Backwards Design STEP 1: Agree on the overarching science concept of the 5E sequence STEP 2: Design the Evaluate and decide what evidence students will produce to demonstrate understanding of the overarching science concept How do we know that the students got it? How good is good enough? STEP 3: Design Engage, Explore, Explain, Elaborate Backwards design is crucial In order to make sure that the students will walk away from the lesson with the learning/science concept we intend, we need to: Fully understand the science concept ourselves, including the relationship of facts to concept Be clear of what the intended learning goal (residue) is Start the lesson design process with the end in mind This is a framework, designing lessons is a somewhat circular process, where we may gain new insight into the science concept as we design parts of the lesson, and we may go back and forth between pieces, especially if we are not very familiar with a particular content We design for evaluation throughout and BEGIN with evaluation

Adapting Lessons to the 5E Model 5E CFG Template (summary on one page, containing the Conceptual Flow Graphic) 5E Lesson Plan Template (detailed lesson flow, what the teacher does, what the student does, how student learning is assessed) FACILITATION: allow ~3 hr In content area groups of 2-4 Pass out sets of templates, including examples if available Walk through blank templates: Remind participants that we have charted what the students do and the teacher does previously, and this information is also on a previous handout from BSCS stress that these templates are designed to teach adapting lessons to the 5-E model, develop habits of mind, can be abbreviated with frequent use Use “ Backwards Design” Check on progress

5E CFG Template Pass out the template Explain Prethink: What do you think is the overarching science concept and each supporting concept (subconcept)? Work in your groups to complete this portion of the design template

5E CFG Template Goal: Help students get the science concept How: Scaffold student learning by providing a coherent conceptual flow Check: Do all the subconcepts/activities conceptually relate to the overarching concept? Do all the subconcepts/activities conceptually relate to each other? We do want students to get the science concept. To prepare teachers should ask the following questions: How do the pieces fit together ( we need to really understand ourselves what the science concept is all about) How do the facts relate to each other in the subconcepts and the overarching science concept? Do the activities we plan get at the science concept? Do the activities we plan follow in a logical manner, so that students can build on their previous learning as they progress through the lesson? How do we know students got it? - We assess for understanding throughout the lesson, inѦormally by listening and asking questions, and by looking at the student’s work, journaling, quizzes, performance of task, etc. Inconsistent with inquiry-based learning students just to memorize facts (and concepts) without any depth of understanding of what these mean students to just do activities for activities sake, without helping them to make sense of the content

5E CFG Template: Conceptual Language Write down this science concept using conceptual language (statement - full sentence!) Topic Language: Punnett squares or Complete Circuits Activity Language: Paper Pets or Circuits are Circles Learning Objective Language: Students will explain how Punnett squares are used to represent patterns of inheritance. Or: Students will be able to construct a complete circuit using a wire, a battery, and a bulb. Conceptual Language: Inherited characteristics can result from new combinations of existing genes in sex cells. Or: A bulb will light if there is a continuous path for electric current to travel from one end of the battery through the bulb and back into the other end of the battery. Review the material you brought in to be adapted: Conceptual Language: Sentence form Contains connections, relating the facts to the overarching concept Writing in conceptual language is crucial for us to be clear about the conceptual flow, which helps us help the students gain that understanding.

Adapting Lessons to the 5E Model Using the Investigating Density Investigation, complete the 5E CFG Template Share your work with another group FACILITATION: allow ~3 hr In content area groups of 2-4 Pass out sets of templates, including examples if available Walk through blank templates: Remind participants that we have charted what the students do and the teacher does previously, and this information is also on a previous handout from BSCS stress that these templates are designed to teach adapting lessons to the 5-E model, develop habits of mind, can be abbreviated with frequent use Use “ Backwards Design” Check on progress

Adapting Lessons to the 5E Model 5E CFG Template (summary on one page, containing the Conceptual Flow Graphic) 5E Lesson Plan Template (detailed lesson flow, what the teacher does, what the student does, how student learning is assessed) FACILITATION: allow ~3 hr In content area groups of 2-4 Pass out sets of templates, including examples if available Walk through blank templates: Remind participants that we have charted what the students do and the teacher does previously, and this information is also on a previous handout from BSCS stress that these templates are designed to teach adapting lessons to the 5-E model, develop habits of mind, can be abbreviated with frequent use Use “ Backwards Design” Check on progress

Adapting Lessons to the 5E Model For your assigned E, complete the Lesson Plan Template (detailed lesson flow, what the teacher does, what the student does, how student learning is assessed) Be prepared to share out FACILITATION: allow ~3 hr In content area groups of 2-4 Pass out sets of templates, including examples if available Walk through blank templates: Remind participants that we have charted what the students do and the teacher does previously, and this information is also on a previous handout from BSCS stress that these templates are designed to teach adapting lessons to the 5-E model, develop habits of mind, can be abbreviated with frequent use Use “ Backwards Design” Check on progress

Analyzing the Density Lesson Analyze the Density Lesson for the Five Essential Features of Inquiry Place each “E” where it best fits on the 5 Essential Features Chart Be prepared to provide evidence to justify your choice Make any changes you wish to make in your adapted Instructional Material.

Essential Features of Classroom Inquiry and Their Variations FACILITATION Have individual groups review their adapted material using the 5 Essential Features chart.

Acknowledgement This material is based on work supported by the National Science Foundation under Grant No. EHR-0314914. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the granting agency.