• 7 inquiry units: Genetics of Extinction, Musical Instruments, Plate Tectonics, Thermodynamics, Photosynthesis, Global Climate Change, Solar Ovens • 9 embedded assessments with associated Teacher Action Plan (TAP) • 5 embedded assessments with TAP in development • 23 teachers participating in professional development courses Unit design follows Knowledge Integration (KI) pedagogy:

Elicit student ideas, guide students to discover new ideas, encourage students to distinguish between prior and newly discovered ideas, and support students to reflect on and connect ideas.

Arlene has two glass cups. She leaves one empty and fills the other one with water. She then uses a chopstick to gently strike each glass. What will she hear?

o There is no change; the pitch stays the SAME. o The pitch of the tapped full glass is LOWER than the pitch of the tapped empty glass. o The pitch of the tapped full glass is HIGHER than the pitch of the tapped empty glass.

Explain why you think the pitches of the sound waves generated by striking the two glasses will be the same or different.

• One teacher, two 6th grade classes, 56 students

• School serving predominantly Hispanic students (94%),

• 74% qualify for free lunch

Are the DCI and CCC distinct?

• Initially they are slightly correlated (r = .26, p = .049). After instruction, they are more integrated ( r = .5; p < .001).

• Students had accurate ideas about pitch; were confused about how sound travels. • Teacher found the TAP informative: "Last year without report, right before they made the water xy, felt pretty scattered what the students understand and nobody understood it all, was less clear what exactly they did not understand". • Recommended actions aligned with the teachers' practice.

• Teacher designed hands-on sorting activity to help distinguish ideas about how sound waves travel through different media.

What progress did students make?

• Paired samples t-Test with initial KI score (before instruction) and revised KI score (after instruction) as the two measurements.

• Prior to TAP, students had incomplete understanding (M = 2.71, SD = 0.89).

After TAP, they had more integrated understanding (M = 3.30, SD = 1.13); t( 55 Students explore how sound is vibrations and how vibrations travel through a medium. Students often have the idea that sound travels with the wave. This animation helps them discover that vibrations displace particles.

Recommended actions suggest an activity with implementation options. Adaptive based on analytics from the classroom; target ideas students are confused about.

teachers choose what works best in their classroom.

Recommended actions guide through a KI sequence activity. Teachers can elicit ideas from class or use sample. Support teachers to build instruction around student ideas.

• Each slide represents an activity. Teachers can view full curriculum or zoom in to customize.

• Tool makes it easy to reorder, add, or remove activities or lessons.