Sequencing

**Sequencing**

**Content** Science processes such as photosynthesis can be taught using this strategy.

**Grade Level** This strategy can be used in all grade levels.

**Curriculum Standards** SC.O.7.1.11 construct and use charts, graphs and tables to organize, display, interpret, analyze and explain data. SC.O.7.2.6 use pictures to show cyclical processes in nature (e.g., water cycle, nitrogen cycle, or carbon cycle).

**Description of Practices** Students can use sequencing to learn and make sense of scientific processes. First students will be shown a collection of pictures that each display a step in the process. These pictures should be in random order. As students discover and learn the process in text, they will use the picture cards to order or sequence the events. This strategy can be used during a lesson or as an assessment tool. Using sequencing will allow students to recall the information and is an important tool for visual learners. Sequencing in older grade levels may use cards will short statements about what is occuring during a particular phase of a scientific process, rather than pictures.

**Implementation Considerations** I would use this strategy in a whole group setting initially until it is well understood. This strategy would also work well for individual assessment; especially for low level readers. Consider the abilities of the student when using this strategy to determine if using picture cards or short statement cards would work best.

**Example**

The chart above could be used to get students started on the process of photosynthesis. By looking at the diagram students could sequence the order in which events occur throughout the process.



The above diagram would be most appropriate for a higher grade level. This chart could also be converted into a listed series of events and would be best used by students with adaquate reading and writing skills.

**Citation** Smith, E., Blakeslee, T., & Anderson, C. (2006). Teaching strategies associated with conceptual change learning in science. //Journal of Research in Science Teaching//, //30//(2), 111-126. Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/tea.3660300202/abstract