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  • WY.SCI.1.ESS1.2 - Make observations at different times of year to relate the amount of d...
  • WY.SCI.1.ESS1.2 - Make observations at different times of year to relate the amount of d...
Anchoring Phenomenon Routine for First Grade Space Systems: Patterns and Cycles
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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

Subject:
Applied Science
Environmental Science
Material Type:
Activity/Lab
Homework/Assignment
Author:
Michigan Science Teachers Association
Michigan Mathematics & Science Leadership Network
Date Added:
08/17/2020
Changing Seasons (K-2)
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CC BY
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This sequence of instruction was developed in the Growing Elementary Science Project to help elementary teachers who were working remotely.  We developed a short storyline that ties together a few sessions to help explore a specific concept.  We tried to include some activities that honored and included the student’s family and experience, and some that included the potential for ELA learning goals.
Students view a couple of videos and record what they notice and wonder about how plants change as seasons change. Students take a walk with family members to search for evidence of changes due to weather in their neighborhoods.
It is part of ClimeTime - a collaboration among all nine Educational Service Districts (ESDs) in Washington and many Community Partners to provide programs for science teacher training around Next Generation Science Standards (NGSS) and climate science, thanks to grant money made available to the Office of the Superintendent of Public Instruction (OSPI) by Governor Inslee. 

Subject:
Elementary Education
Material Type:
Unit of Study
Author:
Clancy Wolf
Jeff Ryan
Date Added:
08/17/2021
PhD Science K–2 OER
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PhD Science Grade Levels K–2 is available as downloadable PDFs. The OER consists of Teacher Editions and student Science Logbooks for every module.

With PhD Science®, students explore science concepts through authentic phenomena and events—not fabricated versions—so students build concrete knowledge and solve real-world problems. Students drive the learning by asking questions, gathering evidence, developing models, and constructing explanations to demonstrate the new knowledge they’ve acquired. The coherent design of the curriculum across lessons, modules, and grade levels helps students use the concepts they’ve learned to build a deep understanding of science and set a firm foundation they’ll build on for years to come.

Cross-curricular connections are a core component within PhD Science. As an example, every module incorporates authentic texts and fine art to build knowledge and create additional accessible entry points to the topic of study.

Three-dimensional teaching and learning are at the heart of the curriculum. As students uncover Disciplinary Core Ideas by engaging in Science and Engineering Practices and applying the lens of Cross-Cutting Concepts, they move from reading about science to doing science.

Great Minds® is the creator of Eureka Math®, Wit & Wisdom®, Alexandria Plan™, and PhD Science®.
Published by Great Minds PBC. greatminds.org
Copyright © 2021 Great Minds PBC. Except where otherwise noted, this PK-2 PhD Science® content is published under Great Minds OER License #1. Use limited to Non-Commercial educational purposes.
COMMERCIAL REPRODUCTION PROHIBITED.

See OER license details here:
https://s3.greatminds.org/link_files/files/000/003/991/original/Final_Form_OER_PhD_Science_K-2_limited_public_license_%282.10.21%29.pdf

Subject:
Applied Science
Engineering
Environmental Science
Life Science
Physical Science
Material Type:
Activity/Lab
Assessment
Homework/Assignment
Textbook
Unit of Study
Author:
Great Minds
Date Added:
05/18/2021
Science PT_1.ESS1.2_Daylight During the Year
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This performance assessment aligns with NGSS Performance Expectation 1.ESS1.2 and is intended to be used as an interim assessment. These assessments can either be used summatively, as an end of learning activity, or formatively, utilizing student responses to identify next instructional steps.

Subject:
Applied Science
Environmental Science
Material Type:
Assessment
Author:
Noelle Gorbett
Date Added:
05/20/2021
Sun's Shadow
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CC BY
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Watch shadows during the course of the day to explore the influence of the Sun’s position in the sky on them, as well as how they change over the seasons. During the next season, repeat the experiment and note the changes from the previous season. Repeat over a period of one year for each season.

Subject:
Astronomy
Physical Science
Material Type:
Activity/Lab
Lesson Plan
Provider:
International Astronomical Union
Provider Set:
astroEDU
Author:
Tasneem Rossenkhan, UNAWE
Date Added:
02/02/2016
Tracking the Sun's Patterns Around the Globe
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Students will create a panorama drawing of their own landscape.  They will include landmarks and cardinal directions in their drawings, and use their drawings to plot the movement of the sun in the sky over the course of a day. They may make their observations in one day, or over a period of days or weeks. Once students have created their own panoramas, they will look at panoramas taken in the North and South Poles and compare similarities and differences. They will then explore the “Sun Path Simulator” online. Before beginning these lessons, students should already know: 1) How to find the four, cardinal directions, and 2) That the Earth rotates on its axis, and revolves around the sun. 3) How to tell time.  This unit pairs nicely with the Mystery Science Unit, Spinning Sky. Where indicated, worksheets and videos for lessons can be found on their website. Links to all other worksheets for the entire unit are in the “Overview” Section of my slideshow. Each day’s lesson comes with a worksheet to focus the students and to show evidence of student learning.

Subject:
Astronomy
Atmospheric Science
Material Type:
Activity/Lab
Diagram/Illustration
Homework/Assignment
Lesson Plan
Student Guide
Author:
Anya Rose
Date Added:
02/23/2022
Weather Discovery
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CC BY-NC-ND
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Weather Project Based Learning  How do weather changes affect me?            -what are the kinds of weatherReal world connections            -classroom ‘weather station’            -students will collect weather data and report the weather            -have a meteorologist come into class            -field tripActivities            -collect weather data from internet daily for one week                        -observe outside            -make rain gauge?Kids will split into groups based on what weather that they want            -weather types; sunny, cloudy, fog, hail, thunderstorm, snow, windy, etcFinal product/presentation description            -children’s work product                        -weather graphs, data, weather related writing, pictures, etcTEMPLATE(Make a copy and go to advance-> share with  your team members,  & anyone with the link can comment/suggest) Team memberName: Kelly CollinsName: Alexa TrickName: Ginger Boyer Topic: WeatherGrade Level: 1st Grade Part 1:  Driving question: (*You should schedule a time to meet with your partners to discuss this before doing Class Prep#7)What are your three initial driving questions?1 What are the different types of weather?2 How do I measure weather?3 What are different types of observing/ analyzing weather?4 What problems need to be solved with the weather?What is your one, final driving question?How do weather changes affect me? Background information of this driving question:   What grade level are you working? Which standard are you targeting? Provide any background information the reader should know about this project, such as time span, schedule and so on. Provide a brief introduction to your question as well and an overview to what you envision your lesson looking like. With the crazy weather, we just had on 2-28-17 and 3-1-17 with the rain, wind, hail, and tornado watch, is how we came up with our idea for a weather project based learning. With the crazy weather, we just had, it affected all of us differently and this brought us to our opening question; “How do weather changes affect me?” We decided as a group to focus our project based learning for first grade. As a group, we put down this project would take our class a week and at the end of the week, we would see how engaged the children are with this project to determine if as a class would extend this project longer and more in depth. We would do this project as long as the children are engaged with the project. The standards the children will hit during this project based learning are;S1E1. Students will observe, measure, and communicate weather data to see patterns in weather and climate. a. Identify different types of weather and the characteristics of each type.b. Investigate weather by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal or on a calendar seasonally.c. Correlate weather data (temperature, precipitation, sky conditions, and weather events) to seasonal changes.1.ESS.1 Use observations of the sun, moon, and starts to describe patterns that can be predicted.1.PS.4 Make observations to collect evidence and explain that objects can be seen only when illuminated.1.M.1 Use direct comparison or a nonstandard unit to compare and order objects according to length, area, capacity, weight, and temperature.1.W.4 Apply the writing process.1.W.5 With support conduct simple research on a topic.1.SL.1 List a activity and adjust the use of spoken language to communicate effectively with a variety of audiences and for different purposes.1.SL.2.1 Participate in collaborative conversation about grade appropriate topics and texts with peers and adults in small and larger groups.1.SL.4.2 Add drawings or other visual displays such as pictures and objects, when sharing information to clarify ideas, thoughts, and feelings.1.L.6.4 Demonstrate thoughtfulness and care in creating artwork.1.L.7.6 Demonstrate safe proper use, care, and storage of media, materials, and equipment.     With first grade students, we are addressing the weather and the effect that it can have on their lives. The standards that we are addressing are; Why do you think this is a good driving question?Try to answer these 4 questions. (But you should not answer them with yes or no, instead explain the details and convince me that you’ve met these criteria)Does the DQ warrant in-depth study?This project based learning about the weather will help the children have a better understanding of what weather is, how it affects their lives, and how weather operates. If the children are interested in this topic of learning, we could always go deeper into the learning of weather. This topic offers lots of opportunities for learning.   Is the DQ an authentic and relevant issue/problem for my students?This topic is very relevant for the children, since they just recently were affected by multiple weather types in less than 24 hours. The multiple weather types are fresh in their minds so they will be eager to want to investigate and learn more about the weather.  Is there more than one plausible solution to the DQ?Yes the children will be separated into groups on different types of weather. These groups will be studying and learning about different aspects of weather. The groups will lead their own learning and where it takes them and how they want to present their learning of this part of the weather. With each group studying different parts of the weather, they will all have different solutions of the weather and their groups will be going different routes on their learning and presentations.Does the DQ provide opportunities for students to evaluate, analyze, present, and defend their solutions?Once the group has investigated, analyzed, and learned about their topic of weather, the groups will plan how they want to present their learning to the class. After the group's presentation, their learning of weather, and the class wants to extend their learning or have more questions that we would be able to investigate, analyze, and learn then we will extend their project based learning. Part2: GrabberWhat is your grabber?The main grabber for this topic is the guest speaker, either a meteorologist or someone else well versed in all things of weather.   Why do you think this grabber is beneficial and how it align with your driving question?Try to answer these questions. (But you should not answer them with yes or no, instead explain the details and convince me that you’ve met these criteria)·         Does the story, article, video, announcement, role play, or other resource hook the learner into asking more questions about the topic?It is always fun to have a guest speaker in your classroom. With the tie in of the meteorologist and with the current crazy weather we had will spike the children’s interest to want to learn more and ask questions regarding weather.  ·         Does the grabber capitalize on novelty and / or high emotion situations?We feel with tiding this project based learning with the crazy weather that we all have experienced and was part of, will help bring high emotion for the children to be happy, excited, and eager to get involved and learn. ·         Does the grabber establish authenticity & relevance?Weather is part of our everyday life, but with the current crazy weather we have all experienced, it brings relevance to the table and will be a fresh topic in the child’s mind and will be more fun for the children since they have experienced it for themselves.   ·         Make sure to explain in detail how this grabber would be used.We would talk to the children and ask open ended question in regard to the weather and how it affected them, and what they experienced. From here would split the classroom into small groups on different types of weather the children want to focus they’re learning on. From this conversation, would invite and introduce the meteorologist. Once the meteorologist is finished, this will be a time for the children to ask the meteorologist questions in regard to the weather. Once all these questions have been answered, the children will get started on their projects.     Culminating activities: List all your activities here: 1) Activity 1·         What is your first activity?List the name of your activity here. And explain how it would be implemented in the class, describe the process, such as how to group your students, when to present information to your students, what resources you will use, what students will create or share, etc. Exploring whether and how it affects me, How to measure, observe and analyses the weather, and what problems need to be solved with the weather, will be the focus of the children's investigation and learning. For starters, the class will be discussing about the previous weather we have all experienced. This discussion will lead the children to pick what type of whether they want to learn more about and depending on what weather has been chosen the children will be placed into groups. After the groups, have been established we will invite a meteorologist into the classroom to present and talk about the weather. At the end of the presentation it will be open for the children to ask more questions about their weather they have chosen. From her the children, will work in their groups to study, learn, explore, investigate, analyze the weather for their presentation. The children will work together in their groups about what they want to present, what they learned, the four focusing questions, and how they present their chosen whether.      ·         Why do you think this is a good activity for PBL?Try to answer these 4 questions.  (But you should not answer them with yes or no, instead explain the details and convince me that you’ve met these criteria)·         How is the activity authentic?This lesson is authentic because this is something that has affected everyone in different ways and something we experience on a daily basis.   ·         Does the activity provide students with the opportunity to present and defend problem solution?This project does allow the children investigate what problem the weather has on us or the environment and give the children the opportunity to come up with a solution to the problem.·         Does the activity require student collaboration?The children will be separated into groups by the weather they choose to investigate. In the groups the children will work together.  ·         How will I judge what students have learned from the activity?o    You will need to create a rubric for this step and potential example materials as well. 2) Repeat the information above for any additional activities you want to add. PBL Project- Weather Rubric Name of Student:_________________________ Criteria:3 (Excellent)2 (Good)1 (Not So Good)Participation:Student worked efficiently the whole time & didn’t seem distracted.Student was partially participating on the project, was reminded to stay on topic once.Student didn’t participate very much. Didn’t seem interested. Was told several times to stay on task.Effort:Student worked the entire time. Showed effort in the project assigned.Student didn’t put forth a lot of effort, was partially focused.Student showed minimal effort, didn’t seem to care about project or instructions.Final Product:Student final product was finished efficiently, and participated throughout the week.Student had good effort of the visual aid and the project, and was mostly engaged throughout the week.  Student had minimal visual aid and minimal presentation of project. Student was engaged very little throughout the week.  Total Score:__/ 9    Teacher Comments:   

Subject:
Life Science
Material Type:
Lesson Plan
Author:
Ginger Boyer
Date Added:
03/15/2017