Anchoring Phenomenon Routine for First Grade Space Systems: Patterns and Cycles

The Anchoring Phenomenon Routine is the launch to student investigation around the anchoring phenomenon. This phenomenon will be the one that students will describe and explain, using disciplinary core ideas, science and engineering practices and crosscutting concepts in investigations. The Anchoring Phenomenon Routine will encourage thoughtful consideration of the phenomenon, initial models, connections to related phenomenon, discussions about the phenomenon and the creation of the KLEWS chart used for documenting student learning. In an Anchoring Phenomenon Routine, ​students​: ● Are presented with a phenomenon or design problem ● Write and discuss what they notice and wonder about from the initial presentation ● Create and compare initial models of the phenomenon or problem ● Identify related experiences and knowledge that they could draw upon to explain the phenomenon or solve the problem ● Construct a KLEWS Chart ● Identify potential investigations to answer the questions on the KLEWS Chart, adding the questions to the chart

Material Type: Activity/Lab, Homework/Assignment

Authors: Michigan Mathematics & Science Leadership Network, Michigan Science Teachers Association

2-Day Investigation of Soil Samples

This activity is designed for a primary classroom (outdoors & indoors) investigation where students collect and investigate soil samples and describe the soils, looking for similarities and differences. Students develop a method of recording the data colleted and can present the information gathered.

Material Type: Activity/Lab, Lesson Plan

Soil Erosion Challenge

This lesson from Common Thread Farms is geared for elementary ages, grades 1-4. It introduces students to erosion and then challenges them to implement a design that will mitigate erosion on a model dirt mountain.

Material Type: Activity/Lab, Lesson

Authors: Barbara Soots, Jenna Deane

PEI SOLS Kindergarten Food Waste

While food waste is not typically seen as contributing to greenhouse gas emissions, it is a major contributor. Reducing food waste ranks as the 3rd most beneficial drawdown solution. Wasted food, and the resources to produce that food, are responsible for approximately 8% of global greenhouse gas emissions. When individuals and groups reduce food waste, it has a huge impact on reducing greenhouse gas emissions. Food waste awareness is applicable to every person and community. In this storyline, students connect with cultural values around food, impacts of food waste and solutions to food waste issues.  

Material Type: Unit of Study

Author: Pacific Education Institute

Grade 2 - Elementary Science and Integrated Subjects: Tumbling Tumbleweeds

Elementary Science and Integrated Subjects is a statewide Clime Time collaboration among ESD 123, ESD 105, and the Office of Superintendent of Public Instruction. Development of the resources is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for Elementary integration can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons.  Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for  current science curriculum. The EFSIS project brings together grade level teams of teachers to develop lessons or suites of lessons that are 1) focused on grade level Performance Expectations, and 2) leverage ELA and Mathematics Washington State Learning Standards.

Material Type: Activity/Lab, Reading

Authors: Georgia Boatman, Barbara Soots, Ellen Ebert, Kimberley Astle, Washington OSPI OER Project

First Grade Elementary Science and Integrates Subjects-Sky Explorers

The First Grade Elementary Framework for Science and Integrated Subjects, Sky Explorers uses observation of the sun and moon in the sky as a phenomena for exploring patterns of objects in the sky.  It is part of Elementary Framework for Science and Integrated Subjects project, a statewide Clime Time collaboration among ESD 123, ESD 105, North Central ESD, and the Office of Superintendent of Public Instruction. Development of the resources is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for Elementary Science and Integrated Subjects  can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons.  Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for  current science curriculum. The EFSIS project brings together grade level teams of teachers to develop lessons or suites of lessons that are 1) pnenomena based, focused on grade level Performance Expectations, and 2) leverage ELA and Mathematics Washington State Learning Standards.

Material Type: Activity/Lab, Module, Reading

Author: Georgia Boatman

Grade 1: How Does Light Help Me See Things And Communicate With Others?

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.

Material Type: Activity/Lab

Grade 1: Sound

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.

Material Type: Activity/Lab

Grade 2: Why is Our Corn Changing?

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.

Material Type: Activity/Lab

Sun Up, Sun Down

In this lesson, students learn about the role the sun plays in our daily lives and how solar energy can be used. Step 1 - Inquire: Students listen and respond to the text Sun Up, Sun Down by Gail Gibbons. Step 2 - Investigate: Students investigate the different roles that the sun plays in our daily lives. Step 3 - Inspire: Students create a representation of learning and share the importance of renewable energy.

Material Type: Lesson, Lesson Plan

Author: Elizabeth Ward

Reduce, Reuse, Recycle, Repeat!

This lesson introduces the idea of reduce, reuse, recycle and has students create a classroom waste management plan. Step 1 - Inquire: Students are introduced to the idea of reduce, reuse, recycle through an engaging video and cut and match sorting activity. Step 2 - Investigate: Students practice RRR by sorting recyclables in The Great Reuse Reduce Recycle Relay! Step 3 - Inspire: Students make a classroom waste management plan using the information they have gained throughout the lesson.

Material Type: Lesson, Lesson Plan

Author: Mallory Swafford

Digging into the Secrets of Soil

This lesson introduces the idea of soil as an ecosystem and as a carbon sink. Step 1 - Inquire: Students view a timelapse video that demonstrates the difference between soils with and without invertebrate decomposers. Step 2 - Investigate: Students learn about the concept of soil as a carbon sink and examine soil samples to learn how to define soil. Step 3 - Inspire: Students draw and record their findings demonstrating understanding of soil as an ecosystem and create a model of their soil artistically using found materials in the classroom.

Material Type: Activity/Lab, Lesson, Lesson Plan

Author: Elaine Makarevich

"Biome" in a Baggie

This ZOOM video segment shows how to create a self-contained environment and explores evaporation, condensation, and precipitation.

Material Type: Activity/Lab, Diagram/Illustration, Interactive

Authors: National Science Foundation, WGBH Educational Foundation

PEI SOLS 2nd grade Coastal Hazards: Erosion

Erosion is a natural hazard that causes major damage and can cause homes to collapse. In this storyline, students are introduced to weathering and erosion. Students will gain an understanding of coastal erosion by experimenting with different types of erosion control practices, including seawalls and riprap.

Material Type: Unit of Study

Author: Pacific Education Institute

PEI SOLS 2nd grade Wetland: Habitats

The goal of the second grade Wetland: Habitat storyline is to introduce students to wetlands and the living things that call them home. In this storyline students develop an understanding of what a habitat is, different types of habitats, what living animals and plants can be found in a wetland, and what plants need to grow

Material Type: Unit of Study

Author: Pacific Education Institute

PEI SOLS 2nd Grade Urban Forestry: The Needs of Trees

Trees grow all around us. Sometimes they are in large forests and sometimes they are single trees along the road or in our schoolyards. In this storyline, students explore cultural connections with trees, learn about the characteristics of trees, and discover what trees need to grow through handson activities, art, and literacy integration.

Material Type: Unit of Study

Author: Pacific Education Institute

Where Does Your Food Come From?

SYNOPSIS: In this lesson, students learn where food comes from and the importance of taking care of natural resources. SCIENTIST NOTES: Soil, air, light, water, and other natural components aid plant growth. When they are perturbed or polluted, it influences plant growth and makes food unhealthy for human and animal consumption. This lesson underscores the correlation between natural resources and food production. It shows students what is required for agricultural production and how they can locate food sources in their local environment. The lesson also provides basic understanding on how the natural resources could be protected from harmful human activities. The materials embedded in the lesson were fact-checked, and this lesson has passed our credibility review process. POSITIVES: -This lesson is a great way for students to understand and appreciate the care that goes into growing food. -Students will get to share their families' food traditions with others. -Students will feel empowered to help protect natural resources. -Students will share their new knowledge with others. ADDITIONAL PREREQUISITES: -You will need a fruit or vegetable for the beginning of the Inquire section. -You will need to acquire a copy of Right This Very Minute by Lisl Detlefsen before class begins. You can check your local or school library for a copy of the book. -You will need to enter an email address to access the PDF lesson plan of Who Polluted the River? the first time you use the Population Education website. -You will need the following materials for the Who Polluted the River? activity: -Clear gallon jar or bowl of water -Small lidded containers -Printed container labels (printable templates included) -Printed character name tags (printable templates included) -Slotted spoon -Plastic toy fish -Dry leaves -Soil -Baking soda -Shreds of paper -Fishing line or dental floss -Instant coffee -Water -Vegetable oil -Dishwashing soap -Red and green food coloring DIFFERENTIATION: -You can break this lesson up and teach Inquire, Investigate, and Inspire on three separate days. -The Student Document is provided in four levels. -Fluent writers can write one or more paragraphs to accompany their informative piece. -You can go over the Vocabulary Cards at the beginning of the lesson or print the Vocabulary Cards and make a word wall to reference throughout the lesson.

Material Type: Lesson Plan

Author: Dena James

Interdisciplinary Models for Climate Science Integration

In their continued support of climate science education, the Washington State Office of Superintendent of Public Instruction (OSPI) created these sample bundles of Washington State Learning Standards from multiple content areas that teachers could use to center their classroom instruction around climate change and climate science. 

Material Type: Teaching/Learning Strategy

Authors: Lori Henrickson, Ellen Ebert, Kimberley Astle, Johanna Brown, Washington OSPI OER Project