![]() Lessons should be built to foster the kind of active learning that will result in deeper understanding. NGSS places this exploratory learning in the context of specific Science and Engineering Practices and Crosscutting Concepts that involve a deeper understanding rather than merely applying vocabulary without comprehension. ![]() This sort of exploratory learning has always been a hallmark of early elementary education. NGSS envisions children exploring different learning experiences with the teacher asking thought-provoking questions rather than providing all of the answers. By the end of the lesson, children can use their observations and their own reasoning to make a claim about the phenomenon in science. Throughout the lesson, vocabulary and concepts are introduced on an as-needed basis. The learning experiences that make up the lesson give children clues they will need to make a scientific explanation about what’s happening. It’s almost like a puzzle or a mystery for the children to solve. The goal is to get students thinking like scientists and acting like engineers-if they don’t yet know the answers to their questions, what might they do to uncover the answers? Using Science Phenomena to Start a LessonĮach lesson should begin with a science phenomenon for children to explain, such as this short video for making art with crayons and a hairdryer. ![]() ![]() It gets students asking questions and allows for instruction to be more student centered. A phenomenon jumpstarts instruction by helping students realize the real-world context of the science topic to be studied. Science phenomena are simply observable events that students may explain (as scientists) or problems that students may work to solve (as engineers). They actually represent an entirely different approach to learning and teaching-one that is focused much less on the teacher delivering content and information and much more on children constructing understanding through their own experience. No doubt you’ve heard of the Next Generation Science Standards* (NGSS), but what do these standards really mean in terms of effective science teaching? Well, you need to understand that they are far more than just shifting what topics are taught when. ICLE (International Center for Leadership in Education)Ĭustomer Service & Technical Support Portal Into Algebra 1, Geometry, Algebra 2, 8-12 This website provides a database of phenomena that can anchor science curriculum in meaningful issues of equity.Science & Engineering Leveled Readers, K-5 The phenomenon-based model of science instruction is meant to provide context for scientific principles and practices. With a greater emphasis on inquiry and discovery, NGSS lends itself to both to culturally-relevant instruction and revolutionary curriculum. While easy to incorporate into a humanities of social science setting, issues of social justice can feel far removed from the standard, sterile science curriculum of the past. Many science teachers are committed to promoting a more just and equitable future in their classroom, school, community and society. The goal of this website is to kindle candid conversations about race, gender, sexuality and other social justice issues in a science classroom. While a significant improvement over previous static standards, I am challenging all educators to add one additional layer: social justice. The shift from traditional science education to Next Generation Science Standards (NGSS) has challenged educators to interweave previously-siloed subject matter (DCIs) with recurring interdisciplinary themes (CCCs), and active engagement in science and engineering practices (SEPs). Looking through a macroscope is to broaden the lens with which we view to see it in its full context.
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