Science Plan Analysis and Critique Information Worksheet

Topic -

Identify the science information included in the plan

Science and engineering as a process - inquiry

Specific processes -

Cross cutting concepts - CC1: Patterns, CC2: Cause and effect: Mechanism and explanation, CC3: Scale, proportion, and quantity, CC4: Systems and system models, CC5: Energy and matter: Flows, cycles, and conservation, CC6: Structure and functions, and CC7: Stability and change

Content concepts - Physical, Life, Earth

Nature of science - attitudes, habits of mind, community, social, personal

Summary of science information students have an opportunity to learn

Big idea -

Other -

Big idea facilitation

Exploration -

Diagnosis of what students know about the big idea at the beginning of the lesson.
Inferences about what students know.
Focus students' attention on ____ by doing …

What will disequilibrate students?

Invention -

Observations necessary and sufficient to construct more accurate scientific ways of knowing?

What will be done to provide students with this observational information and reasoning to facilitated students' understandings of the idea(s) that will bridge or transform the observations into concepts, generalizations, explanatory representations, or models.

What will students say or do to convince them and you they understood the ideas(s)?

Exploration or Expansion -

What did the students say or do to convince them and you that they could apply or expand the idea(s)?
Other ideas - How are they reviewed, developed, or extended? Science and engineering as a process (inquiry), cross cutting ideas, attitudes and habits of mind that scientists find helpful when investigating, historical, cultural, social, personal aspects.

 

Generic questions to evaluate planning and teaching

1. How will learning goals be identified and communicated to students
2. How will progress and success be decided, communicated and celebrated?
3. How will students be motivated to engage in exploration and categorization of their current understanding to prepare to invent new understandings?
4. How will students effectively construct and negotiate new understandings?
5. How will students practice what they learn?
6. How will they apply what they learned?
7. What will students do to translate and extend the new knowledge?
8. What will be done to establish and maintain environments conducive to learning?
9. How will students' understandings be recognized and acknowledged?
10. How will effective relationships be created and maintained?
11. How will communication with and among students sustain learning of content, social skills, and habits of mind?
12. What will be done to communicate high expectations?
13. What will be done to develop effective lessons within cohesive units?