Embedded Files
(Adapted from the Exploratorium, SDCOE Model, and the BSCS 5E Model)
Phenomena or Problems to Solve
Instruction is intentionally planned around phenomena or problems as anchors for units and/or individual lessons. The purpose behind a phenomenon or problem is to bring relevance to what is learned so that students have a purpose behind their skill and knowledge development. For example in the Chemistry curriculum, students must solve the problem of delivering an amputated finger to the hospital with as little tissue damage as possible.
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Discourse
Students regularly work in groups that engage in discourse on what they notice, wonder, and have testable questions on with phenomena or problems. Teachers are not the sole keeper of knowledge. Student thinking should be valued and we should model the open dialogue that empowers students to ask questions that drive learning in collaborative teams.
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Assessment for Learning
Students regularly use assessments, rubrics, and feedback to improve their success on future performance tasks. Students know where they are with their learning and how they will reach success. Common assessments are used by learning communities to improve student learning.
Resources are applied under other areas as needed.
Cross-Cutting Concepts
When students are initially making direct observations of a phenomenon, the cross-cutting concepts should be used as a lens to organize and make sense of these observations. Each cross-cutting concept is used to help scaffold questions on phenomena or problems.
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Science and Engineering Practices
Students should be using science and engineering practices in every lesson to support their investigation of the natural world or to solve meaningful problems.
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Modeling
The purpose behind modeling is to explain phenomena or to help solve problems. Students should draft out rough ideas in an initial model, then add and revise it as they learn more through experimentation and text based research. These models should open up opportunities for whole class discourse, experimentation, and argumentation.
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Planning and Carrying Out Investigations (Student Led Inquiry)
Students should be allowed multiple opportunities to plan and conduct their own investigations that answer research questions. Students should use the evidence from investigations to help explain a phenomenon or solve a problem.
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Argumentation
Students should be taking a position and arguing with evidence to answer a research question. This can happen orally or in written form. You will see students write arguments in a Claim, Evidence, and Reasoning (CER) format.
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Literacy and Language Supports
Students can access academic language and the necessary supports to reach success with ELD standards through clear success criteria and supports.
Additional Resources
Additional Resources
Citizen Science
Other Resource
TWITTER Resources
People to Follow:
@NESTA_US
@OfficialNGSS
@NGSSPhenomena
@UCLAScienceProj
@STEMTeachTools
@tjscience
@CaEEI
@cascience (CSTA)
@NSTA
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