Meeting #2

Saturday, November 3, 2018

Lesson Study Launch
Setting Goals
Develop 5E Research Plan
Anticipating Student Responses & Finalizing Research Lesson
Full Day Observation of Science Lesson
The Process of Student Sense Making

Meeting #2: Setting Goals


  • Identify the phenomenon your students will make sense of using the science ideas and practices in your student learning goal.
  • Collaboratively create a 3-dimensional student learning goal that is focused on incorporating 1) Science and Engineering Practice 2) Disciplinary Core Idea and 3) Crosscutting Concept into student-centered discourse.
  • Collaboratively create a language development goal that will support meaningful classroom language development and academic discourse.
  • Enhance the teachers’ science content knowledge (of concepts related to the student learning goal as well as the scope and sequence of the related science unit).
  • Identify scope of research lesson to plan in next phase.

Agenda (2.5 hours)

  1. Meeting Introduction (10 minutes)
  2. Review CA Science Framework and 5E Lesson Plan (from Summer Institute) (20 minutes)
  3. Phenomena Planning (30 minutes)
  4. Create a 3-Dimensional Student Learning Goal (30 minutes)
  5. Reflections and Next Steps (10 minutes)

1. Meeting Introduction (10 minutes)

  1. Facilitator reminds all members about meeting roles.
  2. All team members are able to get online and find the necessary documents
  3. Review outcomes and timing for meeting.

2. Review the CA Science Framework (20 minutes)

  1. Select the appropriate grade level and read the CA Science Framework together as a team. Highlight which parts you interacted with during your Summer Institute or in any previous lessons. Each time you read about a phenomenon, record that phenomenon on a sticky note (one phenomenon=one sticky note)
  2. CA Science Framework

3. Below are the 5E Lesson Plans we created based on your summer learning. You have the choice of using the 5E lessons from our project or you may choose another lesson. Review your grade level 5E Learning Sequence and discuss the Anchoring Phenomena and Investigative (Lesson Level) Phenomena.

    • 3rd Grade
    • 4th Grade
    • 5th Grade

3. Phenomena Planning (30 minutes)

  1. Examine Phenomena from Summer Institute. Brainstorm and list all of the phenomena that you experienced throughout your learning. Include phenomena from your reading of the CA Science Framework. Record each phenomenon on a sticky note (one phenomenon=one sticky note).
  2. Categorize all of the phenomena sticky notes into groups. Distinguish between “anchoring phenomenon” and “investigative phenomenon” (unit level vs. lesson level). Use the “phenomena checklist” to go over phenomena that can ground each unit and lesson. Choose a topic and then a phenomenon to go with that topic. Review the project phenomena website: if you need additional ideas.

Phenomena Check List

    • It is a phenomenon, something that unfolds over time (it’s not a theme)
    • It is a contextualized situation, takes place at a particular time, under unique circumstances.
    • Explanation requires many core science ideas to be integrated with one another
    • Students can pull together core ideas in different ways to explain.

Topic: Cells as units of life Vs. Phenomenon: Why did I get skin cancer from too much sun? Will it spread?

3. Choose two performance expectations in your grade level to focus on (3rd, 4th, 5th). Below are the performance expectations from Summer Institute.

    • 3rd:
    • 4th:
    • 5th:

4. Select ONE person to open the ESP 5E Learning Sequence. Make a copy and add it to your shared team google folder. Enter the performance expectations, anchoring phenomenon and investigative phenomenon into your ESP Learning Sequence.

4. Reflection and Next Steps (10 minutes)

At the end of each meeting, you will record your individual reflections on your Meeting Minutes/Reflections shared Google document.

Next Steps:

  • Review the 5E Lesson Plan for your grade level. Think about student activities, from the science sessions or your own practice, that might be appropriate for the research lesson.
  • Share in your Google folder, bring hard copies, or be prepared to share in some other way on or before the next meeting.
  • Revise and add to your Consider Your Context document and add any pertinent information that you discover.