30 7 TE 185 Students are Remove existing Students must directed to follow lab directions. construct a prescribed Use the explanations and “putting procedure. the lab in design solutions context” directions to to satisfy SEP 6. guide students. (CA Framework Present Chapter 1, p.37. parameters as Students will still needed for safety learn accepted and to scientific acknowledge concepts and classroom terminology, but constraints, as only as they seek part of the information and student design words to develop process. their own models and explanations of phenomena.) 31 8 TE 316 Students are Remove existing Students must directed to follow lab directions. have a prescribed Use the putting opportunities to procedure. the lab in context develop, present, directions to and revise guide students. models to satisfy Present the full content of parameters as the NGSS. needed for safety (CA Framework and to Ch. 1 p.26. acknowledge Students should classroom be continuously constraints, as developing and part of the presenting their student design models, in process. collaboration with Have students other students, present and while engaged in improve their the practices of models using science and peer and teacher engineering.) feedback.
30 7 TE 185 Students are directed to follow a prescribed procedure. Remove existing lab directions. Use the “putting the lab in context” directions to guide students. Present parameters as needed for safety and to acknowledge classroom constraints, as part of the student design process. Students must construct explanations and design solutions to satisfy SEP 6. (CA Framework Chapter 1, p.37. Students will still learn accepted scientific concepts and terminology, but only as they seek information and words to develop their own models and explanations of phenomena.) 31 8 TE 316 Students are directed to follow a prescribed procedure. Remove existing lab directions. Use the putting the lab in context directions to guide students. Present parameters as needed for safety and to acknowledge classroom constraints, as part of the student design process. Have students present and improve their models using peer and teacher feedback. Students must have opportunities to develop, present, and revise models to satisfy the full content of the NGSS. (CA Framework Ch. 1 p.26. Students should be continuously developing and presenting their models, in collaboration with other students, while engaged in the practices of science and engineering.)