Portland Public Schools has developed this unit. Their hope is that ALL …
Portland Public Schools has developed this unit. Their hope is that ALL K-5 students will be able to access rigorous, standards-aligned science instruction that engages them in hands-on experiences and sense-making through student discourse. They want to encourage all students to be critical thinkers and lifelong learners. To that end, the science and ESL departments at Portland Public Schools, in consultation with NGSS writer Rita Januszyk, have developed units that are aligned with both Next Generation Science Standards and Oregon’s English Language Proficiency standards.
In this unit, students observe a video of the Scablands. Students test the effects of different rates of water flows in stream tables and use it as evidence to argue that the Scablands were formed by flooding. They then engineer and test flood mitigation in stream tables and also build a model of rock layers. Lastly, students observe maps of Oregon and argue where one could avoid earthquakes, tsunamis and volcanoes.
This performance assessment aligns with NGSS Performance Expectation 4.ESS3.2 and is intended …
This performance assessment aligns with NGSS Performance Expectation 4.ESS3.2 and is intended to be used as an interim assessment. Interim assessments can either be used summatively, as an end of learning activity, or formatively, utilizing student responses to identify areas of instruction.
This performance assessment aligns with NGSS Performance Expectation 4.ESS3.2 and is intended …
This performance assessment aligns with NGSS Performance Expectation 4.ESS3.2 and is intended to be used as an interim assessment. Interim assessments can either be used summatively, as an end of learning activity, or formatively, utilizing student responses to identify areas of instruction.
Native American tribes in Oregon have relied on salmon for thousands of …
Native American tribes in Oregon have relied on salmon for thousands of years. Salmon is considered a first food—a food resource that Indigenous people have depended on since time immemorial. This lesson includes four activities to support student learning about this traditional resource. In the first activity students will learn why salmon are essential to the traditional lifeways of Native Americans in Oregon. In the second activity students will evaluate the life cycle of salmon, specifically the importance of salmon returning to their home stream to spawn. In the third activity students will examine the impact of dams on the life cycle of salmon. Finally, students will work in small groups to identify strategies being used to restore the salmon population in Oregon.
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