Field Activity 3

https://www.scopesdf.org/lesson-plan-builder/?post=15662

4-PS3-2 Energy

Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. Grade: 3-5, 4

4-PS3-4 Energy

Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.*. Grade: 3-5, 4

College and Career Readiness Anchor Standards for Speaking and Listening: Comprehension and Collaboration

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Plan and deliver an informative/explanatory presentation on a topic that: organizes ideas around major points of information, follows a logical sequence, includes supporting details, uses clear and specific vocabulary, and provides a strong conclusion

Performance Expectations:

Performance Expectation for 4-PS3-2 (Energy Transfer in Circuits)
Students will construct and observe simple electrical circuits using batteries, wires, and light bulbs to provide evidence that electrical energy is transferred from the battery to the bulb, producing light and heat. They will record and analyze observations to explain how energy moves through the circuit and identify open and closed circuits.

Performance Expectation for 4-PS3-4 (Energy Conversion in Circuits)
Students will apply scientific ideas to design, build, and test a device that converts electrical energy into another form (such as light, sound, or motion) using circuits with batteries, wires, bulbs, buzzers, or motors. They will refine their designs based on test results to improve efficiency and functionality.

Literacy Objectives:

Collaborative Communication Objective: Students will engage in meaningful discussions with diverse peers by actively listening, building on others' ideas to develop conceptual knowledge of the disciplinary terminology of electrical engineering.

Informative Presentation Objective: Students will draw from the activity on electrical engineering, plan, and deliver an informative presentation that effectively organizes key points, follows a logical sequence, incorporates supporting details, uses precise vocabulary, and concludes with a strong summary

Yikes, the power went out

This activity was devised to provide an experiential, Next Generation Science Standards-based, Project-based, model lesson for preservice elementary teachers on how to design science lessons grounded in making and fabrication on the topic of Electronics. This lesson could last up to 3 hours - I recommend allowing the extensive time to allow kids to test, experiment, and STRUGGLE (a little) and play!

Materials:

🔌 Basic Materials for Simple Circuit Lessons

Batteries (AA or coin cell – safe and easy to handle)
Battery holders (with leads)
LEDs (assorted colors)
Alligator clips (easy to connect components without soldering)
Resistors (optional, but useful for learning about current flow)
Small light bulbs and bulb holders (to explore different types of outputs)
Motors or buzzers (for engaging sensory feedback)

🧫 Conductivity Exploration

Play-Doh or homemade conductive dough
Insulating dough (sugar-based or store-bought modeling clay)
Aluminum foil and copper tape
Paper clips, coins, pencils (graphite) – for testing various materials

🎨 Creative Materials (for project-based learning)

Cardstock or cardboard (circuit cards or project base)
Tape (masking or clear)
Scissors
Markers and glue (for decorating or labeling)

Engage Stage

Introduce the project using pictures and videos about recent thunderstorms in our local area (Turlock, California). Facilitate conversations about students expereinces in the storms and who had their power go out. Pose wonderings about whose job is it to get the power running for everyone in the community? Pose the last wondering about how students can better prepare for the future - and what knowledge and skills do they need to learn so they can be better prepared as electrical engineers.

Explore Stage

Students investigate 4 different isolated phenomena:

1- Making a simple circuit with one battery, one wire, and one bulb

2- Making a series circuit with multiple wires, bulbs and one battery

3- Making a parallel circuit with multiple wires, bulbs and one battery

4- Planning and carrying out investigations to determine which materials are insulators or conductors

Electrical Engineer Knowledge & Skill Checklist – Badge Requirements!

Explain Stage

Facilitate direct instruction for related disciplinary terminology of electrical engineers. Electricity, circuits, parallel circuit, series circuit, conductor, & insulator.

First, these terms are built into the explore stage, use the terms in common discussions and in context. In the

Second, after students (preservice teachers) complete the explore stage, return to each of the identified discipline terminology and check with students about their 'in context' definitions to verify their conceptual understanding. Consider a special section in the electrical engineering notebook for a glossary - but keep it authentic.

elaborate Stage

Backup Electrical System Project – Elementary Assignment

After a big thunderstorm in Turlock, the power went out and the lights went dark! It's time to build a backup electrical system to restore power to your neighborhood. Follow the directions below to create your system and explain how it works!

Directions:

Create a Backup Power System:

Design a way to connect all the houses in your neighborhood using multiple batteries – each person in your group needs their own house!

Use series circuits to increase voltage and parallel circuits to ensure all houses are connected to the system.

Include a Switch:

Make sure your system includes a switch that can turn the power on and off to control the flow of electricity to demonstrate knowledge of insulators and conductors.

evaluate Stage

Develop an Electrical Engineering Report

Explain What Happened:

Write a short explanation of why the electricity went out during the thunderstorm. What happened to cause the power outage?

How Your System Works:

Describe how your electrical system works. How do the batteries, circuits, and switch work together to restore power to all the houses – include series, parallel, insulators, and conductors as your disciplinary terminology?

Future Use:

Imagine using this backup system in the future. How could you improve it to prevent power loss during storms? What other energy sources could you use, like solar or wind power?

Use your creativity and think like an engineer! When you're done, share your design and explanation with the class.

Rubric for Lesson

Understanding Energy Transfer

✅ Yes! I can clearly explain how energy moves from the battery to the bulb and makes light and heat.
🟡 Almost: I understand some parts about how energy moves in the circuit.
❌ Not Yet: I need more help to understand how energy moves in a circuit.

Building a Circuit

✅ Yes! I built a complete series circuit, a parallel circuit, and a working closed circuit.
🟡 Almost: I was able to build one or two types of circuits but not all three.
❌ Not Yet: I wasn’t able to make a working circuit yet.

Designing a Device (Energy Conversion)

✅ Yes! I made a device that changes electrical energy into light, sound, or motion and can explain how.
🟡 Almost: I made a device, but I need help explaining how the energy changes.
❌ Not Yet: I had trouble making a device or showing energy change.

Improving My Design

✅ Yes! I tested my device, found ways to improve it, and made good changes.
🟡 Almost: I made a small change to my design after testing.
❌ Not Yet: I didn’t change my design or needed help knowing what to improve.

Working with Others

✅ Yes! I listened, shared ideas, and used science words to talk about circuits with my group.
🟡 Almost: I worked with my group but needed some reminders to listen or share ideas.
❌ Not Yet: I had trouble working with my group or using science words.

Giving a Presentation

✅ Yes! I gave a clear presentation with science words, key details, and a strong ending.
🟡 Almost: I gave a presentation but forgot some science words or details.
❌ Not Yet: I had a hard time organizing or sharing my ideas.

Collaborating with ChatGBT

Feedback on a STEM Lesson Plan on Electrical Engineering

Reflective Thoughts

Round ONe

Input:

Copied and Pasted lesson plan

"Here is a lesson plan I created"

Chat GBT Feedback Provided

This is a fantastic, hands-on lesson plan that integrates NGSS, project-based learning, and engineering design! Here are a few suggestions to refine it further:

Clarify the Engage and Explore Stages – Right now, the Engage and Explore stages are nearly identical. You might revise the Explore section to focus more on hands-on inquiry before introducing formal terminology.
Scaffolding for Circuit Concepts – Since preservice teachers may have limited background knowledge, consider incorporating guided mini-investigations before the design challenge. For example, they could build simple circuits with bulbs and batteries to see series and parallel connections in action.
Differentiation – Some groups might struggle with circuit construction. Offering optional troubleshooting guides or circuit templates might help ensure all groups succeed in the challenge.
Assessment Strategies – How will you assess conceptual understanding? Consider using formative assessments like a quick group check-in or concept mapping before moving to the final report.
Connections to Real-World Engineers – You might include a guest speaker (live or recorded) from a local utility company to discuss how power is restored after storms.

Would you like me to format this into a more polished document for use in your course?

---------

You said:

I made mistake, here is what I have for the explore stage: Students investigate 4 different isolated phenomena: 1- Making a simple circuit with one battery, one wire, and one bulb 2- Making a series circuit with multiple wires, bulbs and one battery 3- Making a parallel circuit with multiple wires, bulbs and one battery 4- Planning and carrying out investigations to determin which materials are insulators or conductors

ChatGPT said:

That makes much more sense! The Explore stage now provides hands-on, scaffolded experiences that will help preservice teachers develop a concrete understanding of circuits before tackling the engineering design challenge.

With this clarification, your lesson plan flows really well. Here are a few refinements you might consider:

Linking Phenomena to the Real-World Scenario – After each investigation, ask students:
- How does this relate to restoring power in a neighborhood?
- Why might electrical engineers need to know this information?
Predict-Observe-Explain (POE) Strategy – Before each circuit investigation, have students predict what they think will happen, test it, and then explain their observations.
Conceptual Checkpoints – After the insulator/conductor investigation, have students apply their knowledge by identifying materials in the classroom (or their own devices) and explaining their function in real-world electrical systems.
Explicit Engineering Connections – You could briefly introduce power grids and discuss how they use series and parallel circuits at a much larger scale.

Would you like me to format this into a structured lesson plan document for you?

Round 1 Thoughts:

I thought it was good the Chat GBT was about to catch my copying error - I had it in my website correct, but for the inputting, i created a more text-based lesson plan in word which was lots of copying and pasting. One thing I noticed, is that Chat GBT is starting to know who I am and it immediately recognized that this was an NGSS-based lesson for preservice teachers - and I never said either of those two parts in the prompt or the lesson plan. The feedback was useful for the overall plan, but what's missing is more articulated placement of where the feedback is targeted. For new teachers less familiar with the 5E lesson plan, they may not know what to do with this feedback, how to make refinements to the lesson plan, and the feedback in general is buzzwordy and abstract.

Round two

Input:

Copied and Pasted lesson plan

"As this is NGSS (Next Generation Science Standards) based, and using the 5 E format for science lesson planning, can you provide feedback that is organized for each of the 5 E structure? "

Chat GBT Feedback Provided

Engage

✅ Strengths:

Uses a real-world, locally relevant phenomenon (Turlock thunderstorms and power outages) to spark curiosity.
Encourages personal connections by having students share their experiences.
Frames an engineering challenge that establishes a purpose for learning.

🔹 Suggestions for Improvement:

Consider asking an open-ended, thought-provoking question to get students thinking critically (e.g., "What would happen if power never came back on? Who in the community is impacted the most?").
You could briefly introduce power grid failures to help connect students’ experiences to the broader concept of electrical systems.
Add a quick think-pair-share or brainstorming session to let students generate initial ideas about solutions before diving into the investigations.

Explore

✅ Strengths:

Provides hands-on investigations that allow students to construct understanding through discovery.
Covers essential foundational concepts of circuits and electricity before moving into the design challenge.
Introduces cause-and-effect relationships in electrical circuits (key NGSS Crosscutting Concept).
Encourages Planning and Carrying Out Investigations (NGSS Science & Engineering Practice).

🔹 Suggestions for Improvement:

Encourage predictions before testing. Ask students: What do you think will happen if we connect a second bulb? What will happen if we remove a wire?
Add real-world relevance. After each investigation, connect it back to the power outage problem (e.g., “How might parallel circuits help prevent blackouts?”).
Consider adding troubleshooting prompts for groups that struggle (e.g., "What do you notice about your circuit? What could you change to make it work?").

Explain

✅ Strengths:

Builds on students’ hands-on experiences by introducing disciplinary terms in context.
Uses student-driven definitions first before formalizing concepts, which supports deeper learning.
Suggests using an engineering notebook glossary, keeping learning authentic.

🔹 Suggestions for Improvement:

Use a visual model. Have students draw and label their circuits before formalizing definitions.
Incorporate peer discussion. Before providing definitions, ask groups to explain circuits to each other.
Check for understanding. Consider a concept-mapping activity where students organize the terms (electricity, circuit, series, parallel, conductor, insulator) into a relationship diagram.

Elaborate (Engineering Design Challenge)

✅ Strengths:

Authentic engineering challenge that applies learned concepts in a real-world scenario.
Requires students to use problem-solving and teamwork to design a Backup Power System.
Encourages the NGSS Engineering Design Process by having students design, build, test, and iterate.

🔹 Suggestions for Improvement:

Add a constraints list (e.g., “Your backup system must power all houses with the smallest number of batteries possible”).
Encourage design iteration by asking, “What’s one way you could improve your system?” before finalizing designs.
To differentiate, provide circuit diagrams or scaffolded hints for students who struggle with wiring.

Evaluate

✅ Strengths:

Asks students to explain their understanding in multiple ways (writing, designing, presenting).
Connects back to the real-world problem and encourages future innovation.
Requires students to apply disciplinary vocabulary in context.

🔹 Suggestions for Improvement:

Consider using a self-assessment checklist so students can reflect on their designs before submitting.
Have students compare different group designs and discuss pros/cons (real engineers do this!).
Extend with a “What if?” challenge: What if we had no batteries—what other power sources could we use?

Final Thoughts

This is an engaging, well-structured lesson that aligns with NGSS and authentically integrates engineering practices! With a few small refinements—especially in linking each stage more explicitly to the real-world power outage scenario and adding opportunities for student predictions and reflection—this could be an even more powerful experience for preservice teachers.

Would you like me to format this into a polished lesson plan document? 😊

Round 2 Thoughts:

Now that Chat GBT has broken the feedback down by the 5 E's similar to my original input - its much easier to comb through the feedback and see what can be improved based on the advice. I like how the feedback is both "strengths" and "suggestions for improvement" - how in-line with our teacher preparation practices :-). I like the suggestions - even if it's not something I take directly - the suggestions help mediate a specific place in the lesson plan that could use something additional. What I noticed is that buzz words still linger and there's some mis alignment with the actual spirit of the 5E's lesson plan and NGSS - so my next round is to explicitly state what I'd like feedback on, or how he could revise understanding what goes where.

Round Three

Input:

Copied and Pasted lesson plan

"I noticed several areas where the lesson could be adjusted to better align with NGSS principles. First, some terminology, like "hands-on" and "covering concepts," doesn't quite capture the intent of the NGSS framework. The explore stage should prioritize student-driven investigations rather than concept coverage, which is better suited for the explain stage. Second, asking students to make predictions before they have any experience with the phenomenon may lead to guessing rather than meaningful predictions. Instead, this stage should encourage tinkering, allowing students to interact with materials before making sense of patterns. Third, during the explain stage, checking for understanding should be grounded in the context of the activity, as students may not yet be ready for abstract definitions. Additionally, students should begin drawing models in the explore stage and refine them during the explain stage. Fourth, in the elaboration stage, constraints should explicitly incorporate the various circuits explored earlier. The challenge should be to integrate multiple circuits while recognizing the need for additional components like batteries, wires, and switches. Finally, in the evaluation stage, students should articulate their understanding in the context of their engineering task, using evidence to support claims and reasoning. They could even engage in argumentation, justifying why their design is the best fit for their imagined neighborhood.

Chat GBT Feedback Provided

This is a great refinement of the NGSS-aligned approach! Below is a revised version of my feedback with your insights incorporated.

Engage

✅ Strengths:

Uses a real-world, locally relevant phenomenon (Turlock thunderstorms and power outages) to anchor learning in an authentic problem.
Encourages personal connections by having students share their experiences.
Frames an engineering challenge that gives students a purpose for their learning.

🔹 Suggestions for Improvement:

Consider framing the initial wondering to prompt curiosity without leading students toward specific answers. Example:
- “When the power went out, what do you think needed to happen to bring it back?”
- “What do you notice about the places where power comes back quickly vs. those that stay out longer?”
Encourage initial observations or discussions, but without introducing explanations or vocabulary yet—that will come later.

Explore

✅ Strengths:

Students are given opportunities to tinker and make sense of electrical phenomena through direct interaction.
Investigations allow students to experience circuits and materials firsthand, before formal definitions are introduced.
Includes a variety of circuit-building experiences that will later be integrated into their final engineering challenge.

🔹 Suggestions for Improvement:

Replace “making predictions” with open-ended tinkering: Instead of asking students to predict outcomes before they have prior knowledge, encourage exploration and sensemaking by asking:
- “What do you notice?”
- “What happens if you change…?”
- “How can you get more bulbs to light up?”
Model drawing should happen here as students build circuits. Encourage them to sketch what they built, even if informal. These sketches can then be refined later during the Explain stage.
The focus should be on observing patterns and interactions rather than “covering concepts.” Let students develop a sense of how circuits behave before any explanations are provided.

Explain

✅ Strengths:

Uses student experiences as the foundation for conceptual understanding, rather than presenting abstract definitions first.
Encourages students to refine their initial models instead of starting from scratch.
Helps preservice teachers see how scientific explanations emerge from direct experience rather than rote memorization.

🔹 Suggestions for Improvement:

Check for understanding “in the context of the activity.” Instead of asking for definitions in isolation, ask:
- “What do you think happened when we added another bulb in this setup?”
- “Why did this circuit stop working when we removed the wire?”
Refining models: Now that students have interacted with circuits, they should revisit their initial sketches and revise them to more clearly represent what’s happening.
Introduce scientific vocabulary in connection with their experiences, e.g.:
- “What do we call this kind of circuit where the bulbs dimmed when we added another?” (Guiding students toward “series circuit” rather than just telling them.)

Elaborate (Engineering Design Challenge)

✅ Strengths:

Moves from isolated experiences (individual circuits) to a more complex, integrated system.
Encourages engineering thinking, where students must consider how circuits work together to restore power.
Reflects authentic engineering constraints, requiring trade-offs and problem-solving.

🔹 Suggestions for Improvement:

Clarify the constraints: The main challenge isn’t just to build a backup power system—it’s to integrate the different circuits explored earlier while adding new elements (more batteries, wires, a switch).
- “Your neighborhood’s power grid needs to function efficiently. Your design must include both series and parallel circuits, a switch, and enough power to restore electricity to all houses.”
Instead of students designing freely, their challenge is to bring together what they learned in Explore and Explain in a meaningful way.
Encourage students to document their decision-making process, explaining why they chose their specific design.

Evaluate

✅ Strengths:

Moves beyond simply describing their project—students must justify their design choices with evidence.
Encourages scientific argumentation, where students defend why their system is the best fit for the scenario.
Ensures that students explain their understanding through the lens of their engineering solution.

🔹 Suggestions for Improvement:

Frame evaluation around Claim-Evidence-Reasoning (CER):
- Claim: Why is your backup power system the best solution for this neighborhood?
- Evidence: How does your circuit setup support this claim? (e.g., using parallel circuits to ensure houses stay powered even if one connection fails)
- Reasoning: Why did you design it this way based on what you learned from your circuits investigation?
Encourage peer critique and argumentation: Groups can present their designs and compare solutions, discussing:
- “Which design would work best for different types of neighborhoods?”
- “What trade-offs exist between different designs?”
- “How could we make this even better?”

Final Thoughts

This lesson aligns beautifully with NGSS and the 5E model, and with these refinements, it will even more authentically support sensemaking, engineering practices, and scientific argumentation.

Key takeaways from this revision:
✅ Students tinker and explore before explanations (rather than predicting before experience).
✅ Understanding emerges in context, with explanations rooted in students’ experiences.
✅ Models are revised over time, rather than drawn all at once.
✅ Engineering constraints require applying all circuit types, not just free exploration.
✅ Evaluation focuses on argumentation, using evidence to justify design choices.

Would you like me to format this into a detailed lesson plan document for you? 😊

Round 3 Thoughts:

Now that Chat GBT is following my explicit inputs, I notice that the suggestions are much more useful and relevant and accurately aligned with my science pedagogy frameworks. For example, the explore stage has more 'tinkering' with phenomena, explainations are held off till the explain stage. And I appreciate the he is even using my language but organizing and bolding things in a very hjelpful way - since those are my weak points: Model drawing should happen here as students build circuits. Encourage them to sketch what they built, even if informal. These sketches can then be refined later during the Explain stage. I just like how this is phrased (probably because most of it was my own words;-) ) I think one of the key take aways is that its important to continue with the full process of multiple back-and-forths with chatGBT to end up at feedback thats useful, the first feedback is not typically useful. 2) You need to be fully cognizant of the content and relational pedagogy about which is being asked - chat GBT talks with high level of confidence and there's either mistakes , misleading, ambiguous information or feedback - or in my case - overly ambiguous that it's not helpful. But once you describe specifically the frameworks being chosen and using the conceptual terms underpinning what you want and point to specific places in the lesson plan, CHAT GBT responds - in a ways its more like a conversation with your own level of knowledge but it helps to speed up the process and highlights areas that you would need attention that you might have overelooked otherwise.

Final Lesson Plan Restriucturd by Chat GBT

Lesson Plan: Yikes, the Power Went Out!

Grade Level: Preservice Elementary Teachers
Time Frame: 2-3 class sessions
NGSS Alignment:

Performance Expectations:
- 3-PS2-4: Define a simple design problem that can be solved by applying scientific ideas about electricity.
- 4-PS3-4: Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
Science & Engineering Practices: Developing and Using Models, Planning and Carrying Out Investigations, Engaging in Argument from Evidence
Crosscutting Concepts: Cause and Effect, Systems and System Models

Engage

Objective: Spark curiosity and connect learning to a real-world event.
Teacher Actions:

Show pictures and videos of recent thunderstorms and power outages in Turlock, California.
Facilitate a discussion:
- Who lost power during the last storm?
- What do you think needed to happen to bring the power back?
- Who is responsible for fixing power outages?
- How could we better prepare for future outages?
Introduce the engineering challenge: Design a backup power system to restore electricity to a neighborhood after a storm.
Encourage students to generate initial questions—but do not provide answers yet!

Explore

Objective: Allow students to tinker and make sense of electrical circuits before formal explanations.
Student Investigations:

Make a simple circuit (1 battery, 1 wire, 1 bulb).
Create a series circuit (multiple bulbs, wires, and 1 battery).
Create a parallel circuit (multiple bulbs, wires, and 1 battery).
Test materials as conductors or insulators (students choose materials and investigate their properties).

Teacher Actions:

Encourage open-ended tinkering instead of asking students to predict before experience.
Use prompting questions to guide exploration:
- What do you notice about how the bulbs behave in each setup?
- What happens when you add another wire or battery?
- What materials allow electricity to flow?
Have students draw models of each circuit they create. These are initial models, which will be refined later.

Explain

Objective: Facilitate student-driven explanations grounded in their investigations.
Teacher Actions:

Facilitate discussion: Ask students to explain their circuits using their experiences rather than abstract definitions.
- What patterns did you notice in how electricity moves?
- How do your drawings compare with those of your peers?
Refine models: Students revisit their circuit drawings and improve them based on new understanding.
Introduce vocabulary naturally, connected to their experiences:
- Series circuit: A single path for electricity, bulbs share power.
- Parallel circuit: Multiple paths, bulbs remain bright.
- Conductor: Allows electricity to flow (e.g., metal).
- Insulator: Blocks electricity (e.g., plastic).
Create an engineering notebook glossary, but only after concepts are discussed in context.

Elaborate (Engineering Design Challenge)

Objective: Apply learning by designing a Backup Power System for a neighborhood.
Scenario: A big storm knocked out the power in your town! Your task is to design a backup power system to restore electricity using circuits.

Requirements:

Each student represents a house in the neighborhood.
The system must integrate both series and parallel circuits explored earlier.
Must include a switch to control power.
Must consider how additional batteries and wires affect electricity flow.
The system should be as efficient as possible.

Teacher Actions:

Provide circuit materials (wires, bulbs, batteries, switches, conductors/insulators).
Support students in troubleshooting and testing designs.
Encourage students to iterate and improve their systems.

Evaluate

Objective: Have students justify their designs using evidence and reasoning.
Student Actions:

Write an Engineering Report, answering:
- What caused the power outage?
- How does your system restore power?
- How do the circuits, switch, and conductors/insulators work together?
- How could your system be improved?
Use Claim-Evidence-Reasoning (CER) framework:
- Claim: Why is your design the best fit for the neighborhood?
- Evidence: What features of your system ensure reliable power?
- Reasoning: How does your design apply scientific principles?
Engage in a design debate: Each group presents their solution, arguing why their system is the most effective.

Teacher Actions:

Ask probing questions to push students' reasoning.
Encourage peer feedback and comparison of different solutions.

Final Reflection:

How did your understanding of electricity change?
What challenges did you face as an engineer?
How could we use renewable energy (solar, wind) to improve backup power systems?

Summary of NGSS Teaching Practices in This Lesson:

✅ Phenomenon-based learning: Students explore a real-world problem (power outage).
✅ Exploration before explanation: Concepts emerge from student investigations.
✅ Modeling and revision: Students draw, test, and refine models.
✅ Engineering integration: Students design, iterate, and justify solutions.
✅ Scientific argumentation: Students defend their designs using evidence and reasoning.

This lesson immerses preservice teachers in authentic, NGSS-aligned science teaching, providing them with an experiential model for designing inquiry-based learning in their future classrooms.

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