Module 1: Planning and Carrying Out Investigations - An Overview

This module assumes you know and can do the following: (click to open drop-down)

  • Use grade-level prioritized standards in instruction

  • Backmap standards to identify prerequisites skills

  • Develop and use standards-based proficiency criteria

  • Use assessment data to identify unfinished learning that is tied to the learning goals and standards-based proficiency criteria

Educator Competency

iNACOL Competency 1A: Shift from teacher-led instruction to student-centered learning for the purposes of meeting individual needs and fostering engagement and motivation.

Learning Outcomes

  1. I can identify the elements of “Planning and Carrying Out Investigations” for my grade level.

  2. I can describe why “Planning and Carrying Out Investigations” is important for ALL students.

  3. I can recognize evidence of students engaging in the practice.

  4. I can describe how “Planning and Carrying Out Investigations” relates to other Science & Engineering Practices.

What I will DO in this module:

  1. Explore one or more strategies and/or tools that can be used to implement the practice.

  2. Plan for the use of the selected strategy/tool.

  3. Reflect on the implementation of the selected strategy/tool.

LEARNING PATHWAY

Start with the pre-assessment (below) to determine your path.

Use the Module Slide Deck in the Module Resources below to begin your learning pathway.

The learning tasks below are in a similar order to the order of the Module Slide Deck, and slide numbers are often referenced for your convenience.

Pre-Assessment Planning and Carrying Out Investigations - An Overivew.pdf

LAUNCH

Think About

THINK ABOUT
Identifying Learning Outcomes for Students

The Science and Engineering Practice of Planning and Carrying Out Investigations intentionally puts students at the center of making decisions in designing and conducting investigations to gather data. What the practice looks like at each grade band scales in complexity as students develop and refine their skills in this area.

Review the appropriate grade-band for your students in the Planning and Carrying Out Investigations portion (pages 7-8) of Appendix F: Science & Engineering Practices. These statements set the stage for what you should be looking for when considering evidence of students engaging in planning and carrying out investigations at your grade level. Looking at previous grade bands also helps to identify prerequisite skills students may need to develop before they can fully engage with the practice at their current grade band.

Do

DO
Stop and Jot

  • Identify and write down on your reflection sheet one or more elements (bullet points) related to Planning and Carrying Out Investigations for your grade level that are currently challenging for your students.

  • Keep these in mind as you continue to engage with the following resources.

LEARN

Do

DO
The Importance of Students Planning and Carrying Out Investigations

Watch the Planning and Carrying out Investigations video.

While you watch, note on your reflection sheet some of the features discussed that allow ALL students to engage with the practice.

Do

DO
The Importance of Students Planning and Carrying Out Investigations

Read pages 135-141 from Chapter 7 in Helping Students Make Sense of the World Using Next Generations Science and Engineering Practices.

The complete PDF for this document can be accessed at www.researchgate.net through this link

Think About

THINK ABOUT
Stop and Jot

On your reflection document, take a moment to record your initial ideas about key ideas for students when they engage in the practice of planning and carrying out investigations.

Critique & Connect

EXPLORE
SEP Planning Cards

Review the following SEP Cards and related teacher resources to give focus on what Planning and Carrying Out Investigations looks like for your grade band - these do not include any new elements, they are just organized in a different way.

Think About

THINK ABOUT
Stop and Jot

Jot down any ideas and/or resources on your reflection document that may help with the elements you identified as challenging in the launch section.

Do

DO / RECORD
Read A Case Study

Looking into a classroom is another way to gain ideas, understanding, and inspiration to help students engage with this practice.

  1. Read one of the case studies appropriate for your grade level and identify how students are engaging with the elements from the grade band. Cite specific evidence, tying it to the elements (bullet points) we have been referencing previously - you may want to refer to either the appropriate planning card for your grade band or Appendix F as you read.

    1. K-5,

    2. 6-8,

    3. 9-12 - Choose one: Example 1 or Example 2

While you read, look for examples of where ALL students are provided an opportunity to engage with the practice.

Do

DO
Connecting to other practices

Read pages 142-144 and 152-154 in Helping Students….

  • Note the tight link to Asking Questions as a driver for planning and carrying out future investigations.

  • Table 7.1 shows how investigations naturally lead to data and a need to analyze and interpret that data.

  • Figure 7.4 shows examples of how to help scaffold for students the move to making a claim from evidence.

The complete PDF for this document can be accessed at www.researchgate.net through this link

Think About

THINK ABOUT
Stop and Jot

Jot down connections on your reflection sheet to other practices and other strategies you read about that will help students engage with the practice of planning and carrying out investigations

REFLECT

Consider

REFLECT

  • Based on your new learning, what solutions do you have in mind for your own classroom? Select one of the strategies/ideas/tools you explored and describe how you will incorporate it into an upcoming unit and record your ideas on your reflection sheet.

  • Look back at your original self-assessment. How does your new solution support your movement to the next level? Share your progress with any of your collaborators.

MODULE RESOURCES

Reading #1 for PCOI.pdf
PCOI Pages from GrK.2 SEP cards.pdf
Copy of K-2 Planning and Carrying Out Investigations Resources
PCOI Pages from Gr3.5 SEP cards.pdf
3-5 Planning and Carrying Out Investigations Resources
PCOI Pages from Gr6.8 SEP cards.pdf
Resources for Planning and Carrying Out Investigations
PCOI Pages from Gr9.12 SEP cards.pdf
Resources for Planning and Carrying Out Investigations
K-5 PCOI Example from HelpingStudentsMakeSenseoftheWorld.pdf
6-8 PCOI Example from HelpingStudentsMakeSenseoftheWorld.pdf
9-12 POCI Example 1 from HelpingStudentsMakeSenseoftheWorld-3.pdf
9-12 POCI Example 2 from HelpingStudentsMakeSenseoftheWorld.pdf
Reading #2 for PCOI.pdf
Planning and Carrying Out Investigations - An Overivew
Pre-Assessment Planning and Carrying Out Investigations - An Overivew.pdf

CHECKPOINT

Checkpoints include self-assessments, quick checks, peer feedback opportunities, etc. This is a way for you to determine if you are ready to move to the next module and/or if you would like to go deeper or return to previous modules for additional learning or practice.

Self Check


CELEBRATION OF LEARNING

Feedback - Multicolor Concept with Doodle Icons Around on White Brick Wall Background. Modern Illustration with Elements of Doodle Design Style.

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