Stanford University's Understanding Language Resources: Science
This webpage from Stanford University is a collection of several resources for science educators interested in the intersection between the Common Core State Standards (CCSS) and the Next Generation Science Standards (NGSS).
The Understanding Language: Science webpage houses several useful resources:
- A Venn Diagram is provided that highlights the relationships and convergences among the three content standards: Common Core State Standards (CCSS) for Engish Language Arts & Literacy, CCSS for Mathematics (practices), and NGSS (science and engineering practices). There is also a 2-page explanatory note that accompanies the Venn Diagram (updated Nov. 17, 2014). The page also links to a short 2-page Science Article (April 2013) that highlights the potential of the NGSS (and uses the Venn Diagram).
- Appendix D: "All Standards, All Students" on the NGSS website highlights the implementation strategies that are grounded in theoretical or conceptual frameworks. This chapter "discusses both learning opportunities and challenges that NGSS presents for student groups that have traditionally been underserved in science clasrooms. ... it describes effective strategies for implementation of NGSS in the science classroom, school, home, and community. ... [and] it provides the context of student diversity by addressing changing demographics, persistent science achievement gaps, and educational policies affecting non-dominate student groups.
- "Science and Language for ELLs" from Educational Researcher, April 2013 by Okhee Lee, Helen Quinn, and Guadalupe Valdes addresses language demands and opportunities that are embedded in the science and engineering practices delineated in the National Research Council's 2012 "A Framework for K-12 Science Education". By examining intersections between learning of science and learning of language, the article identifies key features of the language of the science classroom as students engage in these language-intensive science and engineering practices. When students, especially English language learners, are adequately supported to “do” specific things with language, both science learning and language learning are promoted. Implications for CCSS for ELA and mathematics are highlighted.
There are two other related resources in the LINCS Resource Collection from Stanford University:
This resource provides an overview of the relationships and convergences among the three content standards: CCSS for ELA Literacy, CCSS for Mathematics (practices), and NGSS (science and engineering practices). It is a useful reference for content area teachers who want to work in interdisciplnary teams.
These three resources all pertain to the NGSS and provide thought-provoking discussions of the use of science in teaching, in a broad sense that applies to adult education. The three resources are great, and quite useful for study circles and other professional development activities.
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