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Planning this lesson with the S&S is more topic by topic. We only know what the main ideas were and it was mostly facts. With the NGSS, lessons are planned to give students skills that they can apply in real life

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The activity completed today makes the 3D's more clear. I enjoy doing science to experience what my students may experience. I think more learning comes out of doing!

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The activity completed today makes the 3D's more clear. I enjoy doing science to experience what my students may experience. I think more learning comes out of doing!

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Instructional Sequence vs Stand alone lab:

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Instructional Sequence vs Stand alone lab:

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II liked the departure from the here's what to do and this is how you should do it. I liked the freedom from the teacher's expectations that allowed the students to think on their own, discover on their own, ask questions for clarification and see how science has answers.

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I liked everything I would add a trip to a water treatment plant for the explain portion to give real world application.

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1. The activity today allowed us to see you use a general science lesson and adapt it utilizing the 3D model.  

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1. The activity today allowed us to see you use a general science lesson and adapt it utilizing the 3D model.  

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2. I would like for us to modify our own lessons to see how we can see how any lesson is 3D adaptable.

3. already discussed

4. Thank you!!

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I learned how naturally think through experimenting which was essentially solving a problem to a real world solution. 

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I learned how naturally think through experimenting which was essentially solving a problem to a real world solution. 

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The ability to see how the students might learn from this activity and we were able to see everyone's take on the activity and their concerns and observations.

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I really enjoyed learning to differentiate between what is and what is not a phenomena! The sorting activity helped challenge me to think synthesize the information I read. 3D learning/teaching seemed like a daunting task at the beginning of yesterday’s session however after doing the “lab” I was able to explore how the 3D model would look in a real lesson.

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2. I wouldn't change anything. Everything was awesome.  I'm going to implement everything I learned!
3. It helps me focus more on what the goal of the task is.
4. No questions. Everything is great! You are very clear and clarify everything.

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1) What was successful was that today's activity gave me a more concrete example of how all 3 dimensions can be taught for a performance expectation.  What was also successful was learning how to use the 5e approach to teaching.

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1) What was successful was that today's activity gave me a more concrete example of how all 3 dimensions can be taught for a performance expectation.  What was also successful was learning how to use the 5e approach to teaching.

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2) When implementing this was with my students, I would give them instruction on how to set up the materials to create a system to filter the materials and collect the filtered liquid.  I may also set up a data table for them.
3) A standalone "lab" lends to no coherence.  It's too isolated and less connections are made.
4) Is the 5e approach only for design projects? Can it be used for 7th grade Unit 1 performance expectation for creating models for molecules since that is sorta like a design project but not really? Will students find less meaning in an exploration activity if they don't receive the content first but instead receiving it later (the "explain" part)?

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1. The activity addressed the PE  by building upon the SEP with the engagement and then with the hands on activity.
2. I would ask students to jot down questions they had during the exploration phase to help them later on during the explain phase.
3. Completing this activity as part of a sequence allows the students to become active in the learning sequence rather than feeding them the information.
4. How to check into student learning using this model?

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1) I really enjoyed the questions that we were inspired to ask that would have extended our investigation

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1) I really enjoyed the questions that we were inspired to ask that would have extended our investigation

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2) I think having an optional scaffold worksheet where students could list what they're changing, what they're measuring, and what they're keeping the same could help with having the "designing a solution" conversation later.
3) Having the algae blooms and die-offs context made the lab portion feel more relevant. The power of phenomena

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Today was very successful. It was useful to see a 3D lab firsthand. 

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Today was very successful. It was useful to see a 3D lab firsthand. 

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2. I would have given our group a bit more of instruction of what the expectation  was.
3.Will you be sharing  more exemplar lessons? thx

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1. This activity was successful in a variety of ways. It was differentiated; each person in each group had a role and each group investigated a different aspect of the phenomena. The activity had many entry points were independent variables and constants could be changed. Lastly, it provided verifiable, documentable results.

2. I would ask the students about independent variables and constants. "What would you change on purpose in this experiment and what do you think would remain the same." I would also ask them, "How could you set up a test with the dirty water and the coagulants to see whether they can clean up the water?"

3. Completing this lab as a standalone activity is different than as part of an instructional sequence because the single lab only focuses on one aspect of the overall unit while the entire unit explains various phenomena that are connected to the few observations we made here.