Application | Science Literacy Standards - Science Literacy and Our Nation's Future

Information about you

Applications that are accepted will be invited to write a full lesson approximately 4-6 pages.

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Information about your lesson

Title of Mini Unit: *

Grade Level for Lesson: *

Kindergarten through Second Grade

Third Grade through Fifth Grade

Descriptions

Please write one or two sentences in each of the categories below so that we have an idea of the content of your 3-7 lesson sequence (Note: If you have not previously explicitly used the 5E model, you may find that your best science mini-units need “just a little” modification to be reframed using this research-informed curriculum design model. A single lesson can be linked to each of following five phases (for a 5-day mini-unit). Or, in some cases, two adjacent phases can be combined into a single lesson so that a mini-unit focusing on a particular topic might be as short as a 3-4 lesson sequence. Research indicates that deep and lasting student understanding is built up in progressive stages when students are provided appropriate instructional scaffolding. The 5E Teaching Cycle asks teachers to plan multi-lesson sequences that unfold like a good story where each chapter drives the reader onto the next with a growing sense of motivation to learn “how the story ends” (and/or leads to the next book in the series).

Engagement: *

Engagement: What are the disciplinary core ideas and crosscutting concepts that the teacher plans to address with this lesson sequence? What is the “hook” used to engage students, or what is the connection with what students already know and can do? Sample hooks include simple discrepant event demonstrations, surprising science-related events in the news, a puzzle posed at the start of a science trade book, a science related comic strip or movie clip, a simple teacher-designed survey of what students know and would like to know about a teacher-selected concepts, questions about science posed by students based on their out-of-school experiences, etc.

Exploration: *

Exploration: What question(s) will students explore individually or in small groups? What objects and phenomena are explored as a hands-on experience? How much and what kind of teacher guidance is needed (including safety considerations)? What qualitative observations and/or quantitative measurements will be made by students? How will their observations be recorded (e.g., drawings, oral reports, tables, word charts, etc.?

Explanation: *

Explanation: How do students explain their understanding of the concepts and processes of the lesson? How can the teacher help students make logical inferences and arguments from the data they collected? How can the teacher scaffold an expansion or correction of student’s previous ideas about the phenomenon (which may be erroneous)? What formal scientific concepts and terms need to be introduced by the teacher? What speaking, reading and/or writing activities can help students solidify their understanding of the phenomenon that underlies the first two phases of the 5E teaching cycle? How does the disciplinary core idea developed in this lesson sequence connect to one or more of the eight crosscutting concepts? How can the teacher make students aware of one or more the eight scientific & engineering practices they used during the previous phases?

Elaboration: *

Elaboration: The power of science is based on its broad applicability. What activities allow students to apply concepts in context and build on or extend understanding and skill? How does formative assessment provide feedback to both the students and the teacher on the students’ conceptual change and growth? How are ELA literacy (and/or mathematical) skills synergistically integrated with scientific literacy skills (i.e., one or more of the 8 scientific and engineering practices) so that both are simultaneously achieved?

Evaluation: *

Evaluation: How do students assess what they have learned, and how does the lesson permit evaluation of student development and lesson effectiveness? How does summative assessment serve to inform subsequent instruction versus merely ranking students relative to their peers? How do the concepts developed in this sequence serve as a foundation for what is to follow?

Literacy: *

Literacy: Literacy is an important tool in teaching science. Please explain how you would incorporate reading, writing, drawing and communication into your science lesson.

Crosscutting Concepts: *

Crosscutting Concepts: The framework describes seven cross cutting concepts that include: 1. Patterns; 2. Cause and effect: Mechanism and explanation; 3. Scale, proportion, and quantity; 4. Systems and system models; 5. Energy and matter: Flows, cycles, and conservation; 6. Structure and function; 7. Stability and change. Please explain which crosscutting concepts are applicable in your lesson.

Scientific and Engineering Practices: *

Scientific and Engineering Practices: 1. Asking questions (for science) and defining problems (for engineering); 2. Developing and using models; 3. Planning and carrying out investigations; 4. Analyzing and interpreting data; 5. Using mathematics and computational thinking; 6. Constructing explanations (for science) and designing solutions (for engineering); 7. Engaging in argument from evidence; 8. Obtaining, evaluating, and communicating information.

Please explain which scientific and engineering practices are described in your lesson.

Submit additional information (attach documents):

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Additional information

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