Chapter 5 - Additional Teacher Resources

• Consider how the NGSS DCI builds across grades and subjects as you select phenomena - ​Bit.ly/DCIMATRIX
• How the NGSS calls out SEPs by standard - Bit.ly/ARGUING
• Learn more about the scientific practices of explaining and argumentation - Bit.ly/NGSSESA
• Learn more about using CER with The Wonder of Science - Bit.ly/CERHELP
• Learn more and see example of storylines at Dr. Reiser’s site - Bit.ly/BRSTORYLINE
• Sample checklist for phenomena with helpful tips - Bit.ly/APIDEAS
• Sample Claim, Evidence, Reasoning (CER) worksheet - Bit.ly/CERWKS
• Teaching resources to resist scientific misformation - Bit.ly/TEACHRSM
• Use the bad science criteria poster with your students - Bit.ly/BADSCIENCE

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Referenced Research in Chapter 5

• National Academies of Sciences, Engineering, and Medicine (2018). How People Learn II: 
• Learners, Contexts, and Cultures. Washington, DC: The National Academies Press. 
• https://doi.org/10.17226/24783.
• Newmann, F. M., Smith, B., Allensworth, E., & Bryk, A. S. (2001). Instructional program coherence: What it is and why it should guide school improvement policy. Educational evaluation and policy analysis, 23(4), 297-321.
• National Research Council (2005). How Students Learn: Science in the Classroom. Washington, DC: The National Academies Press. https://doi.org/10.17226/11102.