Making Connections: Kit-Based Science and the LEARNING-FOCUSED Model

Toni Enloe
Sep 21, 2009

In recent years the use of commercially created science kits has become a popular and often welcomed addition to many science programs.  These research based, nationally field tested all inclusive kits have been a blessing to many teachers who are comfortable teaching science but need materials and teachers who need some guidance in the best practices in science teaching.  In schools and districts that use both science kits and the Learning-Focused Model, many are finding that the two are a perfect fit.  As teachers begin to learn more about the model and explore the components of kit instruction, they are finding that all of the kit components easily translate into the Learning-Focused Model.

With a focus on inquiry, science kits offer multiple opportunities to collect and interpret information, build vocabulary, and think critically using approaches that actively engage students both mentally and physically.

So how does it all work with the Learning-Focused Model?  The structure of most commercially created science kits follows the same formula for success.  They typically use the steps of the Learning Cycle:

1. Concept/Topic = Essential Question

2. Focus = Activating Strategy

3. Explore= Teaching Strategies (hands-on exploration)

4. Reflect = Summarizing Strategies (reflection on and sharing new knowledge) and

5. Apply= Extending Thinking Activity (application of new learning to new situations)

These pieces align well with the Learning-Focused lesson model.

Each kit is a collection of connected activities and investigations focused on a theme or topic.  In most cases, each subsequent lesson builds on the previous one and follows a logical sequence.  The kit usually begins with a launch activity that either assesses prior knowledge of the topic or introduces the topic with a question for brainstorming, a series of related lessons, formative and summative assessments, and a culminating (anchor) activity with rubrics.  Much like the Learning-Focused Model, the kits emphasize the social aspect of learning through the use of pairs and collaboration among students.  Opportunities for performance-based assessments and written expression are the cornerstone of the summative assessments.  Each lesson encourages the continuous monitoring of progress through the use of assessment prompts that vary from content based questions to questions that encourage divergent thinking.  Each lesson topic or concept translates well into Lesson Essential Questions.  Ex. "Investigating Seasonal Variations at Different Latitudes" becomes "What influence does latitude have on seasonal changes?"  Lessons maintain a focus on the importance of acquiring science content through investigation, developing new vocabulary, and summarization of newly learned information.

For larger units (9 weeks) the material is usually divided into parts with summative assessments at the end of each part. This design makes it easy to have smaller units of instruction without compromising the integrity of the science module or the structure of the Learning-Focused unit design. Do science kits pass the rubric assessment for Learning-Focused Unit Plan? (Planning Units for Learning Learning-Focused Strategies Part 4) Most kits evaluated earned an "Exemplary" score meeting all of the criteria for a Learning-Focused Unit.

Wondering about Assessment Prompts? What are they and when do they happen? Has it been a while since you were Learning-Focused Strategies trained? Check out Unlocking the Secrets of the Learning-Focused Strategies Model V.7 by clicking here.