Abstract
Equalizing opportunities for students to learn science and engineering in the ways described in the Next Generation Science Standards (NGSS) requires intentional planning. In this paper, we describe a framework for designing equitable and inclusive science lessons. We then share an example of how this framework was applied to the launch of a fifth-grade science unit, specifying the instructional strategies used to provide students with a meaningful, relevant, and engaging learning experience.
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Rachel Ruggirello
Rachel Ruggirello ([email protected]; [email protected]) is the associate director, and Alison Brockhouse is a research and evaluation specialist, both at the Institute for School Partnership at Washington University in St. Louis in University City, Missouri.