8 Scientific & Engineering PracticesThe practices describe behaviors that scientists engagein as they investigate and build models and theoriesabout the natural world and the key set of engineeringpractices that engineers use as they design and buildmodels and systems. The intent is to better explain and extend what is meant by “inquiry” in science.
8 Practices Process Standards① Asking Questions and Observe and Measure Defining Problems② Developing and Using Models Classify③ Planning and Carrying Out Investigations④ Analyzing and Interpreting Experimental Design Data⑤ Using Mathematics and Computational Thinking Interpret and⑥ Constructing Explanations Communicate and Designing Solutions⑦ Engaging in Argument from Evidence Model⑧ Obtaining, Evaluating, and Communicating Evidence Inquiry
8 Practices Literacy① Asking Questions and Reading Defining Problems Read closely make logical② Developing and Using inferences; cite textual Models evidence③ Planning and Carrying Out Determine central ideas Investigations Analyze④ Analyzing and Interpreting Interpret words and Data phrases⑤ Using Mathematics and Analyze point of view and Computational Thinking purpose⑥ Constructing Explanations Delineate and evaluate and Designing Solutions the argument and⑦ Engaging in Argument from specific claims in a text Evidence Read and comprehend⑧ Obtaining, Evaluating, and complex informational Communicating Evidence text
8 Practices Literacy① Asking Questions and Writing Defining Problems Write arguments and② Developing and Using support claims in an Models analysis using valid reasoning and relevant③ Planning and Carrying Out sufficient evidence Investigations Write informative text to④ Analyzing and Interpreting convey complex ideas Data Conduct short as well as⑤ Using Mathematics and more sustained research Computational Thinking projects based on focused questions⑥ Constructing Explanations and Designing Solutions Gather relevant information from multiple print and⑦ Engaging in Argument from digital sources Evidence Draw evidence from⑧ Obtaining, Evaluating, and informational text to Communicating Evidence support analysis
Informational Text in Science Classrooms1. Type2. Source3. Placement
Text Type BalancingLiterature/Narrative Text and Informational Text scboces.org
Informational Text SourcesArgumentative/Opinion Informative/Explanatory
Expert Groups• TEXT A• TEXT B – Both groups • ? = By any sentence or paragraph that prompts you to ask a question • X = By any sentence or paragraph that provides you an explanation for a question you previously had
What I can do What I can sayI am going to think about what the I’m not sure what this about, but I think it may mean..selected text may mean. This part is tricky, but I think it means… After rereading this part, I think it may meanI am going to summarize my What I understood about this reading so far is…understanding so far. I can summarize this part by saying… The main points of this section are…I am going to use my prior knowledge I know something about this from…to help me understand. I have read or heard about this when… I don’t understand the section, but I do recognize…I am going to apply related concepts One reading/idea I have encountered before that relatesand/or readings to this is… We learned about this idea/concept when we studied The concept/idea is related to…
Resources• Understanding Language Project Stanford University – Clarifying Bookmarks: Start on page 75
Article A Article B Similar FeaturesDifferent Features Different Features
Science Text Should…1. Engage students to ask ?s1. Serve to answer ?s that students generate
Placement of textDoes the text type and placement of text matter in a 5E Lesson? Explain… Engage Explore Explain Elaborate Evaluate
The 5Es Phase Purpose • Capture students’ interest, uncover what students know and think about a topic, Engage and determine student misconceptions. • Provide cooperative exploration activities, give students common concrete experiences that help students begin to construct concepts and build skills.Explore • Provide hands-on experiences you can use later to formally introduce concepts, processes, and skills. • Students articulate their ideas in their own words and listen critically to one another’s ideas. • The teacher clarifies concepts, corrects misconceptions, and introduces Explain terminology. • It is important to clearly connect the students’ explanations to experiences they had in the engage and explore phases.Elaborate • Students apply their understanding of the concept learned to a new situation. • Evaluate students’ understanding of concepts and their proficiency with variousEvaluate skills. • Opportunity for students to assess their own understanding and skills.
Designing a 5E Lesson & Integrating Text “Why does the moon lookdifferent on different nights?”