Awarded the NGSS Design Badge This first-grade unit on light starts with …
Awarded the NGSS Design Badge
This first-grade unit on light starts with students exploring the shapes they can see on different pieces of paper at various locations around their classroom when the lights are turned off. They are surprised to find that some of the shapes are not visible in these conditions. This leads students to start wondering about other phenomena related to seeing in the dark, which in turn leads to new questions and design problems related to how they can make their room completely dark.
Awarded the NGSS Design Badge After completing this unit, students will never …
Awarded the NGSS Design Badge
After completing this unit, students will never look at an ambulance or police car the same way again. The anchoring phenomenon for this unit is “Emergency sirens make loud sounds.” This unit would be part of a Physical Science unit on Sound and Light. In this unit, students identify that sounds cause vibrations and vibrations cause sound, and that sound is used to communicate over distance. While walking the playground, students observe the sounds that they hear around them. They then conduct investigations into how sound is made and explore the cause and effect relationship between sounds and vibrations. Students will also design devices that use sound to communicate over a distance.
Awarded the NGSS Design Badge This second grade unit on plant growth …
Awarded the NGSS Design Badge
This second grade unit on plant growth starts off with students exploring the mystery of their harvest corn, something they initially saw as decoration. The corn begins to sprout what appears to be leaves and roots. Disagreements about how the corn is growing spark a series of questions and ideas for investigations related to what is causing this growth.
The Educators Evaluating the Quality of Instructional Products (EQuIP) Rubric for science …
The Educators Evaluating the Quality of Instructional Products (EQuIP) Rubric for science provides criteria by which to measure the alignment and overall quality of lessons and units with respect to the Next Generation Science Standards. The purpose of the rubric and review process is to: (1) provide constructive criterion-based feedback to developers; (2) review existing instructional materials to determine what revisions are needed; and (3) identify exemplars/models for teachers’ use within and across states.
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