Welcome to our Going 3-D with GRC website. This site is a collection of vetted, three-dimensional lessons aligned to the Next Generation Science Standards and state standards developed from the Framework for K-12 Science Education. The lessons were developed by teachers across districts and states utilizing local phenomena. The teachers who developed these lessons participate in professional development with Brett D. Moulding and Kenneth L. Huff over the past five years. Brett was on the committee that wrote the Framework for K-12 Science Education and a lead writer of the NGSS. Kenneth was also on the NGSS writing team and has spent the last 5 years applying these lessons in his classroom. If you have questions or suggestions about these lessons please contact Brett at BrettDMoudling@gmail.com.

Welcome to our Going 3-D with GRC website. This site is a collection of vetted, three-dimensional lessons aligned to the Next Generation Science Standards and state standards developed from the Framework for K-12 Science Education. The lessons were developed by teachers across districts and states utilizing local phenomena. The teachers who developed these lessons participate in professional development with Brett D. Moulding and Kenneth L. Huff over the past five years. Brett was on the committee that wrote the Framework for K-12 Science Education and a lead writer of the NGSS. Kenneth was also on the NGSS writing team and has spent the last 5 years applying these lessons in his classroom. If you have questions or suggestions about these lessons please contact Brett at BrettDMoudling@gmail.com.

Grade 3 Life Science Module. In this module, students learn about inheritance, variation, and frog ponds. The Life Science Module represents three additional hours per week of instruction during the eight to nine weeks covered by Grade 3: Module 2 of the EL Education K-8 Language Arts Curriculum. Although the Life Science Modules can stand alone, each one connects with and complements Module 2 of the grade-level language arts module lessons in Grades 3-5. To learn more about the Language Arts curriculum and how the Life Science Modules align with the language arts content, visit https://eleducation.org/resources/k-5-language-arts-guidance-document.

Grade 4 Life Science Module. In this module, students learn about different body structures of plants and animals and how those structures help an organism survive. The Life Science Module represents three additional hours per week of instruction during the eight to nine weeks covered by Grade 4: Module 2 of the EL Education K-8 Language Arts Curriculum. Although the Life Science Modules can stand alone, each one connects with and complements Module 2 of the grade-level language arts module lessons in Grades 3-5. To learn more about the Language Arts curriculum and how the Life Science Modules align with the language arts content, visit https://eleducation.org/resources/k-5-language-arts-guidance-document.

Grade 5 Life Science Module. In this module, students learn about the cycle of matter and energy in healthy ecosystems. The Life Science Module represents three additional hours per week of instruction during the eight to nine weeks covered by Grade 5: Module 2 of the EL Education K-8 Language Arts Curriculum. Although the Life Science Modules can stand alone, each one connects with and complements Module 2 of the grade-level language arts module lessons in Grades 3-5. To learn more about the Language Arts curriculum and how the Life Science Modules align with the language arts content, visit https://eleducation.org/resources/k-5-language-arts-guidance-document.

In this activity students will make a “growing” bracelet and learn about the basic elements plants need to grow and thrive. Includes activity instructions, extension activities, songs, and additional reading list.

NGSS: K-LS1-1, 1-LS1-1, K-ESS2-2 (extension activity)

CCSS: L.K.5, SL.K.1, SL.K.5, SL.1.4

Social Sciences: Partially meets 3.13

Time: 30 minutes

Materials: "One Bean" book, chenille stems/pipe cleaners, and pony beads (yellow, brown, blue, clear, green, and red.

Through ongoing partnership with teachers across New York City, New Visions has developed this course map for a high school biology course fully designed to the Next Generation Science Standards (NGSS) and the New York State Science Learning Standards (NYSSLS). Each unit follows a common structure: students engage with an anchor phenomenon and develop questions; go through sequences of learning and sense-making to develop and iterate on answers to those questions; then complete a three-dimensional performance task.

Through ongoing partnership with teachers across New York City, New Visions has developed this course map for a high school biology course fully designed to the Next Generation Science Standards (NGSS) and the New York State Science Learning Standards (NYSSLS). Each unit follows a common structure: students engage with an anchor phenomenon and develop questions; go through sequences of learning and sense-making to develop and iterate on answers to those questions; then complete a three-dimensional performance task.

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 unit designed for an integrated middle school science classroom, students investigate why athletes ice injuries. This leads students to wonder why actual bags of ice are used instead of the instant ice packs found in first aid kits. Students then investigate the chemical reaction occurring within an instant ice pack and work to develop a better design.

Anchoring Phenomenon: First aid care for musculoskeletal injuries using bags of ice instead of instant ice packs containing an endothermic chemical reaction.

NGSS PEs Addressed: MS-PS1-1; MS-PS1-2; MS-PS1-5; MS-PS1-6; MS-PS3-3; MS-LS1-8; MS-ETS1-1

Cover Image Source: https://www.stack.com/a/cryotherapy

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 the Dark is a Middle School curricular program framework created by EarthGen. For this unit, we offer professional development training and assistance with implementation. If you are interested in implementing this program at your school or district, please let us know! Please contact info@earthgenwa.org for more information. 

In this 5 minute video, the teacher is establishing a classroom culture for doing science at the beginning of the year in Kindergarten. She engages students in collecting temperature data daily, while simultaneously supporting students in understanding how to measure temperature, the importance of doing it at the same time every day (fair test), and how temperature affects students' daily lives.

This video was produced for the NSTA webinar series, Teaching NGSS in K-5 (Zembal-Saul, Starr & Renfrew, 2014-15).

This OSPI resource provides curated collections of free activities, lessons, units, and informational "texts" (articles, passages, e-books, videos, podcasts) to support every NGSS Performance Expectation (standard) in grades K-5.  This resource is intended to support teachers with teaching science while also integrating science and ELA to grow student knowledge, thinking, application, and skills in both content areas.  Materials are organized into units based on the topics and essential questions in each grade. Resources listed are all freely available online, with some requiring teachers to create free accounts to access.  Some trade books are also listed that might be accessed through a library system. Gratitude is expressed to the Washington State Science Fellows, Science Fellows Emeriti, and ELA Fellows who contributed to curating the informational texts.  For questions or comments contact OSPI Elementary Science at Kimberley.Astle@k12.wa.us. 

For those who have previously discovered this resource, we would like to direct you to a new and improved version that now adds curated and freely available  informational "texts" (articles, passages, e-books, videos, podcasts) to support every NGSS Performance Expectation (standard) in grades K-5. This is to support elementary teachers with designing for learning that integrates science and literacy.  Click "View Resource" above for the link.This adds an additional layer to the previous resource that listed freely available activities, lessons, units, and whole-year curricula for every K-5 NGSS Performance Expectation.Please email kimberley.astle@k12.wa.us at OSPI Elementary Science with feedback and questions.  

Compare the effects of different strengths or different directions of pushes and pulls on the motion of an object and determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.

Driving Question: Can I as “Science Investigator”, engineer and design,
a way to move an object without using my hands or feet?

The Oregon Science Project Module #1 is designed for K-12 and informal 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 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 Lane County.We will complete this module during the week of training in August. It brings together many already developed resources in new ways. This module was originally developed for the Oregon Science Project by Cristina Trecha and has been modified for use in the Lane County Science Project. If you have any feedback please email Dara Brennan or Nick Spicher. 

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