Writing lesson sequences

With my supporting schools in science education, I tend to be asked to do some modelling of science teaching and this has progressed lately to teaching a sequence of lessons to explore the whole 'where to next' thinking.

Of course this can be quite difficult, particularly if the goal of science is to get students doing the science and not so much following a prescribed unit plan or lesson sequence. So how do you plan to have enough structure to show the class is actually doing science, leave enough space for the students to investigate, as well as ensure that the nature of science or the science capabilities are being developed and context strand concepts are introduced too?!?
Although my planning for modelling is a lot more detailed as I'm wanting to share what I'm thinking and how I hope to facilitate learning, the gist is fairly much the same with however I'm teaching. I thought I'd share my process and remind those schools I've worked with that you probably have some examples of this in a shared drive somewhere!
I start with my Big Idea. This will reflect a conversation with the teacher about both a context, in the above photo, Chemical Reactions, and a focus on developing some aspect of the science capabilities. The above plan is about developing the idea that in science, explanations will come from our noticing and gathering data. I might be focusing on how we gather data or critiquing or some general idea about the lens of science -how we think, communicate and act 'scientifically'. For this planning, the teacher asked me to integrate the school theme of 'conflict' as well. 
Next, I highlight the capabilities I'll be developing as part of the science teaching. I usually highlight the NZC's nature of science strand AOs too but for teachers I suggest they choose either the NOS or capabilities as they are both about the same thing. For me these are the important bits! This is the stuff that I'll be thinking about, assessing or evaluating, and demonstrating. Regardless of which way student investigations go, I'm reasonably certain that I can monitor how the capabilities are being shown and developed further. I would use my OTJs or rubric for assessment or however you want to do it (!) as part of my reporting back to parents -check earlier posts for further thinking about assessment.
Next the context strand, in this case it's the Material World: observing, describing and comparing the changes when materials are mixed. Because I like to have a robust context that is developing good scientific thinking, I'll investigate a bit further for me. I might use some of the ideas and knowledge with the children, it just depends what level and where I'm hoping to head. I might jot down some knowledge, vocabulary and perhaps some student misconceptions that I might have come across before. Usually these are geared more towards the knowledge ideas, for example that junior students may think of 'dissolving' as 'disappearing' but might include some misconceptions around, for example, observing -that students struggle to notice change over longer periods of time. 

At Omokoroa, the good ol' jellyfish warm up!

And then I'll put down a rough lesson sequence, linking to websites where I've found ideas and activities but also with opportunities for students to investigate further, to pose questions, and look for possible answers. I will have a sequence here but I am also open to student agency where I might need to adapt the lessons, add something to counter some concerns I might have, or include a new direction the children have taken off in. If I really want my lessons to happen, I can still do them -after all, I like to let children investigate their ideas but there is also space for teacher directed lessons!
Finally, I add integration with literacy and maths, areas where I may be able to include tikanga Maaori, and how I might assess the unit, usually with some indicators or a rubric. 
If I was a class teacher, I'd probably add an evaluation too, just in case I want to have a go at the lessons again, so I'll want to know what went well, what didn't, etc.

I hope this helps with your own planning! As always, add a comment below, and check out our new facebook page (science happening NZ)!

Keep on sciencing
Paul