Embedded Files
5E Model - https://bscs.org/bscs-5e-instructional-model/
- The five phases of the BSCS 5E Instructional Model are designed to facilitate the process of conceptual change.
- The use of this model brings coherence to different teaching strategies, provides connections among educational activities, and helps science teachers make decisions about interactions with students.
- Each phase of the model and a short phrase to indicate its purpose from a student perspective are:
- Engagement - students' prior knowledge accessed and interest engaged in the phenomenon
- Exploration - students participate in an activity that facilitates conceptual change
- Explanation - students generate an explanation of the phenomenon
- Elaboration - students' understanding of the phenomenon challenged and deepened through new experiences
- Evaluation - students assess their understanding of the phenomenon
"Surf through Science" - NGSS Lesson Design Model
Share (prior knowledge, phenomena, vocabulary, informational test)
Understand (ask questions, decide what data is needed, what do we need to know?)
Research, Revise Understanding, Reflect (model, collect data, journals, written/spoken reflection)
Facts (evaluate the data, credible data sources, collecting data, how do the facts inform our understanding of the concept?)
Evidence (cite sources, collect supporting documents, additional information needed? New discoveries?)
Revise Argument, Review, Reflect, Research, Repeat (Claims supported with evidence, How did our thinking change over the course of the lesson sequence? What additional information is needed? Who are the community agencies that could further our understanding? What do we want to do with this information now? Who and how will we share our learning outcomes?)
Problems or Phenomena of the Week - Strong Math Connection
OpenMiddle.com - Math Problem Solving Challenges K-12
Scientific Inquiry in Five Steps
Scientific Inquiry in Five Steps
Step 1: Find a Phenomenon
Step 1: Find a Phenomenon
A phenomenon is simply an observable event. In the science classroom a carefully chosen phenomenon can drive student inquiry. Phenomena add relevance to the science classroom showing students science in their own world. A good phenomenon is observable, interesting, complex, and aligned to the appropriate standard.
Step 2: What Do You Wonder?
Step 2: What Do You Wonder?
The first step of scientific inquiry is questioning. Classroom questions can be aggregated and sorted using several different filters (e.g. crosscutting concept, testability). Questions can be added and improved to provide more clarity on the phenomenon.
- Asking Questions Graphic Organizer - Google Draw or PDF
- Asking Questions Google Draw or PDF
- Teacher’s Edition Google Draw or PDF
Step 3: What Do You Think?
Step 3: What Do You Think?
Students should model their initial explanation (i.e. cause and mechanism) for the phenomenon. A summary of classroom models can be used to plan investigations. Individual student models should be improved through investigation and argumentation to construct new knowledge.
- Developing and Using Models - Google Draw or PDF
- Cause and Effect - Google Draw or PDF
- Modeling Google Draw or PDF
- Teacher’s Edition Google Draw or PDF
- Teacher’s Edition - Energy and Particles Google Draw or PDF
- Draft Vertical Model Organizer - Google Docs
Step 4: How Can You Test It?
Step 4: How Can You Test It?
Students should plan and carry out investigations to test their models. In a controlled scientific investigation the cause (independent variable) should be varied and the effect (dependent variable) should be recorded.
- Planning and Carrying Out Investigations - Google Draw or PDF
- Investigations Google Draw or PDF
- Teachers’s Edition Google Draw or PDF
- Alternative Form PDF
- Draft Vertical Investigation Organizer - Google Docs
Step 5: How Do You Know?
Step 5: How Do You Know?
An argument contains evidence supporting a claim with reasoning. The summary of all arguments can be used to improve the classroom model and may be used to plan future investigations.
- Engaging in Argument from Evidence - Google Draw or PDF
- Argumentation Google Draw or PDF
- Teacher’s Edition Google Draw or PDF
- Vertical Argumentation Organizer Google Docs or PDF
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