Sequences, storylines and draft units from Summer 2014 STLN meetings
The K-8 documents posted on this page are the products of the summer work sessions of the OVEC science teacher leadership networks. Also posted are the guidance documents and templates used in the work. The grade level files are compressed folders containing at least three (and often more) documents: (1) a suggested instructional sequence, (2) a storyline explaining the reasoning behind the sequence and, (3) an outline of the first instructional unit.
The number of authors contributing to each grade or subject varied depending on the interest, certification or teaching assignments of participants who attended the meeting. For this reason the number of sample units and their degree of completion varies greatly between grades/subjects.
In using these documents it is important to remember they are models based on the work of small groups of teachers. They represent one way to think about organizing the standards, not the only way. Like all models, they are based on conditions and assumptions that don’t necessarily apply in every circumstance. It is hopeful that schools and districts will find them useful even if only as a starting point for their own discussions.
The K-8 documents posted on this page are the products of the summer work sessions of the OVEC science teacher leadership networks. Also posted are the guidance documents and templates used in the work. The grade level files are compressed folders containing at least three (and often more) documents: (1) a suggested instructional sequence, (2) a storyline explaining the reasoning behind the sequence and, (3) an outline of the first instructional unit.
The number of authors contributing to each grade or subject varied depending on the interest, certification or teaching assignments of participants who attended the meeting. For this reason the number of sample units and their degree of completion varies greatly between grades/subjects.
In using these documents it is important to remember they are models based on the work of small groups of teachers. They represent one way to think about organizing the standards, not the only way. Like all models, they are based on conditions and assumptions that don’t necessarily apply in every circumstance. It is hopeful that schools and districts will find them useful even if only as a starting point for their own discussions.
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