I’m so thankful that Leslie shared her expertise on designing a Guided Inquiry unit with our teacher group in DC this summer. It changed my pedagogy and student engagement. I’m a veteran teacher, trained in 3D science by the best in the state, and a state teacher of the year finalist. Yet, here I am, still learning and loving it!
What would I have done differently? The students would have researched and read more informational text. Other than that, I really loved this unit and how it turned out.
The final piece is wrapping up 3D Science, natural phenomenon, story lines, and guided inquiry into a stellar lesson. If you use NASA’s 5E lesson planning, it easily plugs into GID’s template for student driven learning. Plugging in 3D Science is a natural process in GID as well.
The Science and Engineering Practices are “how” you “do” science: https://ngss.nsta.org/practicesfull.aspx
The Crosscutting Concepts are how students view, make sense, and apply natural phenomenon: https://ngss.nsta.org/crosscuttingconceptsfull.aspx
The Disciplinary Core Ideas are the science concepts that the students are making sense of.
In conclusion, SEP’s and CCC’s are a part of a student’s toolkit to dig deeply into the phenomenon that they are making sense of, and are easily incorporated into the guided inquiry process.
Thank you for letting me share this week what I’ve learned about guided inquiry design and how it was implemented this year.
Lisa Pitts, 5th grade Science and STEM Teacher, Edmond, OK