Meeting #3

3. Student Learning Goal (SEP, DCI, CCC) (30 minutes)

1. Science and Engineering Practice: Open the NRC Framework Chapter 3 and find the section that describes the Science and Engineering Practice that you would like to investigate. (e.g. Developing and Using Models)
   • Each member reads the section and identifies one important idea that helps them frame the research lesson you will develop.
   • Share ideas from the SEP section of the Framework with your team.
   • Identify the specific bullet point (element) from the Science and Engineering Practices Progression.
   • Record this in the BLUE section of the ESP 5E Learning Sequence.
     • (example: SEP2: Develop and/or use models to describe and/or predict phenomena.)
2. Disciplinary Core Idea: Open the NRC Framework Chapter that describes the sub idea of the Disciplinary Core Idea related to your phenomenon (e.g. PS2.A).
   • Physical Science (Chapter 5)
   • Life Science (Chapter 6)
   • Earth and Space Science (Chapter 7)
   • Each member reads the section and identifies one important idea that helps them frame the research lesson you will develop.
   • Share ideas from the DCI section of the Framework with your team.
   • Identify the specific bullet point (element) from the Disciplinary Core Ideas Progression.
   • Record this in the ORANGE section of the ESP 5E Learning Sequence.
     • (example: LS3A: Many characteristics of organisms are inherited from their parents.)
3. Cross Cutting Concept: Open the NRC Framework Chapter 4 and find the section that describes the Crosscustting Concept that you would like to investigate. (e.g. Structure and Function)
   • Each member reads the section and identifies one important idea that helps them frame the research lesson you will develop.
   • Share ideas from the CCC section of the Framework with your team.
   • Identify the specific bullet point (element) from the Cross Cutting Concepts Progression.
   • Record this in the GREEN section of the ESP 5E Learning Sequence.
     • (example: Patterns: Patterns of change can be used to make predictions.)

4. Research Lesson Pre-Thinking (20 minutes)

1. Review your Student Learning Goals from Saturday with your team.
2. What prior knowledge and experiences would students have as they explored this topic?
   • What prior knowledge and experiences do students have with the Science and Engineering Practices your team identified?
     • SEP2: Developing and Using Models
     • SEP6: Constructing Explanations and Designing Solutions
   • What prior knowledge and experiences do students have with the Disciplinary Core Ideas?
   • What prior knowledge and experiences do students have with the Cross Cutting Concept your team identified?

Record your notes in your Lesson Study Meeting Minutes/Reflections document.

5. Activity Sharing (20 minutes)

1. Activity vs. Phenomenon Discussion
2. Brainstorm activities that support sense-making around the phenomena:
   • Examine the post-its generated during the Saturday workshop (phenomenon)
   • On a new post-it write the name of the activities you experienced with the ESP team or in your own teaching.
   • Link the activity post-its with the phenomenon post-its
3. Describe the activity and materials.
   • Discuss how it supports students in making progress toward the Student Learning Goal.

6. Create outline of Phenomenal 5E Research Lesson: (45 minutes)

1. Include the title of the activity you have chosen for each phase of the 5E (engage, explore, explain, elaborate, evaluate). Use the BSCS 5E Descriptors as a resource.
2. Consider the Student Language Development Goal and Student Learning Goal. Are these activities focused on those goals or has the lesson drifted? If it has drifted, consider how you might bring it back toward the goals.
3. Consider the Anchoring Phenomenon. What opportunities are you providing for students to identify evidence and provide reasoning that will support their understanding of this phenomenon? Can you add those opportunities if they don't exist?
4. Which phase of the lesson will be the most interesting to observe in person? Which might be best to video record? Which phase(s) will provide student work that gives you a view into their understanding of the learning goals?
5. Review the Investigative (lesson-level) phenomenon you chose. Does the learning sequence you outlined support students in making sense of the phenomenon you chose? If not, modify either the lesson or the phenomenon to create a better fit.
6. Finalize your outline on your Team ESP 5E Learning Sequence.
   • 3rd Grade 5E Learning Sequence
   • 4th Grade 5E Learning Sequence
   • 5th Grade 5E Learning Sequence

7. 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:

• Revise and add to your "Consider Your Context EL Case Study Students" document and add any pertinent information that you discover.
• Think about how your case study students will experience your 5E learning sequence?