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Have students ask their own questions!  

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Have students ask their own questions!  

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After showing a phenomenon, I have students come up with as many questions as they can.  Usually they hit on the questions I want to investigate, and they get credit for our investigation.

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The whole idea behind the Engage part, is to spark the students curiosity and by-in the topic we are presenting. It can be as simple as a phrase or a saying!

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Have students develop their own questions/derive their own meaning.

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Have students develop their own questions/derive their own meaning.

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Research the issue at hand.  What did you find?  What does it mean?  What information might you still need to find?

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Research the issue at hand.  What did you find?  What does it mean?  What information might you still need to find?

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Frequent, short end-of lesson description of key concepts in their own words.

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Introduce a problem or phenomenon that is interesting to the students

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Introduce a problem or phenomenon that is interesting to the students

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After exploring something more basic, you can have them extend their initial models to the engaging phenomenon, if it was complex enough.

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Have students demonstrate their understanding after initial research and conclusions drawn.

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Have students demonstrate their understanding after initial research and conclusions drawn.

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The explore part is when students ask questions, communicate, and collaborate to try to understand things before the teacher formally facilitate their understanding

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Students relate scientific phenomena to their own interests.

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Be able to tell how it happens or why something works the way it does

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Be able to tell how it happens or why something works the way it does

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Start your lesson with a probing question that is not necessarily easily answered  by students (but one that they will understand by the end of the lesson).

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see where there are misconceptions and/or gaps. what do I need to reteach and to whom?

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When we come to common understanding of the subject and get their questions addressed.

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Hands-on lab activity or exploration

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Present new information or an alternative situation.  How does what we learn apply in given the previous context?  What new information must we find?

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Present new information or an alternative situation.  How does what we learn apply in given the previous context?  What new information must we find?

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Do a demo of a phenomenon (or something boring) and have students make as many observations as they can about the object. Later in the year, encourage the use of scientific language instead of basic language (ie. describe the motion instead of the color)

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Do a demo of a phenomenon (or something boring) and have students make as many observations as they can about the object. Later in the year, encourage the use of scientific language instead of basic language (ie. describe the motion instead of the color)

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Students interpret their experimental results *in their own words*

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I have students present their final models and have them explain how they could apply it to a new question

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Demo, lab activity, current event, movie clip, anything to start them off in a way that makes them at least a bit curious and that leads to questions they can....Explore

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Demo

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Apply concept to a different example/phenomenon

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Apply concept to a different example/phenomenon

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Assess conceptual understanding through a rubric-guided task,project, or assessment.

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Assess conceptual understanding through a rubric-guided task,project, or assessment.

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Students replicate a demo you did, and collect data that they think they can use to represent the demo in data form, graphical form, picture form, etc.

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Students replicate a demo you did, and collect data that they think they can use to represent the demo in data form, graphical form, picture form, etc.

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Just to make sure we r on the same page!
And then Summative after we made sure we r on the same page!

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Using the models students construct of a phenomenon they're exploring, determine what implicit information they can pull from their data (ie. velocity from a PT graph)

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Using the models students construct of a phenomenon they're exploring, determine what implicit information they can pull from their data (ie. velocity from a PT graph)

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kind of a need to know with a start on finding out how to learn it

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Students present their findings.

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students practice, evaluate, and make adjustments to their understanding as they GRAPPLE (my fave instructional tool)

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Can they take a non-related object, and replicate the steps they've already taken on a class-wide demo?

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Can they take a non-related object, and replicate the steps they've already taken on a class-wide demo?

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Self-reflection of findings, effectiveness of methods, and identification of applications.

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Paraphrasing Mame Dennis: Physics is a buffet and most poor suckers are starving to death

FEED THEM ENOUGH