Table 4.

Phase . | Purpose . | Alignment with NGSS . |
---|---|---|

I. Create a driving question. | By creating their own question about the big ideas, students are motivated and interested in learning the target concepts. This need to know defines, drives, and guides the whole process. | Practice 1: asking questions (for science) and defining problems (for engineering) |

II. Construct a tentative model in groups. | Students learn how to build a model that can be used to explain, rethink, and revise how the phenomena can be understood. | Practice 2: developing and using models Practice 3: planning and carrying out investigations |

III. Construct a tentative argument in groups. | Students learn how to make a claim that is aligned to a model that can be used to generate data. Analysis and interpretation of data used in the argument is strengthened over time with expertise from internal and external sources. | Practice 4: analyzing and interpreting data Practice 5: engaging in argument from evidence |

IV. Negotiate models and arguments in a whole-class discussion. Revise models and arguments through negotiation. | Students share models and arguments with peers; give feedback to other groups; realize the strengths and weaknesses of models and arguments in order to revise. | Practice 6: constructing explanations (for science) and designing solutions (for engineering) Practice 8: obtaining, evaluating, and communicating information |

V. Consult the experts. | Students evaluate their own models and arguments through comparisons to the expertise of internal and external sources. | Practice 8: obtaining, evaluating, and communicating information |

VI. Reflect through individual writing. | Captures the way in which student understanding of their own and the learning community's arguments and models developed and solidified as the unit of instruction progressed. | Practice 8: obtaining, evaluating, and communicating information |

Phase . | Purpose . | Alignment with NGSS . |
---|---|---|

I. Create a driving question. | By creating their own question about the big ideas, students are motivated and interested in learning the target concepts. This need to know defines, drives, and guides the whole process. | Practice 1: asking questions (for science) and defining problems (for engineering) |

II. Construct a tentative model in groups. | Students learn how to build a model that can be used to explain, rethink, and revise how the phenomena can be understood. | Practice 2: developing and using models Practice 3: planning and carrying out investigations |

III. Construct a tentative argument in groups. | Students learn how to make a claim that is aligned to a model that can be used to generate data. Analysis and interpretation of data used in the argument is strengthened over time with expertise from internal and external sources. | Practice 4: analyzing and interpreting data Practice 5: engaging in argument from evidence |

IV. Negotiate models and arguments in a whole-class discussion. Revise models and arguments through negotiation. | Students share models and arguments with peers; give feedback to other groups; realize the strengths and weaknesses of models and arguments in order to revise. | Practice 6: constructing explanations (for science) and designing solutions (for engineering) Practice 8: obtaining, evaluating, and communicating information |

V. Consult the experts. | Students evaluate their own models and arguments through comparisons to the expertise of internal and external sources. | Practice 8: obtaining, evaluating, and communicating information |

VI. Reflect through individual writing. | Captures the way in which student understanding of their own and the learning community's arguments and models developed and solidified as the unit of instruction progressed. | Practice 8: obtaining, evaluating, and communicating information |

This site uses cookies. By continuing to use our website, you are agreeing to our privacy policy.