The lesson helps students develop and use multiple grade-appropriate elements of the science and engineering practices (SEPs), disciplinary core ideas (DCIs), and crosscutting concepts (CCCs), which are deliberately selected to aid student sense-making of phenomena or designing of solutions. Document evidence of specific grade-banded elements (DCIs, CCCs, and SEPs) of each dimension—including what evidence was in the lesson, where it occurs, and why it should be considered to be evidence. To be considered as evidence it should be clear how the student learning will develop or apply a specific element in a way that distinguishes it from other grade bands. Use the table below to help gather evidence about how each dimension is used in this lesson. Record specifically where you find each dimension in the lesson. Describe in the response form how this evidence is or is not a strong enough indicator to meet the criterion. Include detailed suggestions for improvement. If you are working in a group, compare lists of evidence and reasoning and come to consensus about whether this lesson met Criterion B. Designed Lesson will look like this Designed Lesson will look like this less more No Evidence Some Evidence Strong Evidence A single practice element shows up in the The lesson helps students use multiple (e.g., □=0 □=1 □=2 lesson. 2-4) practice elements as appropriate in their Evidence Evidence Evidence learning. The lesson focuses on colloquial definitions of Specific grade-appropriate elements of SEPs □=0 □=1 □=2 the practice or crosscutting concept names and CCCs are acquired, improved, or used by Evidence Evidence Evidence (e.g., and students to help explain phenomena or solve “asking questions”, “cause effect”) rather than on grade-appropriate learning problems during the lesson. goals. Contact ALSDE science specialist for copies of grade band endpoints. The SEPs and CCCs can be inferred by the Students explicitly use the SEP and CCC □=0 □=1 □=2 teacher (not necessarily the students) from the elements to make sense of the phenomenon or Evidence Evidence Evidence lesson materials. to solve a problem. Engineering lessons focus on trial and error Engineering lessons require students to acquire □=0 □=1 □=2 activities that science or and use elements of DCIs from physical, life, or don’t require Evidence Evidence Evidence engineering knowledge. Earth and space sciences together with elements of DCIs from engineering design to solve design problems. Comments:
The lesson helps students develop and use multiple grade-appropriate elements of the science and engineering practices (SEPs), disciplinary core ideas (DCIs), and crosscutting concepts (CCCs), which are deliberately selected to aid student sense-making of phenomena or designing of solutions. Document evidence of specific grade-banded elements (DCIs, CCCs, and SEPs) of each dimension—including what evidence was in the lesson, where it occurs, and why it should be considered to be evidence. To be considered as evidence it should be clear how the student learning will develop or apply a specific element in a way that distinguishes it from other grade bands. Use the table below to help gather evidence about how each dimension is used in this lesson. Record specifically where you find each dimension in the lesson. Describe in the response form how this evidence is or is not a strong enough indicator to meet the criterion. Include detailed suggestions for improvement. If you are working in a group, compare lists of evidence and reasoning and come to consensus about whether this lesson met Criterion B. Designed Lesson will look less like this Designed Lesson will look more like this No Evidence Some Evidence Strong Evidence A single practice element shows up in the lesson. □=0 Evidence □=1 Evidence □=2 Evidence The lesson helps students use multiple (e.g., 2-4) practice elements as appropriate in their learning. The lesson focuses on colloquial definitions of the practice or crosscutting concept names (e.g., “asking questions”, “cause and effect”) rather than on grade-appropriate learning goals. Contact ALSDE science specialist for copies of grade band endpoints. □=0 Evidence □=1 Evidence □=2 Evidence Specific grade-appropriate elements of SEPs and CCCs are acquired, improved, or used by students to help explain phenomena or solve problems during the lesson. The SEPs and CCCs can be inferred by the teacher (not necessarily the students) from the lesson materials. □=0 Evidence □=1 Evidence □=2 Evidence Students explicitly use the SEP and CCC elements to make sense of the phenomenon or to solve a problem. Engineering lessons focus on trial and error activities that don’t require science or engineering knowledge. □=0 Evidence □=1 Evidence □=2 Evidence Engineering lessons require students to acquire and use elements of DCIs from physical, life, or Earth and space sciences together with elements of DCIs from engineering design to solve design problems. Comments: