29 6 TE 113 Step 1 asks Use Step 1, and Students must be students to then allow planning and design their own students to conducting investigation. conduct their investigations to Steps 2-12 asks investigation. satisfy the full students to Present content of the follow a parameters as NGSS prescribed needed for safety (CA Framework investigation. and to Ch. 1, p.31 acknowledge The inclusion of classroom planning constraints, as investigations part of the represents a shift student design for many process. classrooms, but is an essential part of SEP-3.) The planning stage is a bridge to the questions that originally motivated inquiry. students’ The questions strongly dictate the type of data collected, how precise the data need to be, how much data to collect, and which tools to use.)
29 6 TE 113 Step 1 asks students to design their own investigation. Steps 2-12 asks students to follow a prescribed investigation. Use Step 1, and then allow students to conduct their investigation. Present parameters as needed for safety and to acknowledge classroom constraints, as part of the student design process. Students must be planning and conducting investigations to satisfy the full content of the NGSS (CA Framework Ch. 1, p.31 The inclusion of planning investigations represents a shift for many classrooms, but is an essential part of SEP-3.) The planning stage is a bridge to the questions that originally motivated students’ inquiry. The questions strongly dictate the type of data collected, how precise the data need to be, how much data to collect, and which tools to use.)
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