Make discovery

your destination!

Discovery By Design

Purposeful Planning Principles That Make Inquiry-Based Science Lessons Possible

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It was just another day in science class when …

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you launch an inquiry-based lesson for learning and…

Person with glasses leans over a laptop, anxious expression, in a bright office with a plant nearby.

…your students nearly shut down!

Office scene: a coworker at a desk looks surprised while another, standing nearby, smiles and holds a cup.

Without giving up all the answers, you swoop in with just enough support.

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Soon students realize they simply needed to slow down and say what they see.

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Before long, the learning goals are mastered and confidence is restored!

We Need To L.E.A.D., Not Lecture

Meaningful learning doesn’t happen when teachers do all the thinking for students.

It happens when we intentionally design opportunities for learners to engage with ideas, navigate productive struggle, and discover patterns for themselves.

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Lessons

structure that creates flow and sustains focus

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Engagement

productive struggle that keeps students thinking

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Active Discovery

moments when students begin making meaning for themselves

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Differentiation

strategic support that helps every learner move forward

for

through

with

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What L.E.A.D. looks like in a lesson

Keep the flow and focus on students’ observations for outstanding outcomes!

Link To Prior Knowledge

Students use what they already know to make inferences that link to learning goals.

Engage With An Experience

Students investigate a phenomena, model, or source of data.

Analyze & Argue Evidence

Students look for patterns and construct explanations.

Develop Understanding

Students apply, refine, and transfer their learning.

A 3D DECODER KEY FOR L.E.A.D. DISCOVERY

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SEP’s:

What Students DO

CCC’s:

What Students THINK ABOUT

DCI’s:

What Students LEARN

In the Lab In Every Lesson store, badges are used on the product covers to identify the three dimensions of learning embedded in the experience.

Explore the tabs to see:

→ what students do

→ what students think about

→ what students learn

Science isn’t something students memorize—it’s something they practice.

Our SEP badges highlight the primary thinking work students engage in during a lesson:

*developing and using models*
*analyzing and interpreting data*
*obtaining and evaluating information*
*mathematical and computational thinking*
*constructing explanations*
*engaging in argument from evidence*

Crosscutting Concepts help students identify themes that transfer across all areas of science.

Our CCC badges highlight the lens students use while making sense of their observations.

The most common cross cutting concepts embedded include:

*patterns*
*cause and effect*
*structure and function*
*scale, proportion, and quantity*
*systems and system models*
*energy and matter*
*stability and change*