Unit Plan for NGSS and Model-Based Inquiry
Part 1: Unpack the NGSS Performance Expectations (http://nextgenscience.org/search-performance-expectations)
What performance expectation(s) will students be able to demonstrate with proficiency at the end of the unit?
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Science and Engineering Practices
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Disciplinary Core Ideas
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Cross-Cutting Concepts
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Part 2: Identify a phenomenon (http://ambitiousscienceteaching.org/wp-content/uploads/2014/08/PracticeTool-Planning-for-Engagement.pdf)
What is the “Big Idea” (overarching topic) of this unit? This might be a process, thing, theory, or concept.
What is an appropriate “Puzzling Phenomenon” for this unit? This should be an actual, observable event
or set
of
events
that
kids
can
come to
a
deep
understanding
of
over
a
period
of
days.
Unit Plan for NGSS and Model-Based Inquiry
Part 3: Explain the phenomenon
Write a full, causal scientific explanation of the phenomenon. Include what happened, how it happened, and why it happened.
Unit Plan for NGSS and Model-Based Inquiry
Part 4: Uncover initial student ideas (http://ambitiousscienceteaching.org/wpcontent/uploads/2014/08/Practice-Tool-Eliciting-Students-Ideas.docx)
How will you introduce the phenomenon? Include how you will describe it (text, pictures, video, field trip, etc).
How will you scaffold the modeling and explanation of their initial ideas?
What initial ideas do you expect to be shared?
How will you (and the students) use this information? What will this show you about student understanding of the Disciplinary
Core Ideas and Cross-Cutting Concepts?
Unit Plan for NGSS and Model-Based Inquiry
Part 5: Designing learning experiences
(http://ambitiousscienceteaching.org/wp-content/uploads/2014/08/Practice-Tool-Supporting-
changes-in-student-thinking.docx,
http://www.lewiscenter.org/documents/AAE/Science/NGSS/Analyzing%20Curriculum%20and%20Instruction%20with%20NGSS_v1.docx)
Targeted ideas in the
phenomenon
explanation
Investigation description
(including Science and
Engineering Practices)
1 Cut and paste from Part 3
Name
SEP:
DCI:
CCC:
Description
2
Name
SEP:
DCI:
CCC:
Description
3
Name
SEP:
DCI:
CCC:
Description
4
Name
SEP:
DCI:
CCC:
Description
5
Name
SEP:
DCI:
CCC:
Description
Evidence (including
Disciplinary Core Ideas and/or
Cross-Cutting Concepts)
Why it happens (including
Disciplinary Core Ideas and/or
Cross-Cutting Concepts)
Direct primary or secondary
evidence (observations) students
will gather during this investigation
(experiment, reading, model
analysis, etc.)
Causal explanation for the evidence
from the investigation (should be
the conceptual understandings
needed for the “Targeted ideas”
from the phenomenon explanation
Unit Plan for NGSS and Model-Based Inquiry
Part 6: Model and explanation revisions (http://ambitiousscienceteaching.org/wpcontent/uploads/2014/08/Practice-Tool-Pressing-for-Explanations.docx)
How will you scaffold the revision of models and explanations in the middle of the unit?
How will you scaffold the creation of a final model and explanation at the end of the unit?
Part 7: Application of student learning / summative assessment
How will students demonstrate the performance expectations in the context of a new phenomenon?