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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2018. Design, Selection, and Implementation of Instructional Materials for the Next Generation Science Standards (NGSS): Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/25001.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2018. Design, Selection, and Implementation of Instructional Materials for the Next Generation Science Standards (NGSS): Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/25001.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2018. Design, Selection, and Implementation of Instructional Materials for the Next Generation Science Standards (NGSS): Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/25001.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2018. Design, Selection, and Implementation of Instructional Materials for the Next Generation Science Standards (NGSS): Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/25001.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2018. Design, Selection, and Implementation of Instructional Materials for the Next Generation Science Standards (NGSS): Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/25001.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2018. Design, Selection, and Implementation of Instructional Materials for the Next Generation Science Standards (NGSS): Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/25001.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2018. Design, Selection, and Implementation of Instructional Materials for the Next Generation Science Standards (NGSS): Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/25001.
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Page viii Cite
Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2018. Design, Selection, and Implementation of Instructional Materials for the Next Generation Science Standards (NGSS): Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/25001.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2018. Design, Selection, and Implementation of Instructional Materials for the Next Generation Science Standards (NGSS): Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/25001.
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Page R9
Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2018. Design, Selection, and Implementation of Instructional Materials for the Next Generation Science Standards (NGSS): Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/25001.
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Below is the uncorrected machine-read text of this chapter, intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text of each book. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

Prepu ublication copy, uncorr rected proofs s Prepub blication C Copy Uncorrrected Pro oofs DESIGN, SE D ELECTION AND IMP N, PLEMENTAATION OF INSTRUCT TIONAL MAT TERIALS FOR THE NEXT GEN F N NERATION SCIENCE STANDAR N RDS (NGSS) S PROC CEEDINGS OF A W S WORKSHO OP Holly G. Rhodes, Rapp R porteur Board on Science Edu S ucation Division of Behavioral an Social Sc D B nd ciences and E Education ADVAN NCE CO OPY NOT FOR PUBL RELEASE BEFORE O LIC Th hursday, February 1, 2018 F y 9:0 am. EST 00

Prepublication copy, uncorrected proofs THE NATIONAL ACADEMIES PRESS 500 Fifth Street, NW Washington, DC 20001 This activity was supported by contracts between the National Academy of Sciences and the Carnegie Corporation of New York (#G-17-54893), the Charles and Lynn Schusterman Family Foundation (unnumbered award), and the National Academies of Sciences, Engineering, and Medicine’s Scientists and Engineering Future Fund. Any opinions, findings, conclusions, or recommendations expressed in this publication do not necessarily reflect the views of any organization or agency that provided support for the project. International Standard Book Number-13: International Standard Book Number-10: Digital Object Identifier: https://doi.org/10.17226/25001 Additional copies of this report are available for sale from the National Academies Press, 500 Fifth Street, NW, Keck 360, Washington, DC 20001; (800) 624-6242 or (202) 334- 3313; http://www.nap.edu. Copyright 2018 by the National Academy of Sciences. All rights reserved. Printed in the United States of America Suggested citation: National Academies of Sciences, Engineering, and Medicine. (2018). Design, Selection, and Implementation of Instructional Materials for the Next Generation Science Standards (NGSS): Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/25001.

Prepublication copy, uncorrected proofs The National Academy of Sciences was established in 1863 by an Act of Congress, signed by President Lincoln, as a private, nongovernmental institution to advise the nation on issues related to science and technology. Members are elected by their peers for outstanding contributions to research. Dr. Marcia McNutt is president. The National Academy of Engineering was established in 1964 under the charter of the National Academy of Sciences to bring the practices of engineering to advising the nation. Members are elected by their peers for extraordinary contributions to engineering. Dr. C. D. Mote, Jr., is president. The National Academy of Medicine (formerly the Institute of Medicine) was established in 1970 under the charter of the National Academy of Sciences to advise the nation on medical and health issues. Members are elected by their peers for distinguished contributions to medicine and health. Dr. Victor J. Dzau is president. The three Academies work together as the National Academies of Sciences, Engineering, and Medicine to provide independent, objective analysis and advice to the nation and conduct other activities to solve complex problems and inform public policy decisions. The National Academies also encourage education and research, recognize outstanding contributions to knowledge, and increase public understanding in matters of science, engineering, and medicine. Learn more about the National Academies of Sciences, Engineering, and Medicine at www.nationalacademies.org.

Prepublication copy, uncorrected proofs Consensus Study Reports published by the National Academies of Sciences, Engineering, and Medicine document the evidence-based consensus on the study’s statement of task by an authoring committee of experts. Reports typically include findings, conclusions, and recommendations based on information gathered by the committee and the committee’s deliberations. Each report has been subjected to a rigorous and independent peer-review process and it represents the position of the National Academies on the statement of task. Proceedings published by the National Academies of Sciences, Engineering, and Medicine chronicle the presentations and discussions at a workshop, symposium, or other event convened by the National Academies. The statements and opinions contained in proceedings are those of the participants and are not endorsed by other participants, the planning committee, or the National Academies. For information about other products and activities of the National Academies, please visit www.nationalacademies.org/about/whatwedo.

Prepublication copy, uncorrected proofs PLANNING COMMITTEE ON DESIGN, SELECTION, AND IMPLEMENTATION OF INSTRUCTIONAL MATERIALS FOR THE NEXT GENERATION SCIENCE STANDARDS (NGSS): A WORKSHOP MICHAEL LACH (Chair), Urban Education Institute, University of Chicago DIANE J. BRIARS, National Council of Teachers of Mathematics ELIZABETH A. DAVIS, University of Michigan DANIEL C. EDELSON, Biological Sciences Curriculum Study SUSAN GOMEZ-ZWIEP, California State University-Long Beach TIFFANY NEILL, Oklahoma State Department of Education CYNTHIA PASSMORE, University of California-Davis BRIAN J. REISER, School of Education and Social Policy, Northwestern University LEON WALLS, University of Vermont HEIDI SCHWEINGRUBER, Study Director TIFFANY TAYLOR, Research Associate MATTHEW LAMMERS, Program Coordinator v

Prepublication copy, uncorrected proofs BOARD ON SCIENCE EDUCATION ADAM GAMORAN (Chair), William T. Grant Foundation, New York SUNITA V. COOKE, MiraCosta College, Oceanside, CA MELANIE COOPER, Department of Chemistry, Michigan State University RODOLFO DIRZO, Department of Biology, Stanford University RUSH D. HOLT, American Association for the Advancement of Science MATTHEW KREHBIEL, Achieve, Inc. MICHAEL LACH, Urban Education Institute, University of Chicago LYNN LIBEN, Department of Psychology, The Pennsylvania State University CATHRYN (CATHY) MANDUCA, Science Education Resource Center, Carleton College JOHN MATHER, NASA Goddard Space Flight Center TONYA M. MATTHEWS, Michigan Science Center BRIAN REISER¸ School of Education and Social Policy, Northwestern University MARSHALL (MIKE) SMITH, Carnegie Foundation for the Advancement of Teaching ROBERTA TANNER, Retired Physics Teacher, Thompson School District, Loveland, Colorado SUZANNE WILSON, Department of Teacher Education, Michigan State University HEIDI SCHWEINGRUBER, Director vi

Prepublication copy, uncorrected proofs Acknowledgments This Proceedings of a Workshop was reviewed in draft form by individuals chosen for their diverse perspectives and technical expertise. The purpose of this independent review is to provide candid and critical comments that will assist the National Academies of Sciences, Engineering, and Medicine in making each published proceedings as sound as possible and to ensure that it meets the institutional standards for quality, objectivity, evidence, and responsiveness to the charge. The review comments and draft manuscript remain confidential to protect the integrity of the process. We thank the following individuals for their review of this workshop proceedings: Aida A. Awad, Albert Einstein Distinguished Educator Fellow and Broward College, Pompano Beach, FL; Dora Kastel, Science and Teacher Professional Learning, American Museum of Natural History; and Michael Heinz, state science supervisor, State of New Jersey. Although the reviewers listed above have provided many constructive comments and suggestions, they did not see the final draft of the workshop proceedings before its release. The review of this summary was overseen by Melanie Cooper, Department of Teacher Education, Michigan State University. She was responsible for making certain that an independent examination of this proceedings was carried out in accordance with standards of the National Academies and that all review comments were carefully considered. Responsibility for the final content of this summary rests entirely with the rapporteur and the National Academies. vii

Prepublication copy, uncorrected proofs Contents 1 Introduction 2 Current State of K–12 Science Instruction 3 Developing and Selecting Instructional Materials for the NGSS 4 Models for Developing and Distributing Instructional Materials 5 Implementing Instructional Materials for the NGSS 6 Next Steps References Appendixes A Workshop Agenda B Biographical Sketches of Committee Members and Presenters C Possible Action Items from Small Groups ix

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Instructional materials are a key means to achieving the goals of science education—an enterprise that yields unique and worthwhile benefits to individuals and society. As states and districts move forward with adoption and implementation of the Next Generation Science Standards (NGSS) or work on improving their instruction to align with A Framework for K–12 Science Education (the Framework), instructional materials that align with this new vision for science education have emerged as one of the key mechanisms for creating high-quality learning experiences for students.

In response to the need for more coordination across the ongoing efforts to support the design and implementation of instructional materials for science education, the National Academies of Sciences, Engineering, and Medicine convened a public workshop in June 2017. The workshop focused on the development of instructional materials that reflect the principles of the Framework and the NGSS. This publication summarizes the presentations and discussions from the workshop.

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