Course Model (PDF; 23MB)

Chapter 9: Assessment (PDF; 3MB)

Chapter 10: Access and Equity (PDF; 1MB)

Chapter 11: Instructional Strategies for CA NGSS Teaching and Learning in the Twenty-First Century (PDF; 2MB)

Chapter 12: Implementing High-Quality Science Instruction: Professional Learning, Leadership, and Supports (PDF; 1MB)

Chapter 13: Instructional Resources to Support the Next Generation Science Standards for California Public Schools (PDF)

Appendix 1: Progression of the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts in Kindergarten Through Grade Twelve (PDF)

Appendix 2: Connections to Environmental Principles and Concepts (PDF)

Appendix 3: Computer Science in Science (PDF)

Appendix 4: High School Three-Year Model: Every Science, Every Year (PDF; 3MB)

Appendix 5: Recommended Literature for the Science Classroom (PDF)

Glossary Part 1 (PDF)

Glossary Part 2 (PDF)

Science Resources (PDF)

Science Framework Long Descriptions

Science Framework Resources Links

Questions:

Curriculum Frameworks and Instructional Resources Division | CFIRD@cde.ca.gov | 916-319-0881

Last Reviewed: Tuesday, December 28, 2021

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The curriculum framework was adopted by the State Board of Education on November 3, 2016. This is the final published version.