Momentum is not only a physical principle; it is a psychological phenomenon. Students learn how the "Big Mo" of the bandwagon effect contributes to the development of fads and manias, and how modern technology and mass media accelerate and intensify the effect. Students develop media literacy and critical thinking skills to analyze trends and determine the extent to which their decisions may be influenced by those who manipulate a few opinion leaders. Note: The literacy activities for the Mechanics unit are based on physical themes that have broad application to our experience in the world concepts of rhythm, balance, spin, gravity, levity, inertia, momentum, friction, stress and tension.

We have a problem to solve in our school community – litter on our school grounds. We know that this litter can have negative effects on our local bird populations. Sometimes problem-solvers, such as engineers, study natural phenomena to figure out solutions to problems.

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

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.  

The Mima mounds are small, irregularly spaced hills, described by some as “soil pimples” because they are piles of silt, sand, and pebbles.Scientists still don't know what created the Mima mounds. These resources will invite students to develop their own hypotheses, evaluate the existing evidence, and construct an explanation.Start with the "Mima mounds educator guide" to learn about the available resources, alignment to learning standards, and opportunities for modification and extension. The educator guide also includes student worksheets to guide inquiry and exploration. The attached "Mima mounds booklet" was created by the Washington Geologic Survey, within the Washington Department of Natural Resources. It is an illustrated guide to the mounds and the hypotheses about what formed them. The educator guide will walk you through ways to use the booklet. You can contact DNR's Youth Education and Outreach Program at yeop@dnr.wa.gov with any questions. 

This Wakelet is a collection of links to free online resources that address all areas of teaching the Next Generation Science Standards (NGSS). The resources are grouped together in smaller, topic-based collections. A range of resources are provided for K-12, and additional links will be continually added to the collection. 

The Next Generation Science Standards (NGSS)* call for students to use the practices, concepts and content of science and engineering to understand phenomena and solve problems that are relevant to their lives. Starting from a student’s own experiences and community makes the science meaningful and increases engagement while helping students understand how global issues like climate change are present and addressable in their lives. In this series we examine how you can use the new science standards and your community to understand and address real world environmental problems and explore together how to integrate NGSS into your district’s classroom science units.How does engineering relate to solving problems in your community? Learn how IslandWood is using the engineering design process to help students investigate local stormwater problems, seek stakeholder input, and develop solutions. Explore what is involved in putting student ideas into action including possible real-world constraints, practical small-scale solutions potential partners, and mini-grant options. We’ll work together to figure out a plan for the topics and students you teach.

The Next Generation Science Standards (NGSS)* call for students to use the practices, concepts and content of science and engineering to understand phenomena and solve problems that are relevant to their lives. Starting from a student’s own experiences and community makes the science meaningful and increases engagement while helping students understand how global issues like climate change are present and addressable in their lives. In this series (NGSS in Action: Science and Engineering in your Schoolyard) we examine how you can use the new science standards and your community to understand and address real world environmental problems and explore together how to integrate NGSS into your district’s classroom science units.Workshop 1: Science in Action Description: "Venture outside the walls of the classroom to find local environmental phenomena that can anchor your classroom science unit. Explore with us the big picture of Next Generation Science Standards’ “three dimensional” science learning and then get hands on with the Science and Engineering Practices as you use them to build an understanding of an example phenomenon in our 'schoolyard.' You’ll leave this workshop with ideas and examples you can use in your own classroom science curriculum."

An adaptable exploratory and reflective activity that works with all ages and uses the Next Generation Science Standards (NGSS*), Asking Question and Defining Problems Practice and one of several possible Crosscutting Concepts to explore students’ awareness, prior knowledge and cultural experiences related to a phenomenon or Disciplinary Core Idea .

This course presents the phenomena, theory, and modeling of turbulence in the Earth’s oceans and atmosphere. The scope ranges from centimeter to planetary scale motions. The regimes of turbulence include homogeneous isotropic three dimensional turbulence, convection, boundary layer turbulence, internal waves, two dimensional turbulence, quasi-geostrophic turbulence, and macrotrubulence in the ocean and atmosphere.

This course presents the phenomena, theory, and modeling of turbulence in the Earth’s oceans and atmosphere. The scope ranges from centimeter to planetary scale motions. The regimes of turbulence include homogeneous isotropic three dimensional turbulence, convection, quasi-geostrophic turbulence, shallow water turbulence, baroclinic turbulence, macroturbulence in the ocean and atmosphere.