Embedded Files
Most of the resources are password protected and you will need to log into your JCPS google account to access.
A JCPS science classroom ensures that every student is provided with opportunities to actively engage in the science and engineering practices to make sense of phenomenon. The goal is to provide students with a coherent experience that is motivated by the students' own desire to explain something they don't understand or to solve a problem (Reiser, Novak, & McGill, 2017).
A JCPS science classroom ensures that every student is provided with opportunities to actively engage in the science and engineering practices to make sense of phenomenon. The goal is to provide students with a coherent experience that is motivated by the students' own desire to explain something they don't understand or to solve a problem (Reiser, Novak, & McGill, 2017).
A JCPS science classroom is designed to make sense to students. We call that "coherence from the students' perspective." Using the OpenSciEd storyline approach and the 5E design principals students learning is anchored in "figuring out" not simply "reading about."
A JCPS science classroom is designed to make sense to students. We call that "coherence from the students' perspective." Using the OpenSciEd storyline approach and the 5E design principals students learning is anchored in "figuring out" not simply "reading about."
Instructional Element: Anchoring Phenomenon
Instructional Element: Anchoring Phenomenon
The purpose of anchoring phenomenon is to develop curiosity which drives learning throughout a unit. The anchoring phenomenon grounds students learning in a common experience to elicit and feed student curiosity.
The purpose of anchoring phenomenon is to develop curiosity which drives learning throughout a unit. The anchoring phenomenon grounds students learning in a common experience to elicit and feed student curiosity.
Developing and Using Phenomena Resources:
Developing and Using Phenomena Resources:
Planning for Engagement - Ambitous Science Teaching
Anchoring Phenomenon Routine - OpenSciEd
Anchoring Phenomenon Routine - NextGen Storyline
Steps in Implementing - NextGenStoryline
Instructional Element: Driving Questions
Instructional Element: Driving Questions
Science begins by asking questions and then seeking answers. Driving Question Boards are a powerful instructional strategy that elicits students' prior ideas and understandings to build upon as the unit progresses.
Science begins by asking questions and then seeking answers. Driving Question Boards are a powerful instructional strategy that elicits students' prior ideas and understandings to build upon as the unit progresses.
Driving Question Resources:
Driving Question Resources:
Eliciting Student Ideas - Ambitious Science Teaching
Driving Question Board - OpenSciEd
Instructional Element: Investigation
Instructional Element: Investigation
Students use science and engineering practices to make sense of a puzzling phenomenon to answer their questions. The bulk of the class's time is spent here. Students should be doing the heavy lifting of "figuring out".
Students use science and engineering practices to make sense of a puzzling phenomenon to answer their questions. The bulk of the class's time is spent here. Students should be doing the heavy lifting of "figuring out".
Investigation Resources:
Investigation Resources:
Investigation Routine - OpenSciEd
Investigation Routine - NextGen Storylines
Instructional Element: Sensemaking
Instructional Element: Sensemaking
Students use cross cutting concepts to help put the pieces together of ideas that they have developed across multiple investigations, and figure out how they can help make sense of the phenomenon. Students synthesize evidence to help construct an explanatory model. This is often at the end of a lesson set and at the end of a unit.
Students use cross cutting concepts to help put the pieces together of ideas that they have developed across multiple investigations, and figure out how they can help make sense of the phenomenon. Students synthesize evidence to help construct an explanatory model. This is often at the end of a lesson set and at the end of a unit.
Sensemaking Resources:
Sensemaking Resources:
Putting Pieces Together Routine - NextGen Storylines
Putting Pieces Together Routine - OpenSciEd
Problematizing Routine - OpenSciEd
Supporting Ongoing Changes in Thinking - Ambitious Science Teaching
Evidence Based Explanations - Ambitious Science Teaching
Peer Feedback Facilitation in Science - OpenSciEd
Talk Moves Resources:
Talk Moves Resources:
Communicating in Scientific Ways Poster - OpenSciEd
Supporting Discussion - OpenSciEd
Doing and Talking Science: A Teacher's Guide to Meaning-Making with ELLS
Additional Instructional Resources
Additional Instructional Resources
These resources will be updated as the science community expands.
Classroom Norms:
Classroom Norms:
Classroom Culture and Norms - OpenSciEd
Classroom Norms and Discussion Prompts - OpenSciEd
Establishing and Maintaining Norms that Support Responsive Teaching
Additional Resources:
Additional Resources:
Stepping Stones Article: What we call Misconceptions may be stepping stones toward making sense of the world
Tools for evidence-based explanations - Ambitious Science Teaching
Page updated
Report abuse