Lesson Plan and Essay

ithin your collaborative group, locate three separate science lesson plans from different grade levels that are aligned to the same discipline and core idea across the NGSS.

In a 150-200 word discussion:

Deconstruct the lesson plans and describe the components within the lesson plans that reflect how the students are actually engaging in science practices: observing, classifying, inferring, measuring, communicating, predicting, hypothesizing, and/or experimenting.  Deconstruct how the lessons engage the students in science and engineering practices from NGSS: 

  1. Using mathematics and computational thinking
  2. Constructing explanations (for science) and designing solutions (for engineering)

Analyze and detail how the lessons progress regarding depth of knowledge and engagement in science and engineering practices, either following or not following the demands of the NGSS and its performance expectations.  Provide links to the lessons. 

****write a paper answering these two questions using all 3 lesson plans****


example of paragraph using 

  1. Asking questions (for science) and defining problems (for engineering)
  2. Developing and using models

Each of the three lesson plans held questions and demonstrations that drove inquiry within students and elevated in complexity of the questions and objectives as the grade level went up. The fifth and sixth grade lesson plans utilized only water, a common substance that every student has had daily exposure to. The water was presented in three different ways, solid, liquid, and gas, also common forms to the students. This started the inquiry to answer the questions of why and how water can change into different forms, attempting to explain phenomena. In the seventh grade lesson plan, several mystery liquids were used and the students had to complete complex science experiments and develop a model from their findings to understand more about the substances; the lesson plan even focused on the deeper understanding of the substances’ atom composition of molecules. As Bybee supports, “The students are involved in learning experiences that extend, expand, and enrich the concepts and abilities developed in the prior phases, the intention is to facilitate the transfer of concepts and abilities to related, but new situations” (Bybee, 2014, Pg.11). Each of these lesson plans built upon the previous skill listed in the Next Generation Science Standards (NGSS). The lesson plans also required students to engage heavily in scientific practices by utilizing many scientific tools and methods to test substances, witness the different states of matter, and in lesson plan for sixth and seventh graders, build models to explain their observations and exemplify their new discoveries and understandings.


Bybee, R. W. (2014). The BSCS 5E Instructional Model: Personal Reflections and Contemporary Implications. Science & Children. pp. 10-13. Retrieved 8 April 2016 from https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=ehh&AN=95408154&site=ehost-live&scope=site