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Both Robinson and Brown are advocating that we, as educators, honor our students backgrounds and cultural experiences in the classroom.  We can do this by understanding that science can be more than just what we do and see in the classroom.  Listen and understand that our students cultural backgrounds may experience this differently.  Let the students lead the thinking and discourse.  We can learn from their individual experiences.

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I was confused because the unit overview linked on slide 15 that we are to look at is for 2nd grade. I did notice that the overview looks similar to the ones used for science in CDL which I found to be very detailed, user friendly and useful. I think that it will be easy to follow and use.

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I noticed that the DQB components are added to as the unit progresses. It looks like the changes are driven by information learned by the students from experiments and labs done through the course of the unit.

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I am currently teaching Rocks and Minerals, following the TG. While there are some components here and there of the three dimensions, I don't think it's fully rounded like the new units will be. Obviously when we know more, we can be better and teaching in three dimensions will be beneficial to all of our students.

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I am excited to try the new unit, using the discourse model we are currently using in math. It has been so beneficial to my students and they are very familiar with the routine. I look forward to their excitement and the development of their knowledge of force.

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They are asking teachers to make the science culturally relevant and student-centered (as opposed to only teacher-directed). By doing so, teachers will enhance each student's ability to explore, process, and analyze the concepts being shared throughout the unit.

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They are asking teachers to make the science culturally relevant and student-centered (as opposed to only teacher-directed). By doing so, teachers will enhance each student's ability to explore, process, and analyze the concepts being shared throughout the unit.

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I appreciate how all of the lessons provide interactive opportunities for the students to engage in. I'm wondering why the lessons involving magnets are placed in the midst of the car/crash test investigation.

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I appreciate how all of the lessons provide interactive opportunities for the students to engage in. I'm wondering why the lessons involving magnets are placed in the midst of the car/crash test investigation.

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Students will have many chances to gain hands on experience with quality materials.  They will get to participate in discourse to explore and talk about the why, how and what of the unit.

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Students will have many chances to gain hands on experience with quality materials.  They will get to participate in discourse to explore and talk about the why, how and what of the unit.

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They are both talking about having students discuss and in their discussions they will learn more about the topic being studied. 

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They are both talking about having students discuss and in their discussions they will learn more about the topic being studied. 

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Student discussion stands out the most. I appreciate that students will be discussing and coming up with answers and ideas. I also like the group work where all members of the group get to talk and discuss. 

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Student discussion stands out the most. I appreciate that students will be discussing and coming up with answers and ideas. I also like the group work where all members of the group get to talk and discuss. 

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I really like all of the participation techniques. I use them in my class already, but look forward to making them a consistent & permanent part of our classroom discussions. 

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I really like all of the participation techniques. I use them in my class already, but look forward to making them a consistent & permanent part of our classroom discussions. 

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I am really enjoying listening to student's thinking. They really come up with some amazing questions and lots of ideas I didn't think of. I can see this will be a fun and interesting unit. They already loved lesson 1!

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I am really enjoying listening to student's thinking. They really come up with some amazing questions and lots of ideas I didn't think of. I can see this will be a fun and interesting unit. They already loved lesson 1!

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It is so helpful to see the progression it makes and how it develops.  My class had a bit of trouble getting their thoughts out in Lesson 1, so now I have a better idea of how it should develop!

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I think I do a good job of covering the how and what, but the challenge becomes the why of each lesson. This is laid out in a way it will happen naturally!

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I learned it's so helpful to have these slideshows to introduce teachers to the unit. We have so much on our plate and it's so nice to see it laid out! I am excited to explore this unit for the first time along with my students and help them get the most out of each lesson!

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Discourse between students deepend understand and needs to be presented in a culturally diverse way that celebrates all of our students.

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Discourse between students deepend understand and needs to be presented in a culturally diverse way that celebrates all of our students.

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I like the language assessment model. This unit seems pretty teacher friendly and engaging for students. I wonder about triggers for students who have been in car accidents?

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I like the language assessment model. This unit seems pretty teacher friendly and engaging for students. I wonder about triggers for students who have been in car accidents?

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I notice it incorporates essential questions and student work. I think theses visuals will support my EL and SPED learners to understand key concepts.

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I notice it incorporates essential questions and student work. I think theses visuals will support my EL and SPED learners to understand key concepts.

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It gives students the opportunity to be crative and solve problems collaborativly.

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It gives students the opportunity to be crative and solve problems collaborativly.

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I like the DQB. It is a great visual and will help engage students and support emerging learners.

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I like the DQB. It is a great visual and will help engage students and support emerging learners.

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I see a connection in student discourse. It is important to have student-led discourse with each other in order to understand the content more deeply. Bryan talks about how academic language is not culturally neutral, so in order to reach all learners, it's important to use culturally relevant examples to teach concepts, and let students deepen their thinking and knowledge by talking about it.

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I love the easy layout to each lesson, and how the objective of each lesson is stated in the overview. I am glad that there is a slide show with speakers notes included, which really guides the teacher. These lessons are very structured, giving students power in discussion and questioning. There are multiple opportunities for student-led work. I also really like the Driving Question Board to refer back to.

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I noticed that the components are added in real time after the end of each lesson.

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It's so organized, and it makes sense. It makes sense to not pre-teach the science vocabulary so that students can investigate, and discuss what they notice, before I give the word that aligns to their thinking. It takes away pressure from students.

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I am just excited about how it is all laid out so well, with ALL the materials needed, all the objectives, tips, strategies, and sentence frames that will help make this learning successful for all students. I also love Science, and my students do too!

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Since teaching I-Ready, I have observed the success of student discourse. Not only does this discourse encourage discussion and reflection- it also provides an opportunity for students to share their perspective which in turn communicates their identity.

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That discussion brings greater understanding of the topic.

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That discussion brings greater understanding of the topic.

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Guiding questions make it inquiry based, while hands on exploration with partners allows for dialogue. 

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Guiding questions make it inquiry based, while hands on exploration with partners allows for dialogue. 

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Builds as unit progresses, vocab added as it occurs in lesson.

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Builds as unit progresses, vocab added as it occurs in lesson.

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Far more hands on, exploratory, open ended, allows for curiosity. 

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Far more hands on, exploratory, open ended, allows for curiosity. 

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The importance of student discourse to deep understanding.

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Teachers are being asked to make the science culturally relevant and student-centered.  This will all the teachers to enhance each student's ability to explore, process, and analyze the concepts being shared throughout the unit.

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Teachers are being asked to make the science culturally relevant and student-centered.  This will all the teachers to enhance each student's ability to explore, process, and analyze the concepts being shared throughout the unit.

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Easy to follow plans with objectives clearly stated.  Hands on activities as well as things we're using in iReady math... like try it, connect it, discuss.  Super kid-friendly!

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Easy to follow plans with objectives clearly stated.  Hands on activities as well as things we're using in iReady math... like try it, connect it, discuss.  Super kid-friendly!

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Love how the DQB progresses, and components are added as the lessons go along.

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Love how the DQB progresses, and components are added as the lessons go along.

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I teach science with a hands-on, experimental approach, gently guided by the teacher.  This new approach will be more open-ended, which will allow for more out-of-the box thinking, creativity, and making connections.

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I teach science with a hands-on, experimental approach, gently guided by the teacher.  This new approach will be more open-ended, which will allow for more out-of-the box thinking, creativity, and making connections.

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I am excited to explore this unit with my students. It is so helpful to have everything in one place with explicit talking points and clearly stated objectives.

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I am excited to explore this unit with my students. It is so helpful to have everything in one place with explicit talking points and clearly stated objectives.

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I like that as you progress you add to it. With so many ideas things are updated and clarified. Also allows students to review. 

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I like that as you progress you add to it. With so many ideas things are updated and clarified. Also allows students to review. 

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Students construct knowledge in small steps through investigation and experimentation to build understanding of larger concepts.

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That we teachers must provide opportunities for students to lead discussions and make connections to their lived experiences

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Robinson and Brown are both centering student's ideas, and voices. By doing this, the students are able to learn more or deepen their understanding of a topic. They are applying the ideas and the learning to their own lives, which makes it relevant and easier to comprehend.

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Robinson and Brown are both centering student's ideas, and voices. By doing this, the students are able to learn more or deepen their understanding of a topic. They are applying the ideas and the learning to their own lives, which makes it relevant and easier to comprehend.

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The part that stands out the most is that the students are getting hands on activities, lots of discussion, and overall it seems like there are many different types of learning happening. 

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The part that stands out the most is that the students are getting hands on activities, lots of discussion, and overall it seems like there are many different types of learning happening. 

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The DQB develops throughout the unit by adding to it with big ideas that come up in the lessons. As the students begin to understand what is happening, the ideas, vocabulary and questions are added.

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The DQB develops throughout the unit by adding to it with big ideas that come up in the lessons. As the students begin to understand what is happening, the ideas, vocabulary and questions are added.

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This way emphasizes the exploration and discussion, which I already do when teaching science, but now the lessons are written out to support what I have had to do on my own time.

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This way emphasizes the exploration and discussion, which I already do when teaching science, but now the lessons are written out to support what I have had to do on my own time.

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I am excited to teach this new science unit. I just wish it wasn't coming to me the same year that I have a new curriculum in every other subject area.  

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I am excited to teach this new science unit. I just wish it wasn't coming to me the same year that I have a new curriculum in every other subject area.  

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Both Robinson and Brown talk about the importance of student dialogue in the learning process. As educators, we need to provide our students regular opportunities to explore and explain their thinking and reasoning to help grow, solidify, and integrate ideas. In addition, we need to be mindful of student cultural perspectives as opportunities to connect academic language/concepts to real life examples of concepts.

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I appreciate the easy to follow lesson plans (although there is a lot!) I do wonder the reasoning behind having multi-day lessons grouped together in "one lesson." I think might prefer reasonably-chunked lessons that fall together in a 'bend' or 'arc'. I like the DQB for keeping track of the learning and for easy reference for myself/students. I notice that there is a lot of opportunity for partners and groups to work together and talk. Kids are really enjoying it.

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I notice that it builds upon itself as the knowledge grows. I like the way it tracks ideas, questions, and vocabulary. I like the way it mirrors the development of the concepts/questions we are exploring.

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I appreciate that so much thought has been put into these new units. It is making me a better teacher. I like the regular use of instructional strategies that get kids doing and talking more science. I like how thought has been put into asking questions and creating tasks that dig into the crosscutting concepts, and I really like how the concepts, ideas, and vocabulary are serve as anchors to keep our inquiry focused and engaging.

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I am excited that the unit has so many hands on activities and opportunities for students to work together and explore these concepts together. I am also looking forward to building and using the DQB.

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Both are stating that allowing students more opportunities to explore through discussion builds deeper understanding.

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Both are stating that Science is most effectively taught when it is student-centered and students get to discuss/develop critical thinking skills, instead of just listening to the teacher. It is also important to connect the content to the students you are actually teaching, connecting it in ways that are relevant to them.

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After reviewing the overview document (since it is so well organized and detailed explanations), I believe I will be able to modify the lessons for my focus classroom, that still allows the students to do the experiments and discuss their outcomes.

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I noticed that information isn't front loaded at the beginning of the lesson- instead, components are slowly added each lesson. I think this will help students from feeling overwhelmed when the unit begins.

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Previously, we had just been watching Science videos and discussing the concepts. Having students play such an integral role in their own learning will be far more effective than just watching a video. I am excited to see how my students respond to this new kit/learning style.

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I am excited to have a much better understanding of the entire unit. This is my first Science kit- I began lesson 1 last week and it went okay, but I felt really lost/not confident in what I was teaching. Now I have a much better understanding of what the students should be doing, how the visuals should look at the end of each lesson, and the how/why of each experiment. The outline was helpful when I looked over it at first, but I didn't quite understand what it all meant. This PD really helped with my understanding of the unit concepts, but also the flow of the lessons.

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I was taught to teach science by first reviewing all the vocabulary words, and then beginning the experiments, etc. It makes so much sense to me to teach about the vocabulary words, just before needing to understand and use the words. Students didn't retain the vocabulary knowledge, and the lesson was immediately bogged down with the previous way to introduce vocabulary.

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I was taught to teach science by first reviewing all the vocabulary words, and then beginning the experiments, etc. It makes so much sense to me to teach about the vocabulary words, just before needing to understand and use the words. Students didn't retain the vocabulary knowledge, and the lesson was immediately bogged down with the previous way to introduce vocabulary.

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Both Robinson and Brown are saying that students learn science best when it is student-centered, yet our classrooms aren't necessarily set up that way. As educators, we need to give more opportunities for all students to think through, discuss and build a deeper understanding of the material. We also need to find new ways to connect things for students so that things make sense to them.

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The unit overview is super well organized as well as informative. Have the driving question board example at the end is super helpful. Students will have a lot of opportunities to have discussions and gain hands on experience.

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The components build upon one another and are added with each lesson.

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I don't remember much elementary science being taught when I was in school. I definitely don't remember a lot of hands on science until middle and high school. That's where I feel that I have retained the most knowledge from, those interactive, hands on activities.

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I look forward to observing my students while they engage in these hands on activities and build the DQB.

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In this excerpt, Bryan Brown and Megan Robinson make connections between scientific concepts taught in the classroom and students' cultural backgrounds, particularly those of students of color. Brown emphasizes that scientific learning is enhanced when students have opportunities to explain concepts, but in many urban schools, teachers are primarily the ones explaining. Brown suggests that teachers need to broaden their understanding of scientific language to include cultural perspectives, such as incorporating examples from the daily lives and experiences of students of color.

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What stands out to me the most is the matrix style set up of the unit which shows the skills and learning necessary to create a valid solution to the crash test. I also have the same question around magnets and how it links or connects to a solution for the slowing or making cars safer?

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The different components of the unit are very condensed and includes a series of lessons that are very simple reminders or activators of prior knowledge. Then, at the middle of the unit, students are introduced to magnets, which move in a very different way than gravity. Finally, students are asked to use the knowledge and materials they have, to make a car safer for people.

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Teaching science in three dimensions (3D) refers to a modern approach that integrates three key dimensions: disciplinary core ideas (content), science and engineering practices (skills), and crosscutting concepts (themes that bridge different science disciplines). This approach contrasts with older, more traditional practices that often focused primarily on memorization of facts and isolated experiments without necessarily connecting them to real-world applications or broader scientific principles.

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I am excited not only to use a hands on experience for students, but also one that allows real world problems solving.

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That students learn best when they drive the conversation. Bringing in their different background knowledge to the discussion. Make the classroom student-centered.

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I like the overviews and teacher notes. The students will really love the hands-on and the ability to work together.

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DQB develops throughout allowing understanding of the larger topic. Vocab builds as progression continues.

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They can do the how and what but have difficulty with the why. This gives the students a chance to be creative and solve it together.

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I think it will be great to watch the students interact and problem solve together. I love the hands-on activities and the support you've given with the teacher notes. It should be fun!

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All students have different experiences based on their background knowledge and culture. It is important for it to be student-led and that discussions are driven by students, and celebrates their voice.

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I liked how interactive the lessons are. I wish there were some resources such as brainpop videos or others that give more student friendly definitions of the different types of forces.

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I liked seeing the example to guide me. I noticed that the components aren't added all at once but slowly when information is being built.

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I like the collaboration

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I think starting the unit with the simulation video of the crash gets students excited. Then all the questions will help them find the purpose and goal of the unit. Lots of collaborative and interactive activities!

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Both Robinson and Brown present the idea of curriculum being accessible to all students regardless of race or background , by implementing a pedagogy that leans more into student talk than teacher talk.

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It is extremely important to have DQB to increase the use of academic vocabulary when discussing scientific ideas.

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The different components of the DQB are developed in a logical progression where each part is introduced after the initial model is shown to students. This allows students to see the model in action before it goes up on the board as evidence of something they now understand.

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Teaching in three dimensions makes the content more integrated into student thinking. Not only are they able to talk and write about the science, but they are also able to learn more by actually doing it.

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I am excited in improving the DQB for students so that it is more interactive with students brining in real pictures or items of the concepts we are studying.

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Student oriented learning

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Students involvement

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Like that the lesson built to student friendly

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Clearly laid out for students

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I am excited and looking forward to see how it goes.