| 1. IDENTIFY THE SCIENTIFIC CONCEPT FOR THE LESSON|
What scientific concept/principle should students learn from this lesson? Use indicators
from the Science State Curriculum as a resource. Include indicators from both Skills and
Processes (Standard 1) and Concepts (Standards 2-6).
| 2. IDENTIFY A REAL-WORLD OR PRACTICAL APPLICATION RELATED TO THE CONCEPT|
This is then developed into the culminating or the last in a series of logically connected
activities. It can be
This application will be presented and described during the ENGAGEMENT and will be
completed as the EXTENSION portion of the model. Posing the challenge is the heart of
the ENGAGEMENT. Students become motivated as the future activity is described.
They become focused and are able to access prior knowledge. Teachers may follow this
description with other motivational activities. These may include a demonstration by the
teacher and/or a student; a short reading from a current media release, a science journal, a
piece of literature (biography, essay, poem, etc.); analyzing a graphic organizer; etc.
As the EXTENSION, the activity gives purpose and meaning to all the activities that the
students should do to develop an understanding of the concept. It provides the
connection for these activities. The activity can be followed by another related
extension activity. For example, after students have solved the problem, made a decision,
or answered the question, they can WRITE TO PERSUADE a selected audience to adopt
- a problem students can solve or
- a decision students can make or
- a question students can answer
| 3. PROVIDE OPPORTUNITIES FOR STUDENTS TO EXPLORE, COLLECT AND RECORD INFORMATION|
In this activity, students may gather information from
Usually, at least two different activities are developed, an investigation followed by a
reading. These will become the components of the EXPLORATION. The activities are
designed so students can collect information that they will use to complete the
Providing students with a set of directions to follow is a perfect opportunity to use READ
FOR INFORMATION TO PERFORM AN INVESTIGATION strategies. (Whenever possible, students should have opportunities to design investigations and implement the set of procedures they wrote. In this situation, READ FOR INFORMATION TO PERFORM AN INVESTIGATION strategies can be used to critique their design.)
When they are gathering information from text-based sources, use READING TO BE
INFORMED techniques. The reading that is used should complement whatever
investigation the students have completed. It should add details to the understanding that
they developed during their investigation.
The EXPLORATION is always followed by the EXPLANATION portion of the model.
The two parts are intrinsically linked to each other.
- lab work and or
- books/journals and or
- the internet
| 4. DEVELOP A SERIES OF QUESTIONS (using a SR, BCR, and/or format when possible)|
These will form the body of the EXPLANATION.
- for independent student reflection to
for class discussion to
- help students analyze the collected information
- guide their thinking as they develop meaning/understanding
To write questions, use the indicators from two different science standards, Skills and
Processes (Standard 1) and the Concepts of Science (Earth/Space, Life, Chemistry,
Physics, or Environmental Science. Any of these questions can be structured in the
prompt format used for WRITING TO INFORM. This makes up Part One of the
EXPLANATION. The EXPLANATION helps the teacher evaluate what has occurred
during the EXPLORATION. Teachers must be sure that the students have developed an
accurate understanding from their activities.
- compare data and ideas
- critique conclusions
| 5. PROVIDE EXPLANATIONS THAT WILL INCREASE THE STUDENT'S UNDERSTANDING OF THE CONCEPT|
Teachers should modify explanations as required, add information to enhance
understanding, or move to a related, more complex concept. This makes up Part Two of
| 6. EVALUATION OCCURS THROUGHOUT THE LESSON |
The EVALUATION provides an opportunity for students to demonstrate and check their
understanding of the concepts. Scoring tools developed by teachers and students target
what students must know and do. Consistent use of scoring tools improves learning. A
final EVALUATION of all important concepts, skills, & processes may conclude the