Module 2: Planning and Carrying Out Investigations - Implementation
This module assumes you know and can do the following: (click to open drop-down)
Competency
Learning Outcomes
What I will DO in this module:
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 - Implementation.pdfLAUNCH
THINK ABOUT
Determine the Learning Outcome for Students
Determine the Learning Outcome 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 Planning and Carrying Out Investigations (pages 7-8) of Appendix F: Science & Engineering Practices.
What element are you trying to elicit student evidence for in this learning opportunity?
THINK ABOUT
Set your learning intention
Set your learning intention
Is there a certain strategy that you are struggling to incorporate to support students in planning and carrying out investigations? You might take a look at common problems of practice around this SEP include listed below. Keep your learning intention in mind as you explore additional ideas in this module.
My students are not able to complete the investigation at home.
My students do not understand how to produce data to serve as evidence to support their questions and claims.
The investigations in my curriculum are more “cookbook” rather than helping students figure something out about the system under study.
The investigations in my curriculum are more like activities, without a clear link to knowledge building about big science ideas.
I am having difficulty utilizing this strategy in a face-to-face, hybrid, or remote learning setting.
DO
Stop and Jot
Stop and Jot
Take a minute to jot down a current challenge you have in supporting students in planning and carrying out investigations. Which element of this SEP will you focus your reflection on?
LEARN
DO
Classroom Video
Classroom Video
Videos are a great way to get a glimpse into classrooms to see the practice in action.
Watch one of the exemplar videos from an appropriate grade level of your choice. Start and end times are suggestions, but you may watch beyond the recommended pieces for more context:
MS Classroom: Watch from ~6:00 - 16:00
HS Classroom:
Planning: Watch from ~ 4:30 - 21:00
Carrying Out: Watch from ~ 21:00 - end
** Note your observations in the SCIENCE INSTRUCTION OBSERVATION FORM section of your learning log.
LEARN ABOUT
Adapting the learning environment
Adapting the learning environment
As you just observed face-to-face classrooms in the previous videos, shifting to a blended or hybrid environment changes how instructional strategies are facilitated.
Take a look at the Keep Teaching Science example here. Planning and Carrying out Investigations can reimagined for the distance learning space with the use of online tools and a little creativity!
Resource: Keep Teaching Science, p. 25
DO
Topics to explore
Topics to explore
Now that you have seen PCOI play out in a classroom video, let’s take the problem of practice you identified earlier and make a plan for your classroom.
The Topics to Explore below features various facets of planning and carrying out investigations. Click on ONE of the topics that best aligns to your problem of practice and explore the strategies and digitals tools you might choose to include in your plan.
LEARN ABOUT / DO
Generating Ideas for Investigations
Generating Ideas for Investigations
K-12 strategies, Protocols, and Scaffolds
Digital Tools and Supports
Use shared spaces for small groups to record ideas using collaborative tools such as Padlet, Jamboard, and Google docs/slides/draw.
Concept Maps to Organize Thinking: Google Drawings, Popplet, Coggle.it, Evernote, Trello
OBSERVE
K-12 strategies, Protocols, and Scaffolds
Digital Tools and Supports
Mobile Devices to Record Videos
Seesaw
Digital microscopes
Collaborate
K-12 strategies, Protocols, and Scaffolds
Digital Tools and Supports
Use shared spaces for small groups to record ideas using collaborative tools such as Padlet, Jamboard, and Google docs/slides/draw
LEARN ABOUT
Student Conferences
Student Conferences
K-12 strategies, Protocols, and Scaffolds
Science Talk Protocol (1st grade example)
Digital Tools and Supports
Zoom/Google Meet
Google Doc comments
COLLECT
K-12 strategies, Protocols, and Scaffolds
Digital Tools and Supports
Probeware: Use data analysis hardware and software to use during a lab to collect and analyze data.
LEARN ABOUT
Science Notebooks
Science Notebooks
K-12 strategies, Protocols, and Scaffolds
Digital Tools and Supports
FIGURE OUT / PLAN
Select one of the strategies from the topic you explored and think about how to incorporate it into an upcoming unit.
Create a plan for how you will implement this strategy in the upcoming unit. Record those steps on your learning log.
COLLECT / RECORD
Determine what data you will collect to know whether this strategy was successful in your classroom. (Student use of scaffolds, engagement with graphic organizers, student perception data)
Determine how the data will be collected. Consider if it will be collected by you, an instructional coach, student survey, etc.
Determine how often implementation data will be collected. (Every class period, daily, weekly, bi-weekly, monthly, etc.)
How will the data be used to drive further instruction?
REFLECT
COLLABORATE / REFLECT
Share your implementation data with a grade-level and/or content area team or PLC/CTT.
Discuss:
What do these data say?
How will these data impact instruction in the future?
What went well?
What challenges did you and/or your students encounter?
How might you address those challenges in the future?
REFLECT
As a final entry in your learning log, reflect on the following:
Based on your new learning and implementation, how will you shift future instruction?
Looking back at your self-assessment. How does your new solution support your movement to the next level?
MODULE RESOURCES
Planning and Carrying Out Investigations - ImplementationPre-Assessment Planning and Carrying Out Investigations - Implementation.pdf
K-2 Sample of Investigation Planning Form
Observing and/or Measuring a Phenomenon
