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| Importance of Engaging K-5 Students in Scientific Explanation | |
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| Introduction to engaging K-5 students in scientific explanation | |
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| Why teach children to construct scientific explanations? | |
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| Scientific explanations in the classroom | |
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| Connecting science and literacy through scientific explanation | |
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| Benefits of engaging students in scientific explanations | |
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| Understanding science concepts | |
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| Participating in scientific practices | |
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| Using evidence to communicate convincingly | |
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| Learning about the nature of science | |
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| Benefits of scientific explanation for teachers | |
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| What to expect in elementary grades | |
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| Check Point | |
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| Study Group Questions | |
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| Framework for Explanation-Driven Science | |
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| Framework for explanation-driven science | |
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| Claim | |
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| Evidence | |
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| Reasoning | |
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| Rebuttal | |
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| Video Example - Introducing the instructional framework | |
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| Examples of scientific explanations | |
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| Life science example | |
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| Earth science example | |
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| Physical science example | |
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| Increasing the complexity of the framework over time | |
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| Variation #1: Claim and evidence | |
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| Variation #2: Using multiple pieces evidence | |
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| Variation #3: Providing reasoning | |
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| Variation #4: Including a rebuttal | |
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| Check Point | |
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| Study Group Questions | |
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| Planning for Explanation-Driven Science | |
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| Coherent Science content storyline | |
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| Essential features for constructing scientific explanations | |
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| Scientific data | |
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| Scientific principles | |
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| Learning performances and examples | |
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| First grade: Sound | |
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| Second grade: State of matter | |
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| Third and Fourth grade: Day/night and shadows | |
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| Fifth grade: Water cycle | |
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| Complexity of the learning task | |
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| Openness of the question | |
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| Characteristics of the data (type and amount) | |
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| Check Point | |
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| Study Group Questions | |
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| Integrating Scientific Explanation into Classroom Instruction | |
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| Instruction sequence for constructing scientific explanations | |
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| Assessing prior knowledge | |
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| Framing the question | |
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| Making predictions | |
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| Collecting, recording and interpreting data | |
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| Constructing scientific explanations | |
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| Instructional strategies for supporting the explanation building process | |
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| Introducing the framework for explanation | |
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| Using real world examples to introduce the framework | |
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| KLEW(S) chart | |
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| Critique a teacher example | |
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| Debate a peer example | |
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| Talk moves for scaffolding the construction of scientific explanations | |
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| Check Point | |
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| Study Group Questions | |
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| Designing Assessment Tasks and Rubrics | |
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| Overview of the development process | |
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| Identify and unpack the content standard | |
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| Fourth grade writing case - Unpacking | |
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| Third grade podcast case - Unpacking | |
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| Selecting scientific explanation level of complexity | |
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| Fourth grade writing case - Level of complexity | |
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| Third grade podcast case - Level of complexity | |
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| Create learning performances | |
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| Fourth grade writing case - Learning performance | |
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| Third grade podcast case - Learning performance | |
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| Write the assessment task | |
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| Fourth grade writing case - Assessment task | |
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| Third grade podcast case - Assessment task | |
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| Develop specific rubric | |
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| Fourth grade writing case - Rubric | |
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| Third grade podcast case - Rubric | |
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| Using assessment data to inform instruction | |
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| Fourth grade writing case - Examples | |
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| Incomplete evidence and incomplete reasoning | |
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| Incomplete evidence and complete reasoning | |
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| Third grade podcast case - Example | |
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| Assessing informal science talk | |
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| Check Point | |
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| Study Group Questions | |
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| Creating a Classroom Community of Young Scientists | |
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| Norms of participation in science learning | |
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| Active listening and patterns of talk | |
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| The role of the scientific explanation framework | |
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| A culture of constructive criticism | |
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| Check Point | |
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| Study Group Questions | |