![]() Rather than simply accepting a particle model (that matter is comprised of molecules, which are comprised of atoms), students come to understand this core science idea over time as the only way to explain that air can be compressed, expanded, added to, and subtracted from a container. As students investigate this and other phenomena, they develop models of how people smell odors and use their models to explain and predict what happens in various scenarios. In order to contextualize core ideas about the nature of matter, this unit focuses on the everyday life experience of smelling odors whether close to or far from one’s nose. State Testing Prep: ONPAR digital assessments have been found to be beneficial by many districts in providing student experience with the format and content of state tests.ONPAR Digital Assessments to Effectively Gauge Student LearningĪn innovative 3-dimensional assessment system designed to be accessible to diverse students, and to provide rich formative information to both teachers and students. ![]() The CER framework was born and developed in IQWST as a result of teachers’ desire to better support their students as scientific thinkers and writers. The Remote Learning Lesson Plans condense what is taught in each activity with specific teaching recommendations and identify the digital resources, print resources, and materials needed to teach and learn outside of the classroom. ![]() IQWST Teacher Edition includes lesson plans, discussion questions, differentiation strategies, and background information for each unit, and Video Tutorials on activity set ups are also available. The Navigation routine is all about linking learning across lessons and activities.Instructional Design with Teachers in Mind The Navigation routine is conducted throughout the unit at transition points to further solidify the connection between related science classroom resources and topics. It also provides a valuable opportunity for students to reflect on their learning over time. The Navigation routine enables students to experience the unit as a coherent storyline in which each activity has a purpose and is connected to what has gone before and what is coming. Navigation Routine Motivating the Next Step in an Investigation Creating a shared classroom representation of an initial class consensus model, a Driving Question Board, and ideas for potential investigations.Discussing an initial model, explanation, or design solution with a classmate.Drawing or writing initial science models, explanations, or design solutions in their science notebooks.Students might represent their thinking in the following ways: ![]() The Anchoring Phenomenon routine pushes students to represent their initial thinking. The Anchoring Phenomenon is introduced at the beginning of a unit. The Anchoring Phenomenon routine also serves as a critical place to capture students’ initial ideas as a pre-assessment opportunity. More specifically, the Anchoring Phenomenon routine serves to ground student learning in a common experience and then use that experience to elicit and feed student curiosity, which will drive learning throughout the unit. The purpose of the Anchoring Phenomenon routine is to build a shared mission for a learning community to motivate students in figuring out phenomena or solving design problems. The Anchoring Phenomenon routine is used to kick off a unit of study and drive student motivation throughout the unit. ![]() Anchoring Phenomenon Routine Kicking off a Unit with an Experience to Motivate Investigation ![]()
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