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Starting with a phenomenon - showing the cool thing and working backward to really invest students in their learning

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Beginning with the "hook"(Engage) to excite the students about their learning.

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Begin

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Where will this unit fit into the flow of the school year? (What should be taught before and after to help the PEs make sense?)

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2. ??: How to create a "strong" phenomenon without drifting off topic.

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2. ??: How to create a "strong" phenomenon without drifting off topic.

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1. Ah Ha Moment: Connection between the CCC,DCI, and purpose of unit flow and where it may fit in.

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1. Ah Ha Moment: Connection between the CCC,DCI, and purpose of unit flow and where it may fit in.

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1. Starting with phenomenon, students can actually see a real world connection as they actually "do Science"

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1. Starting with phenomenon, students can actually see a real world connection as they actually "do Science"

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1. How clear the information should be for educators and students.

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1. How clear the information should be for educators and students.

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2. Using phenomenon to engage students.

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Strong curriculum and knowing where your lessons fit into what students know/prior knowledge

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1. The more students engage in, develop questions, and interact in building models of their thinking, the concepts you as the teacher are presenting, become easier to understand and embedded in their learning.

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1. The more students engage in, develop questions, and interact in building models of their thinking, the concepts you as the teacher are presenting, become easier to understand and embedded in their learning.

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2. How to modify instructional units/lessons to make them three-dimensional and bring all teachers on board using the three-dimensions

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2. How to modify instructional units/lessons to make them three-dimensional and bring all teachers on board using the three-dimensions

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Engage community partner in the activities to support students 

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Engage community partner in the activities to support students 

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2.  How to differentiate effectively for low-level students to create high-level engagement in the tasks

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2.  How to differentiate effectively for low-level students to create high-level engagement in the tasks