Table 3 Alignment Referent: Example Codes from the Literature
From: A content analysis of alignment messages to the Next Generation Science Standards
Code | Description | Coded Example |
|---|---|---|
PE | Performance Expectations used as the referent for alignment | Creating a Bird Feeder NGSS Standard Supported: 2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.” (Kalenda et al., 2020, p. 29) |
SEP | Focus of alignment of material is the science and engineering practices | The primary learning outcome of the Bird Box Survey Project was to increase student knowledge, awareness, understanding, and application of the science inquiry process…and the scientific practice of planning and carrying out investigations” (Willis, 2014, p. 40) |
CCC | Cross Cutting Concept is used as the referent for alignment | “As students undertake this review, they naturally begin to connect many crosscutting concepts identified by the NGSS. These include learning about spiders’ forms and functions, their niches within the environment, and the overall complexity and patterns of the natural systems in which they live.” (Craven et al., 2019, p 562) |
DCI | Scientific content or DCI is used as the referent for alignment | “The instructional sequence is appropriate for middle school students being introduced to the disciplinary core idea Organization for Matter and Energy Flow in Organisms” (Thompson & Lotter, 2014, p 58) |
Bundle PEs | Multiple PEs are grouped together as the referent for alignment | The Botanical Phylo-Card Game addresses several components of Next Generation Science Standards such as Inheritance/Variation in Traits (3-LS3-1, HS-LS3-1, HS-LS4-2) and Natural Selection/Evolution (MS-LS4-2, HS-LS4-1) (Gibson & Cooper, 2017, p. 241) |