Explaining Phenomena/Designing Solutions: Making sense of phenomena and/or designing solutions to a problem drive student learning. Student questions and prior experiences related to the None phenomenon or problem motivate sense-making and/or problem solving. Inadequate The focus of the lesson is to support students in Adequate sense of phenomena and/or designing solutions to Extensive problems. When engineering is a learning focus, it is integrated with developing disciplinary core ideas from physical, life, and/or earth and space sciences. Three Dimensions: Builds understanding of multiple elements of the science and engineering practices (SEPs), disciplinary core ideas (DCIs), and crosscutting concepts (CCCs) that are deliberately selected Document evidence and reasoning, and evaluate to aid student sense-making of phenomena and/or designing whether or not there is sufficient evidence of quality for Evidence of of solutions. each dimension separately Quality? None Provides opportunities to develop and use specific None i. elements of the SEP(s). Inadequate Inadequate Adequate Adequate Extensive Extensive Provides opportunities to specific develop and use ii. None (All 3 dimensions elements of the DCI(s). Inadequate must be rated at Adequate least “adequate” to Extensive mark “adequate” overall) Provides opportunities to specific develop and use iii. None elements of the CCC(s). Inadequate Adequate Extensive Evidence needs to be at the element level of the dimensions (see rubric introduction for a description of what is meant by “element”) Integrating the Three Dimensions: Student sense-making of phenomena and/or designing of solutions requires student performances that integrate elements of the SEPs, CCCs, and DCIs. None Inadequate Adequate Extensive Rating for Category I. NGSS 3D Design—lessons Lesson Rating scale for Category I (Criteria A–C only): Circle Rating 3: Extensive evidence to meet at least two criteria (and at least adequate evidence for the third)
Explaining Phenomena/Designing Solutions: Making sense of phenomena and/or designing solutions to a problem drive student learning. Student questions and prior experiences related to the phenomenon or problem motivate sense-making and/or problem solving. The focus of the lesson is to support students in sense of phenomena and/or designing solutions to problems. When engineering is a learning focus, it is integrated with developing disciplinary core ideas from physical, life, and/or earth and space sciences. None Inadequate Adequate Extensive Three Dimensions: Builds understanding of multiple elements of the science and engineering practices (SEPs), disciplinary core ideas (DCIs), and crosscutting concepts (CCCs) that are deliberately selected to aid student sense-making of phenomena and/or designing of solutions. Document evidence and reasoning, and evaluate whether or not there is sufficient evidence of quality for each dimension separately Evidence of Quality? None Inadequate Adequate Extensive (All 3 dimensions must be rated at least “adequate” to mark “adequate” overall) Provides opportunities to develop and use specific elements of the SEP(s). i. None Inadequate Adequate Extensive Provides opportunities to develop and use specific elements of the DCI(s). ii. None Inadequate Adequate Extensive Provides opportunities to develop and use specific elements of the CCC(s). Evidence needs to be at the element level of the dimensions (see rubric introduction for a description of what is meant by “element”) iii. None Inadequate Adequate Extensive Integrating the Three Dimensions: Student sense-making of phenomena and/or designing of solutions requires student performances that integrate elements of the SEPs, CCCs, and DCIs. None Inadequate Adequate Extensive Rating for Category I. NGSS 3D Design—lessons Lesson Rating scale for Category I (Criteria A–C only): 3: Extensive evidence to meet at least two criteria (and at least adequate evidence for the third) Circle Rating
EQuIPRubricforSciencev3.docx