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Highly Evident

Somewhat Evident

Not Evident

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3

2

1

0

ENGAGE

Learning task is made clear to the students.

Prior knowledge is accessed through questioning.

Connections made between past and present learning experiences.

Engagement (student-to-student and teacher-to-student)

Academic vocabulary is introduced and developed (as needed)

Comments:

EXPLORE

4

3

2

1

0

Direct involvement with key concepts through guided exploration

Students learn through discovery, identifying patterns, and making connections

Hands-on opportunities to work collaboratively with peers

Students are engaged in structured discussions about the Explore activity

Students record findings in science journals or other method

Teacher asks probing questions to get students thinking about and moving towards mastery of the big idea of the lesson

Comments:

EXPLAIN

4

3

2

1

0

Teacher provides structured opportunities for students to share and explain their observations and findings from the Explore activity

Teacher asks probing questions to help students make connections between their observations and findings and the big idea of the lesson

Direct instruction is given to help students clarify understanding of the lesson’s concepts

Academic vocabulary is introduced and/or developed (as needed)

Comments:

EVALUATE

4

3

2

1

0

Formative assessment (checking for understanding) takes place throughout the lesson

A closing activity to formatively assess student learning as it relates to the lesson objective and focus question

Students are engaged in discussions/activities related to the lesson objective, key concepts, and academic vocabulary

Comments:

EXTEND/ELABORATE

4

3

2

1

0

Practice and application of new knowledge

Test new ideas and explore additional relationships

Teachers challenge and extend students’ conceptual understanding and skills

Academic vocabulary is developed (as needed)

Comments: