Meeting #4

TBD: January

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 #4: Anticipating Student Responses & Finalizing Research Lesson


  • Identify student data to collect for analysis
  • Create a List of likely responses (indicators) by students to the lesson
  • Complete Research 5E lesson plan and all instructional materials
  • Identify lesson segment for observation session
  • Share results of planning work with other grade level teams.

Agenda (2.5 hours)

  1. Meeting Introduction (10 minutes)
  2. Review Student Misconceptions
  3. Student Moves and Teacher Moves - Lesson Details: (30 minutes)
  4. Review and evaluate the 5E Research Lesson Plan: (30 minutes)
  5. Identify Indicators: (40 minutes)
  6. Share Lesson with Other Teams (30 min)
  7. Reflections and Next Steps (10 minutes)

1. Meeting Introduction (10 minutes)

  1. Observation Date Final Check: Double check your observation date here. Verify that all of the information is correct.
  2. Facilitator reminds all members about meeting roles.
  3. All team members are able to get online and find the necessary documents
  4. Review outcomes and timing for meeting.

2. Review Student DCI Misconceptions (20 minutes)

  1. Review any information on misconceptions from Project 2061.
  2. You may also have additional resources.
  3. Think about the ideas you discussed during your science session(s) with faculty, readings in the framework, or ideas explored on the Project 2061 website on this topic. Do you have questions remaining?
  4. Resolve your questions by:
    • Discussing your questions with faculty.
    • Using the internet or other resources.

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

3. Student Moves and Teacher Moves: Lesson Details (30 minutes)

  1. Review your outlined ESP 5E Learning Sequence.
  2. As you complete or review each section of your learning sequence,
    • think about the behavioral or verbal responses to the lesson that you expect students will have (anticipated student responses).
    • record anticipated student responses directly into the What students are Doing column of your 5E Lesson Plan in quotes. For example, if you think students will predict that an ice cube will float, you might add "I think the cube will float" to the appropriate section of the learning sequence.
    • add descriptions to your 5E learning sequence, including clarifications or changes to teacher actions or materials that will support student learning and prompt deeper thinking.

3. Identify the section of the lesson you will be observing and the piece of student work that you will be analyzing.

    • Note: You want to collect a piece of student work that you can immediately analyze right after the observation session. Students will need to turn in their written artifacts at the end of the observation period and not the next day.

4. Review the lesson goals (student language development goal and student learning goal)

4. Review and Evaluate the 5E Research Lesson Plan: (30 minutes)

  1. Use the Achieve Evidence Statements for each Performance Expectation that is in your Learning Sequence.
    • What are all of the observable features that you can see evident in your learning sequence?
  2. Answer the 5 evaluation questions in your ESP 5E Learning Sequence.
  3. Will these activities allow you to observe students engaging in your Student Language Development Goal, SLG: Science and Engineering Practices, SLG: Disciplinary Core Ideas, and/or SLG: Crosscutting Concepts?
  4. Recall that you will need to collect data that will help you understand how students are making progress toward each of these.
    • Which lesson phase will provide the best opportunity to collect this data, either in form of in-person observation or video observation?
    • Color the cell(s) pink of the phase(s) that you plan to observe either in person or by video.
    • Change the color of the font to red for student work you will collect for each of these observations.
  5. Review your answers to the evaluation questions as a team.
  6. Make any needed changes to lesson plan or resources based on your revision and planned observations.

5. Identify Student Indicators (40 minutes)

  1. Select ONE person to make a copy of the ESP Lesson Study Observation Plan and then add it to your team google folder.
  2. For each of the lesson goals, generate a list of indicators that you will be able to observe as students make progress toward these goals. Remember you need 4 sets of indicators- Student Language Development Goal and Student Learning Goal (SLG) - SLG: Practice, SLG: DCI. and SLG: CCC
    • Indicators are observable behaviors including speech, nonverbal communication and written work that allow observers to determine student thinking.
    • The major goals of generating observable indicators is to focus the research lesson observation so that data collected will shed light on how students are learning and developing skills specific to the student development and learning goals.
  3. Review the example indicators.
  4. Reflect on each of these questions as you generate indicators.
    • Are the indicators observable (e.g., student speech, student behaviors)?
    • How does our lesson provide an opportunity for our students to demonstrate this indicator?
    • Does the lesson provide prompting questions for students that will elicit how they understand the targeted concepts and skills?
  5. Are there other indicators that your team would like to add?
  6. If you have time, create codes that will help you take notes quickly. (e.g. S12=student 12, /.d =Discourse, T=teacher, X=experiment)

6. Share Lesson with Other Teams (30 min)

  1. Create a poster that describes your SDG, SLG and what students will be doing at each stage of your 5E LP. Make sure to include the SEP, DCI and CCC wherever they occur. Also include your lesson-level phenomenon and phenomenon-driven question.
  2. Share your lesson overview with other teams at your grade level.
  3. Provide feedback on other posters by using different colored post-its
    • Pink: Ask for clarification
      • “What do you mean by ______?”
      • “Can you elaborate on how ____ supports students?”
    • Blue: Build On and Add Ideas
      • "I want to add to your idea by _________."
    • Green: Agree or Disagree
      • “I agree with your thinking on _____ because ______.”
      • “I disagree with your thinking on _____ because ______."

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 document and add any pertinent information that you discover.
  • Think about how your case study students will experience your 5E learning sequence?
  • Obtain materials for your 5E Learning Sequence