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use tools, including hand lenses, goggles, trays, cups, bowls, sieves or sifters, notebooks, terrariums, aquariums, samples (rocks, sand, soil, loam, gravel, clay, seeds, and plants), windsock, demonstration thermometer, rain gauge, straws, ribbons, non-standard measuring items, blocks or cubes, tuning fork, various flashlights, small paper cups, items that roll, noise makers, hot plate, opaque objects, transparent objects, foil pie pans, foil muffin cups, wax paper, Sun-Moon-Earth model, and plant life cycle model to observe, measure, test, and compare;

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This interactive infographic from the National Academies Press highlights essential practices for K-12 science classrooms from A Framework for K-12 Science Education with references to the contents of the full report.

Read the report | Download the infographic (PDF)

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Infographic: Essential Practices for K-12 Science Classrooms

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This interactive infographic from the National Academies Press highlights essential practices for K-12 science classrooms from A Framework for K-12 Science Education with references to the contents of the full report.

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When comparing previously taught TEKS, the questions we are asking students today involve higher order thinking skills. Students should be given opportunities to explore the phenomena in as close to real world context as permitted. Students are also expanding knowledge in looking out how systems are constructed and why, versus being able to list out what they are.

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Goes from a structured and anchored instruction to a more free thinking inquiry based instruction where students are creating and using their own ideas

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Goes from a structured and anchored instruction to a more free thinking inquiry based instruction where students are creating and using their own ideas

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The verbiage in the TEKS guide encourages the student to be more active in the learning of science concepts by actually tasking them with "doing" the work (ex: students will analyze... demonstrate... use... communicate...).

These TEKS offer a friendly crossover into ELPS expectations for our EBs in class as well, everyone will benefit from language integration in our science units. Talking like scientists will boost proficient use of the academic language for all students.

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I noticed a commonality would be the data collection taken for both science and engineering. Another similarity would be the interpreting of that data to use it for a purpose. A (little) difference I noticed would be hard to notice due to them having the same strategies most of the time. The impact that SEPs have on science instruction nowadays is extremely crucial because of the amount of technological growth that our society is acquiring in the generation.

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Science is about investigating the problem/ question at hand. Engineering is taking it beyond that and creating the solution from what you gained through the scientific investigation.

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having students plan and develop their own ideas is part of the engineering process

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Students can build higher order thinking skills when tasked with using their collected evidence to construct valid arguments in the scientific setting. Depth and Complexity can be embedded into the lesson by challenging students to study the patterns and cycles they are noticing in the lesson, where applicable.