Instructional Alignment to Three Dimensions

___ Grade Lesson

Instructional Alignment to Three Dimensions

Science, Math, and ELA

Student Science Performance
Grade: / Title
Topic:
Performance Expectations from State Science Standards:
Lesson Performance Expectations:
Science:
Math:
Literacy:
Math and Literacy Connections:
Materials:
Snapshot of 5E for this lesson:
Teacher Preparation:
Content Information:
Phenomenon:
Questions to initiate class discussion:
5E Sequence / Gathering Reasoning, Communicating
Engaging Learners: The goal of this phase is to capture the students’ attention and interest. Two important things about this phase:
(1) the engagement need not be a full lesson
(2) assess students’ prior knowledge / Science / Math / ELA
Gathering:
Reasoning:
Class discussion:
Questions to initiate class
discussion:
Communicating:
Exploring Phenomena: In the exploration phase, students engage in science performances with time and opportunities to resolve the disequilibrium of the engagement experience. The exploration lesson or lessons provide concrete, hands-on experiences where students express their current conceptions and demonstrate their abilities. / Gathering:
Reasoning:
Class discussion:
Questions to initiate class
discussion:
Communicating:
Explaining Phenomena: The scientific explanation for phenomena is prominent in this phase. The concepts, practices, and abilities with which students were originally engaged and subsequently explored, now are made clear and comprehensible.
(Teacher Hint: Class discussion should focus on the core idea key to making science of the phenomenon. This may require multiple core ideas/conceptual models.) / Reasoning
Class discussion:
Questions to initiate class
discussion:
Communicating
Elaborating Scientific Concepts and Abilities: The students are involved in learning experiences that extend, expand, and enrich the concepts and abilities developed in the prior phases. The intention is to facilitate the transfer of core ideas, crosscutting concepts and practice to novel phenomenon related to the engage phase. / Gathering:
Reasoning:
Class discussion:
Questions to initiate class
discussion:
Communicating:
Evaluating Learners: Students receive feedback on the adequacy of their explanations and abilities. Clearly, informal, formative evaluations occurs from the initial phase of the instructional sequence. / Reasoning
Communicating
Assessment of Student Learning – Describe the attributes of proficiencies:
Science/Math Practices, ELA Capacities
Crosscutting Concepts
Disciplinary Core Ideas/Math Core Ideas/ELA Core Ideas
Notes:

Adapted directly from Summary of the 5E Model (Bybee, 2014) and A Vision and Plan for Science Teaching and Learning (Moulding, Bybee Paulson, 2015)