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Google form survey for later! Don't do yet!

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https://bit.ly/Gladstone_4_27

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Shout out to Megan for helping all of us push our science thinking and knowledge by leading our PLCS

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Shout out to Megan for helping all of us push our science thinking and knowledge by leading our PLCS

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Shoutout to Brenna for always having good energy and being willing to ask the good, challenging, questions!

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Shout out Brenna, Lindsey and Elliott for first year science teaching! 

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Shout out Brenna, Lindsey and Elliott for first year science teaching! 

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Shout out to the curriculum that is phenomenon driven and lesson plans/student facing resources.

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Thanks Debby for always being a bright smile during PLCs!

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Shoutout to Debbie for always making people smile!

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Shoutout to Debbie for always making people smile!

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Shout out to Debbie for modeling a spirit of continuous learning and development in our work! Always getting better for our students!

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Shout out to Debbie for modeling a spirit of continuous learning and development in our work! Always getting better for our students!

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shout out to everyone because Megz has an actual science team to work with

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Thanks to everyone for welcoming me into the science team as a newbie to Gladstone 🤓 -Elliott

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Shout out to having a true Science learning community (and not island) at Gladstone!) 

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Shout out to having a true Science learning community (and not island) at Gladstone!) 

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We have walked so hard!

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Take the time to gather students changes in thinking individually and especially as a whole group- it makes a difference

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Refer back to original thinking of a phenomenon and then really have students name and note how thinking has changed

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Refer back to original thinking of a phenomenon and then really have students name and note how thinking has changed

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My stamp is that I feel like I now have a phenomenon to work with each standard.

I want to be able to find more smaller connecting phenomenons.

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Wondering if there is a way I could introduce our driving question and but have students come up with phenomenon.

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Distinguishing between Engage, Explore, and Explain is the easy part. Elaborate and Evaluate is where I want to know more how to make them different or significant to instruction

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Wondering if there is a resource like for the upper grades where we can see a whole unit planned that is phenomenon driven.

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students figuring out, based on specific real-world examples/scenarios

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students figuring out, based on specific real-world examples/scenarios

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How to have students more naturally use those practices rather than me naming them? To be honest I still struggle to toggle between them so I myself need more experience

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Have students check in with the SEP sheet to discuss what part of the practice they know they accomplished that day and explaining how.

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SEP is what the students are doing to demonstrate their understanding of the phenomenon/standard/content. 

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SEP is what the students are doing to demonstrate their understanding of the phenomenon/standard/content. 

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When students are not practicing is there a way I could use my check in method to have them redirect themselves?

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I wonder if there is a way for students to have a personal SEP checklist/guide that is practical and helpful day to day 

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I wonder if there is a way for students to have a personal SEP checklist/guide that is practical and helpful day to day 

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I had a student ask me if they would revise their thinking and I wanted to cry from happiness.

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Keep making sure I plan a time to revisit our thinking.

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Being able to visualize the phenomenon and how it ties in with the concept has allowed my students to be more engaged and grasp the idea so much better

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Students had many opportunities to share with partners and talk about their thinking. I also thought during the hail unit it was fun to watch the different types of hail and to talk about something they know about!

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Starting the practice of constantly revising their thinking from the beginning of year to build that skill.

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Want to incorporate new ideas on how to make thinking visible.

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Are my task to long? I feel like they always take two days to complete.

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I sometimes don't know if I have over supported students with the task...not sure if that makes sense.

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Make sure the student tasks hit the CCC

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Hearing students use the actual vocab when discussing with each other. "oh the plant system has this..."

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The tasks are already done. Just creating them and taking information to make it work for our classrooms. Wondering if it is okay to dance with other resources on top of OpenSciEd?

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WONDERING: how does the 5Es work with this

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WONDERING: how does the 5Es work with this