C. Integrating the Three Dimensions for Instruction and Assessment: The lesson requires student performances that integrate elements of the SEPs, CCCs, and DCIs to make sense of phenomena or design solutions to problems, and the lesson elicits student artifacts that show direct, observable evidence of three-dimensional learning.
Scientific and Engineering Practices (SEPs)
The pre- and post-activities in the Exploration Lab for EE1 (CE1, CE2, EE, and CE3) integrate SEPs, CCCs, and DCIs through the use of materials, defined criteria, inherent constraints, and identifiable scientific connections outlined during the learning process.
Evidence:
Participants tested three parachutes of different sizes against a meter stick and recorded data based on their observations during CE1 activity.
- Constructing parachutes with limited materials and delineated roles
- Satisfies SEP 2. Developing and using models
- Satisfies SEP 7. Engaging in argument from evidence
- Using the meter stick and counting each trial provides quantifiable data
- Satisfies SEP 4. Analyzing and interpreting data
- Satisfies SEP 5. Using mathematics and computation thinking
- Satisfies SEP 8. Obtaining, evaluating, and communicating information
- Use of charts and graphs to record results
- Satisfies SEP 4. Analyzing and interpreting data
- Used a sheet of paper and a penny to construct a mechanism that descends as slow as possible when dropped
- Satisfies SEP 6. Constructing explanations (for science) and designing solutions (for engineering)
- Worked individually to confront unique challenges with their designs
- Tested three models with multiple trials
- Compared and contrasted outcomes with larger group
- Silent observations and open discussion around the pictorial representation of a forest fire
- Satisfies SEP 1. Asking questions (for science) and defining problems (for engineering)
- Constructing and retesting a design (intended to be placed within an air projecting mechanism)
- Satisfies SEP 3. Planning and carrying out investigations
- Note: Investigations are extended observations, incorporating sensory and tactile information acquired through various methods, and usually with the intent of solving a problem or finding a plausible answer to an inquiry; the problem does not have to be solved immediately during an investigation and can be steadily approached through developing several leads.
The pre- and post-activities in the Exploration Lab for EE1 adequately strengthen scientific practices through honing precision of testing and inquisitiveness.
Evidence:
Participants tracked how parachute models functioned by building different versions, repeatedly testing them, and making edits where needed.
- Satisfies CCC 1. Patterns, CCC 2. Cause and effect
- Making multiple models of differing qualities
- Satisfies CCC 3. Scale, proportion, and quantity
- Connection to real life phenomenon
- Technical knowledge
- Making measurements
Disciplinary Core Ideas (DCIs)
The pre- and post-activities in the Exploration Lab for EE1 incorporates various sciences and applies the concepts taught to environmental and societal problems.
Evidence:
- Presenting the widespread environmental issue of forest fires in EE wind column VTS warmup
- Satisfies LS2: Ecosystems: Interactions, energy, and dynamics, ESS3: Earth and human activity, Satisfies ETS1: Engineering design, ETS2: Links among engineering, technology, science, and society
Feature of Quality Design
F. Building on Students’ Prior Knowledge: The lesson identifies and builds on students’ prior learning in all three dimensions in a way that is explicit to both the teacher and the students.
Evidence:
- Relevant to subjects and topics being taught in classrooms (corresponds to the curriculum defined by the formal school district)
- Requires students to call upon previous ideas, subjects, and current events
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