Explaining phenomena and designing solutions are not a part of student The purpose and focus of the lesson are to support students in making sense of learning or are presented separately from time” (i.e. used only “learning phenomena and/or designing solutions to problems. The entire lesson drives toward as a or engagement tool; used only for enrichment or reward after “hook” this goal. learning; only loosely connected to a DCI). Student of phenomena or designing of solutions is used as a window into The is only on getting the answer to explain the phenomenon “right” student understanding of all three dimensions of the NGSS. Lessons work together in a coherent storyline to help students make sense of A different, new, or unrelated phenomenon is used to start every lesson. phenomena. Students get direct (preferably firsthand, or through media representations) Teachers tell students about an interesting phenomenon or problem in the experience with a phenomenon or problem that is relevant to them and is world. developmentally appropriate. Phenomena are brought into the lesson students develop the science The development of science ideas is anchored in explaining phenomena or designing ideas so students can apply what they learned. solutions to problems. Record evidence about how explaining phenomena or designing solutions to problems are represented in the lesson. Describe in the response form below how this evidence is or is not an adequate indicator the criterion is being met. Include detailed suggestions for improvement. Lessons designed for the NGSS What was in the materials, where was it, and Evidence of include and compelling Suggestions for improvement why is this evidence? Quality? evidence of the following: A. Explaining Phenomena or None Designing Solutions: Inadequate The lesson focuses on Adequate supporting students to Extensive make of a phenomenon or design solutions to a problem. If you are working in a compare lists of evidence and reasoning and come to consensus about whether this lesson met Criterion A. Criterion B. Three Dimensions Document evidence of specific grade-banded elements* 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:
Explaining phenomena and designing solutions are not a part of student learning or are presented separately from “learning time” (i.e. used only as a “hook” or engagement tool; used only for enrichment or reward after learning; only loosely connected to a DCI). The purpose and focus of the lesson are to support students in making sense of phenomena and/or designing solutions to problems. The entire lesson drives toward this goal. The is only on getting the “right” answer to explain the phenomenon Student of phenomena or designing of solutions is used as a window into student understanding of all three dimensions of the NGSS. A different, new, or unrelated phenomenon is used to start every lesson. Lessons work together in a coherent storyline to help students make sense of phenomena. Teachers tell students about an interesting phenomenon or problem in the world. Students get direct (preferably firsthand, or through media representations) experience with a phenomenon or problem that is relevant to them and is developmentally appropriate. Phenomena are brought into the lesson students develop the science ideas so students can apply what they learned. The development of science ideas is anchored in explaining phenomena or designing solutions to problems. Record evidence about how explaining phenomena or designing solutions to problems are represented in the lesson. Describe in the response form below how this evidence is or is not an adequate indicator the criterion is being met. Include detailed suggestions for improvement. Lessons designed for the NGSS include and compelling evidence of the following: What was in the materials, where was it, and why is this evidence? Evidence of Quality? Suggestions for improvement A. Explaining Phenomena or Designing Solutions: The lesson focuses on supporting students to make of a phenomenon or design solutions to a problem. None Inadequate Adequate Extensive If you are working in a compare lists of evidence and reasoning and come to consensus about whether this lesson met Criterion A. Criterion B. Three Dimensions Document evidence of specific grade-banded elements* 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:
NGSS%20Screening%20Tool.docx