Brian J. Reiser
Developing and Teaching with Coherent Storylines to Support Three-Dimensional Science Learning
I will explore the characteristics of coherent storylines for NGSS, in which each step in students’ learning is motivated by the questions students have articulated in trying to make sense of phenomena and gaps they have identified in the explanations they have built so far. Using examples from elementary, middle school, and high school storylines, I will consider how to anchor storyline investigations in phenomena, how to support students as partners in determining where to go next in investigations, and how to incrementally assemble pieces of the disciplinary ideas across a unit.
Get your students ready for robotics, or as a stand alone STEM program, with this series of fun-filled and challenging Lego creations based on a Klutz/Lego book. Come ready to design, redesign, experiment and play. My students loved using these books and doing these activities.
Content Level: Novice, Experienced/Informed
Content Strand: STEM and STEAM, Critical and Creative Thinking
Format: Discussion/Interactive, Workshop
NGSS standards: Students who demonstrate understanding can:
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and
constraints on materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the
criteria and constraints of the problem.
3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify
aspects of a model or prototype that can be improved.
Also Common Core ELA standards related to Literacy:
CCSS.ELA-LITERACY.W.5.1.B
Provide logically ordered reasons that are supported by facts and details.
CCSS.ELA-LITERACY.W.5.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic.
