As stated before, this book pre-dates NGSS, some of the goals of science learning have been met by adopting NGSS and NGSS-inspired standards across the United States. Currently, we are at the 10th anniversary of the initial release of NGSS.
For this chapter, please pay attention to the importance of vertical alignment (also known as spiral curriculum or learning progressions) and how they play a role in long-term concept development. The chapter offers a peek into three classrooms (kindergarten, third grade, and 7th/8th grade), exploring atomic and molecular theory.
For your posting, share how you would support the learning for your chosen grade level in developing understandings for Disciplinary Core Idea (DCI) LS1.A Structure and Function. This standard can be found in PreK, first grade, second grade, fourth grade, and sixth grade in the New York State Science Learning Standards http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/p-12-science-learning-standards.pdf. Review the standard for your chosen grade level.
As you reflect on the chapter and plan a learning experience for developing these life science concepts, consider how you will incorporate Science and Engineering Practices (SEP) with the Disciplinary Core Ideas (DCI). Attached you will find information about the LS1.A DCI for each grade level and a listing of the Science and Engineering Practices.
https://ngss.sdcoe.net/Dimensions-of-the-NGSS/Disciplinary-Core-Ideas/DCI-Life-Sciences/LS1A-Structure-and-Function
https://ngss.nsta.org/practicesfull.aspx
How will you create learning opportunities to challenge your students and prepare them for more in-depth learning? What will the student be doing (SEP)?
