A 4th grade unit on Light and Information waves built on 4th grade NGSS/CSSS ELA and Math standards.
This is how one 4th grade NGSS science curriculum may be set up. There are many other ideas.
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 Chateliers 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.
Students will create a terrarium, make observations of the terrarium, then develop a model to explain how matter transfers within the ecosystem. This resource describes the process of creating a terrarium (which will serve as the phenomena that the students observe), but does not include specific lesson details or instructional strategies.
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 is a site where educators can dialog on CA NGSS, share resources, and collaborate.
This lesson is a tool to demonstrate how various technological advances have changed the tomato and the tomato industry over the years. The technology includes both selective breeding and genetic engineering.
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 paper discusses the affordances and challenges of bilingual instruction programs in light of the new Common Core State Standards and Next Generation Science Standards. The authors argue that bilingual education has an important role to play because it has always placed language and literacy development at the core of instruction. Bilingual education that is high quality and that promotes full development of two languages leverages the native language of students in service of better English. It also provides an ideal context in which to address the demands content and language demands of the New Standards by allowing students to use all their language and cultural resources.
Students
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 Grants 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.
Intro Meeting
Oregon Science Project Module #3 Facilitator Video OverviewThis is the third in a series of Hybrid NGSS Modules curated by the Oregon Science Project in 2017 using already created, research-based NGSS professional development resources. This module focuses on formative assessment and how it can help educators to make student thinking visible and also how to use student ideas and models for teaching in the NGSS classroom. It builds on the work of the first two: Module #1 Phenomena & Equity, Module #2 Talk & Equity.All Oregon Science Project Hybrid NGSS PD Modules are designed to be done together with other educators in real time either online or face-to-face. The Oregon Science Project utilizes the videoconferencing tools of Zoom to run small teams of K-12 educators through these modules online in real time. Some Oregon Science Project Learning Facilitators are able to meet with their teams in person and still use these modules on computers during face-to-face work.It was built using the OER Commons Module builder so it is broken into units as Tasks. Some are meant to be done individually, while others are designed for group dialogue and interaction. Dialogue in this case is used as way to build shared understanding. This is compared to discussion where a group is working on making a decision or choice. This difference is based upon the Adaptive School Work of Garmston and Wellman. You can read more about this in Chapter 4 of the Adaptive School: A Sourcebook for Developing Collaborative Groups. The design of the modules and overall framework is also informed by the research about professional development from A Facilitator's Guide to Online Professional Development: Establishing Communities of Learning and Cultures of Thinking by Carol Brooks Simoneau and Gerald Bailey.Instructor DescriptionsAccompanying each task is a backend "Instructor Description." Each Instructor Description is only intended for the instructor or facilitator of the module and not the educator participating as a learner in the module. Each Instructor Description includesbakckground informationinstructions for facilitator preparationtips/ideas for facilitators working with a group onlinetips/ideas for face-to-face facilitationlinks to other resources when appropriateRemixing and Using this Module for Professional DevelopmentIf you would like to use this module, simply select REMIX and then edit your own copy so that it represents your facilitation style, local context, and professional development needs. This module was developed based upon the assumption that all participants have completed Oregon Science Project Hybrid NGSS Modules #1 and 2 and are studying the NGSS.Module #3 Components:Task #1 - Module #3 OverviewTask #2 - What is formative assessment? Individual WorkTask #3 - What is formative assessment? Group Reflection and DialogueTask #4- What are some high leverage practices for formative assessment in the NGSS classroom? Individual WorkTask #5 - What are some high leverage practices for formative assessment in the NGSS classroom? Group Reflection and DialogueTask #6 - How can we develop and use culturally responsive formative assessments for NGSS? Individual WorkTask #7 - How can we develop and use culturally responsive formative assessments for NGSS? Group Reflection and DialogueTask #8 - How can we integrate the NGSS practices into assessment tasks? Individual WorkTask #9 - How can we integrate the NGSS practices into assessment tasks? Group Reflection and Dialogue