This is a template used to create a lesson surrounding an NGSS PE (5-PS1-1)

This is a lesson within a unit around structure and properties of matter using PE 5-PS1-2.

This is Activity 12 of a set of Level 1 activities designed by the Science Center for Teaching, Outreach, and Research on Meteorology (STORM) Project. The authors suggest that previous activities in the unit be completed before Activity 12: Air Masses, including those that address pressure systems and dew point temperature. In Activity 12, the students learn about the four main types of air masses that affect weather in the United States, their characteristic temperatures, and humidity levels as it relates to dew point temperatures. The lesson plan follows the 5E format. Initially, students discuss local weather and then examine surface temperature and dew point data on maps to determine patterns and possible locations of air masses. They learn about the source regions of air masses and compare their maps to a forecast weather map with fronts and pressure systems drawn in. During the Extension phase, students access current maps with surface and dew point temperatures at http://www.uni.edu/storm/activities/level1 and try to identify locations of air masses. They sketch in fronts and compare their results to the fronts map. Evaluation consists of collection of student papers.

This set of a teacher and student guides provides instruction on a 2-3 day series of activities about Le Chatelier’s principle, which shows the effect of changes to conditions in an equilibrium reaction. Students work in pairs or groups to develop their concepts of equilibrium and the effects of changing the amount of reactants or products on an equilibrium system. The concepts are presented and analyzed using graphical representations, qualitative lab data, and modelling. The first part addresses the misconception that equal amounts are required for equilibrium through using a mini-activity that involves the transfer of water between beakers. The second part is a lab activity where students will see how an equilibrium system reacts to a change in concentration. The third part uses manipulatives to understand how an equilibrium operates using the mathematical equilibrium constant (Ksp) at the particulate view.

In this place-based lesson, students will dissect an apple fruit to learn more about its different parts. Includes activity instructions, extension activities, songs and rhymes, anatomy of an apple student worksheet, and sink or float student worksheet.

NGSS: K-ESS3-1, 1-LS1-1

Time: 30 minutes

Materials: "Apples Grow on Trees" or other book about apples, knife, cutting board, at least three apples, apple parts tray, and apple dissection worksheet.

In this lesson, students will explore apples using their five senses. Includes activity instructions, extension activities, songs, and apple and five senses realted reading list.

NGSS: K-ESS3-1, 1-LS1-1

Time: 30 minutes

Materials: "Apples Grow on Trees" or other book about apples.

This resource provides a short reading section with experimental data and a few questions about the text. It was created with standardized assessment in mind and aligned with Next Generation Science Standards.

In this activity, kids will work on two fundamental early math skills – sorting/classifying, and graphing. There will also be some great fine motor skill practice! Includes place-based discussion questions, activity instructions, extension activities, songs, and student graph worksheets.

NGSS: K-LS1-1, 1-LS1-1, partially meets K-ESS3-1 (book and discussion)

Common Core: MP.4

Time: 45 minutes

Matierals: bag of dried beans ("16 bean soup"), paper bowls, glue, chart paper, the book "One Bean" or similar book about growing food plants, especially beans.

“Bug Hunt” uses NetLogo software and simulates an insect population that is preyed on by birds. There are six speeds of bugs from slow to fast and the bird tries to catch as many insects as possible in a certain amount of time. Students are able to see the results graphed as the average insect speed over time, the current bug population and the number of insects caught. There are two variations to try for the predator, one where the predator pursues the prey and one where the predator stays still and captures insects that pass nearby. In the first case the “bird” catches the slow insects and the faster ones survive, reproduce and pass genes on. The average speed of bug should increase over time. In the second case the faster bugs come near to the bird more often than the slow ones. The slow ones survive more, reproduce and pass their genes on.

This unit consists of five lessons covering buoyancy and engineering boats. Each lesson includes goals, anticipatory set, learner objectives, guided practice, procedure instructions, closing activities, and extensions. Student handouts and worksheets are also included.

Lesson 1: Intro to Buoyancy
Lesson 2: Engineer a Barge
Lesson 3: Intro to Sails & Motion
Lesson 4: Engineer a Sailboat
Lesson 5: Final Vessel

NGSS: 3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3

Lesson 1 materials: empty 2-liter bottles with tops cut off, pennies or other coins, marble, modeling clay, crap wood, rocks, pingpong ball, golf ball, popsicle stick, paper clip, scale, other object for floating or sinking
Lesson 2 materials: for each student - 12" x 12" piece of aluminum foil, 4 popsicle sticks, 2 straws, 12" masking tape; teacher pre-setup - enough pennies for testing (500 pennies per group), pool filled 2/3 with water
Lesson 3 materials: string/yarn, 1/2 straw for each student, 2 different types of paper (tissue & white copy paper), tape, scissors, fan, wooden skewers, 2 popsicle sticks per student, rulers, protractors, stencils.
Lesson 4 materials: 8 popsicle sticks, 1 wooden skewer, 1 straw, masking tape or duct tape, tissue paper or copy paper
Lesson 5 materials: same as Lesson 2

This is a site where educators can dialog on CA NGSS, share resources, and collaborate.

The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work.

The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work.

This resource is for teachers to develop their knowledge around climate science along with NGSS-aligned teaching strategies . Teachers can learn more about the following climate change impacts: coastal hazards, fire, human health, floods & droughts, agriculture and species & ecosystems. Users should reference the "STEM Seminar Slides_Template" as a guide for a daylong training and use the other materials as supplemental information and resources.

This learning resource will engage you and your colleagues in learning more about the importance of learning and teaching climate science as part of the Next Generation Science Standards (NGSS). You will hear from multiple stakeholders about the importance and impact of learning about climate science, as well as engage with learning tools and reflection questions to deepen your learning and position you to take action in your setting. We envision this professional learning taking place in an ongoing community of practice. We encourage you to determine and proceed at your own pace that reflects the needs of your team.

Image by ejaugsburg from Pixabay

This variation on the classic bird beak activity demonstrates variation of beak size within a population and shows how the proportion of big-, medium-, and small-beaked birds changes in response to the available types of food. The “birds” with binder clip “beaks” live in Clipland where the large population becomes divided into two smaller populations by a mountain range. Popcorn, lima beans and marbles are the three types of food available in the two areas. Food is spread out for the birds to eat and then after 15 seconds it is counted to see whether birds have gathered enough food to survive. The big billed birds need to eat more than the medium and small billed birds to survive and each bird needs to eat more than the minimum amount of food for survival to be able to reproduce. Four years pass during the simulation and students are asked to describe what happened to the Clipbird populations and what they think caused the changes. A link to Rosemary and Peter Grant’s research on finch populations in the Galapagos is identified for those teachers who want to connect the simulation to a real life example.

This activity provides an introduction to natural selection and the role of genetic variation by asking students to analyze illustrations of rock pocket mouse populations (dark/light fur) on different color substrates in the Sonoran Desert (light/dark) over time. Based on this evidence, and what they learn about variation and natural selection in the accompanying short film, students use this evidence to explain the change in the rock pocket mouse populations on the lava flow (dark substrate) over time. This is one of several classroom activities, focusing on related topics and varying in complexity, built around the short film. This ten minute film shows adaptive changes in rock pocket mouse populations, demonstrating the process of natural selection and can be accessed at http://www.hhmi.org/biointeractive/making-fittest-natural-selection-and-adaptation. The film is also available as an interactive video with embedded questions, which test students’ understanding as they watch the film.

This four-part module has been developed as an initial component developed to prepare leaders of K-12 professional development to engage in independent study and initial exploration of culturally responsive teaching, the NGSS shifts, and relevant connections between NGSS and Common Core. This is part of a larger equity-focused professional development program designed for K-12 facilitators of NGSS working in throughout the rural areas of Oregon.It will take approximately 2 hours to complete and brings together many already developed resources in new ways. Module A is the introductory module for the Oregon Science Project NGSS Learning Facilitator Program. An Oregon Science Project Digital Badge is available for anyone who completes this module.If you have any feedback please email ctrecha at oregonscienceproject.org

The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work.