Introduction
June 2022
OpenSciEd instructional materials from kindergarten through high school are thoughtfully constructed with multiple familiar considerations and constraints in mind, such as standards, scope and sequence, an instructional model, and pacing. Yet, these elements are not enough. Instructional materials must convey a classroom vision that is inclusive of all learners and creates an image of how students will engage with the content, what type of discourse students will engage in, and a sense of what a teacher needs to make that vision come alive. As an organization, OpenSciEd is committed to acknowledging and taking on inequities in education. As science educators, we endeavor to develop science instructional materials that provide equitable learning opportunities for historically disenfranchised students. OpenSciEd’s beliefs about science learning and vision of the classroom are embodied in our design specifications. These sixteen specifications describe what we want science learning to look like for every student, and therefore guide our materials development process and implementation support. The topics addressed range from equitable science instruction and the centrality of asking questions, to meeting practical needs and constraints of a classroom. These specifications are based on A Framework for K-12 Science Education and the resulting Next Generation Science Standards, including the emphasis on three-dimensional learning. On the following pages are detailed descriptions of each design specification: 1 – Instructional Model 2 – Equitable Science Instruction for All Students 3 – Classroom Culture 4 – Supporting Multilingual Learners 5 – Assessment to Inform Teaching and Learning 6 – Designing Educative Features 7 – Asking Questions and Defining Problems 8 – Planning and Carrying Out Investigations 9 – Developing and Using Models, Constructing Explanations, and Designing Solutions 10 – Analyzing and Interpreting Data and Using Mathematical and Computational Thinking
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