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Welcome to the SDCOE Science Resource Center

The San Diego County Office of Education Science Resource Center has been developed to guide educators as they implement the California Next Generation Science Standards (CA NGSS). This website contains information about the three dimensions of the standards, searchable versions of the CA NGSS Performance Expectations, descriptions of the various K-12 course models for CA NGSS, a framework for planning and monitoring quality science programs, and other tools to support professional learning in science.

Provide Feedback on CA NGSS in Spanish

The documents below are draft versions of the CA NGSS in Spanish and may contain errors in spelling, grammer, and/or phrasing. They are provided to gather public feedback. Please complete the CA NGSS in Spanish Feedback Form to help make this resource as accurate as possible.

To aid in the review and feedback process, the performance expectations documents are organized by Disciplinary Core Idea. They are not in final form or organization.

Classroom Posters for the SEPs and CCCs Available
Use the Science Icon Posters order form to purchase a set of these posters for your classroom or school.

Updates and revisions to the SDCOE Resource Center have been funded partially through the Standards Implementation Project and made possible by a collaboration between CCSESA, the California Department of Education, the State Board of Education, and the S.D. Bechtel, Jr. Foundation.

contact us

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Home - San Diego County Office of Education

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Home - SDCOE serves our county's most vulnerable students and supports school leaders, teachers, and students across the county.

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This Concord.org simulator lesson provides an excellent opportunity for students to use an ecosystem simulator (model) to test relationships between living things within an ecosystem.

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Copyright © 2017 The Concord Consortium. All rights reserved. This activity is licensed under a Creative Commons Attribution 3.0 Unported License . The software is licensed under Simplified BSD , MIT or Apache 2.0 licenses. Please provide attribution to the Concord Consortium and the URL http://concord.org.

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Copyright © 2017 The Concord Consortium. All rights reserved. This activity is licensed under a Creative Commons Attribution 3.0 Unported License . The software is licensed under Simplified BSD , MIT or Apache 2.0 licenses. Please provide attribution to the Concord Consortium and the URL http://concord.org.

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Explore & Explain

1) Have students read, then discuss the Pre-read.
2) Post read questions should be done independently, and then discussed in small group.

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Explain
After completing Population Explosion Part 11. Take the time to discuss all vocabulary words you find in the lesson

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Engage & Explore
1)Engage - Part 1 of Word Doc provides a picture and engagement question to elicit what students currently think.
2) Explore - Provides an opportunity to use simulator
3) Metacognitive - Questions in italic are specifically designed to help students reflect prior to answering questions.

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Elaborate
Part 2
Patr 2 of this document has students challenges students to create balance in the ecosystem.

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Engage
This a Pre-read form for the main article.  This can be adjusted to readiness levels as well as discussed prior to reading.

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This ck-12 lesson provides some reading for Explore and Explain

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Describes how energy is transfered from one organism to another.

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Explore and Explain too...
This is a screen grab; teachers in my district will have access to MS Forms and Newsela.  This is a great exploration for distance learning .

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1) Components of a model: A - To make sense of a given phenomenon, students develop a model in which they identify the relevant components
2) Relationships: A-  Students describe relationships between components within the ecosystem
3) Connections: B - Students use the model to track energy transfer and matter cycling in the system based on consistent and measurable patterns

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1) Components of a model: a - To make sense of a given phenomenon, students develop a model in which they identify the relevant components
2) Relationships: a, ii -  Energy transfer and matter cycling
3) Connections: a, i -When organisms consume other organisms, there is a transfer of energy and a cycling of atoms that were originally captured from the non living parts of the ecosystem by producers.

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Patterns, System Models, Energy and matter, Cause and effect, Stability and Change

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Energy and matter, System Models, Cause and effect, Stability and Change

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Developing Metacognitive Skills: Ways to help students become better thinkers by thinking about thinking!  

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Developing Metacognitive Skills: Ways to help students become better thinkers by thinking about thinking!  

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These concepts will help students draw connections between your current content and your students'current understanding about the world around theml.

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Appendix G - Crosscutting Concepts FINAL edited 4.10.13