GRC Lesson Resources
Structuring GRC Lessons
Instruction is best accomplished when it has a structure.
The Gather, Reason, Communicate (GRC) framework is a student centered instructional approach that provides a structure to engage students in making sense of a phenomenon through the science and engineering practices. The GRC Framework may also be used within a 5-E model lesson plan to connect analogous phenomenon.
GRC Lesson Plan Templates and Science Essentials
(Note- you will need to make a copy in order to edit the template)
MATRICES
K - 5 Crosscutting Concepts
6- 12 Crosscutting Concepts
(Note- you will need to make a copy in order to edit the template)
MATRICES
K - 5 Crosscutting Concepts
6- 12 Crosscutting Concepts
Model 5E GRC Lesson- Breathless
Quick Links to Teacher Developed GRC Lessons by Grade Level
GRC Publications
NEW: Using Science Investigations to Motivate Students to Read, Write, and Engage in Discourse
Available at: http://www.teachingscienceisphenomenal.org/
Engaging Students in Science Investigations Using GRC
Available at: http://www.teachingscienceisphenomenal.org/
More on the 5E and GRC instructional sequences can be found in the second book-
Teaching Science is Phenomenal
Available at: http://www.teachingscienceisphenomenal.org/
Supporting PLC Resources:
http://www.teachingscienceisphenomenal.org/plc-resources.html
This approach to teaching and learning was first presented in the book -
A Vision and Plan for Science Teaching and Learning,
Available at: http://pestl.org/sciencebook.html
Elements of the Gathering, Reasoning, and Communicating Sequence
Gathering –
Students gather information by asking questions and/or defining problems about the causes of phenomena (effect) within systems (e.g., define systems-changes in system, flow of energy, cycling of matter into, out of, and within the system, determining the proportion of components in the system).
Students plan and carry out investigations through: reading, listening, planning and carrying out investigations, using models to gather data and information, using mathematical and computational thinking to organize data.
Reasoning –
Students construct explanations for the causes of phenomena (effect) using observations, core ideas, models, and crosscutting concepts to develop evidence supporting an explanation.
Students analyze and evaluate data and information to determine the best evidence to support an argument for a specific explanation.
Communicating Reasoning –
Students communicate information and use evidence to support arguments and utilize models to communicate explanations and arguments.
How the GRC Sequence Supports 3-D Student Performances
Students are able to make sense of science phenomena when they develop causal relationships, supported by evidence, of observed phenomena in defined systems. These explanations rely on Core Ideas (e.g., matter is made of particles, matter cycles, energy flows, smaller objects are attracted to larger objects by gravity).
The crosscutting concepts organize a set of familiar touchstones for students to use in their sense-making and evidence-gathering. These crosscutting concepts are utilized in the process by which students gather and use evidence in the science and engineering practices.
The practices engage students in obtaining and using information obtained from investigations and other sources, developing and using models, constructing explanations, and communicating arguments that support these explanations.
If you have other questions about the GRC Instructional Sequence or questions about professional development - Contact Brett at: BrettDMoulding@gmail.com
Phenomenal GRC Lessons- Going 3D- GRC Lesson Resources