by: Caryn Walker, Roberta L. Ethington, and Alyssa Stark
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CCC4: Systems and System Models
Disciplinary Core Ideas
Disciplinary Core Ideas in Life Science
LS1.A: Structure and Function
LS1: From Molecules to Organisms: Structures and Processes
Science and Engineering Practices
Science as Inquiry
Science process skills
SEP7: Engaging in Argument from Evidence
Three Dimensions of the Framework and/or NGSS
Using scientific equipment
Type Journal ArticlePub Date 7/1/2016Stock # sc16_053_09_39Volume 053Issue 09
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This article includes key information when it comes to a science lesson. The teachers of this lesson made sure to explain all safety precautions in both the planning part of the lesson ... See More
This article includes key information when it comes to a science lesson. The teachers of this lesson made sure to explain all safety precautions in both the planning part of the lesson and when explaining the lesson to the students. Establishing the expectations in the way this teacher did is important, so everyone is able to learn and no one gets hurt.
I am impressed with how well the teachers of this lesson were able to scaffold their questions. In my future science lessons, I need to continue to work on my scaffolding, so students can receive the correct amount of support from me and be able to figure some things out on their own. This article also mentioned modeling student work, which can not only provide some scaffolding on its own, but also give students the opportunity to share their work with their peers.
My next three science lessons revolve around the same topic addressed in this article, so I am going to incorporate some of the same strategies in my lessons. I will especially focus on explaining safety guidelines, scaffolding questions, and having students share their ideas with the class.
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