A Framework for Equitable Lesson Development

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.

Keywords::

• 3-5
• NGSS
• asking questions and defining problems
• differentiation
• grouping strategies
• assessment
• earth and human activity
• earth science
• developing and using models
• systems and system models

Additional information

Notes on contributors

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.