All resources in Oregon Science

K-5 NGSS Resource Sets for Teaching Science and Integrating with ELA

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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. 

Material Type: Activity/Lab, Assessment, Diagram/Illustration, Full Course, Homework/Assignment, Interactive, Lesson, Lesson Plan, Primary Source, Reading, Simulation, Teaching/Learning Strategy, Textbook

Author: Kimberley Astle

K-5 Science: New and Improved Essential Question Units and Resources

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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.  

Material Type: Activity/Lab, Assessment, Homework/Assignment, Textbook, Unit of Study

Author: Kimberley Astle

PEI SOLS MS Forests: Carbon Sequestration

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Students explore the phenomena of how a tree gets its mass. They are encouraged to think back to what they know about photosynthesis and explain what they know and what they wonder about the phenomena of a seed transforming into a large tree and having mass. Specifically, carbon is taken in from the atmosphere in the form of CO2 and transformed into glucose to provide energy and ultimately building material (cellulose). In this storyline, carbon sequestration refers to the removal of carbon (in the form of carbon dioxide) from the atmosphere through the process of photosynthesis. Carbon storage refers to the amount of carbon bound up in woody material above and below ground.  Carbon sequestration occurs in trees, other plants, the ocean, and soil. Not all plants sequester the same amount of carbon, for example, there’s a difference in the amount of carbon sequestered between young and old trees, and between different species of trees. This has implications for working forests and old growth forests. Using information from this storyline, students will draw conclusions about the value of managing forests to benefit human needs and natural needs.  

Material Type: Unit of Study

Authors: Hattie Osborne, Pacific Education Institute

Patterns Physics

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THE PATTERNS APPROACH The Patterns Approach to science instruction emphasizes the use of mathematical and phenomenological patterns to predict the future and understand the past. Students construct science knowledge by making an initial “wild-guess”, asking questions, planning and conducting experiments, collecting data, finding a mathematical model that fits their data, explaining the phenomenon based on that model, then finally making a data-informed prediction. Harnessing their own experiences, students compare and contrast low-evidence predictions (wild guesses) to their data-informed prediction to live the experience and learn the value of evidence-based reasoning. Additionally, students engage in several engineering projects in each course, where they must use the Patterns they discover in their designs to optimize their solutions. The Patterns Approach utilizes technology, student-constructed knowledge, frequent opportunities for student talk, and language supports to ensure the engagement and success of every student. By emphasizing, rather than removing, the mathematical connections to science, the Patterns Approach supports student conceptual understanding by connecting real-world inquiry experiences, graphical representations, and mathematical representations of science phenomena.

Material Type: Activity/Lab, Lesson Plan

Author: Portland STEM Partnership

Patterns Chemistry

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Our Patterns Chemistry development team of teacher leaders has been working hard through the spring and summer of 2020 to develop distance learning versions of the Patterns Chemistry units. Between March and May they released the below Distance Learning versions of units 4, 5 and 6, as well as paper packets that can be printed for students who do not have access to technology at home. Below are the distance learning version of units 1 and unit 2. The distance learning units can be used in either a fully online or hybrid school model. A Distance Learning version of Unit 3 will be released by the end of September. For schools reopening fully in person, scroll down to see the original Patterns Chemistry unit plans.

Material Type: Activity/Lab, Lesson Plan

Author: Portland STEM Partnership

HS Earth & Space Science - Designed to NGSS

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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.

Material Type: Activity/Lab, Unit of Study

Authors: Jamie Rumage, New Visions School

Climate Learning Resources

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Global climate change is rapidly impacting all life on earth. But impacts of climate change are complex, uneven, and worsening, with people from poverty-impacted and BIPOC communities often experiencing impacts most sharply. We must be prepared to understand and respond to climate science. Education is a vital context for building capacity for just, community-driven adaptation and resilience efforts as well as for promoting the enactment of equitable mitigation efforts around the world. Justice-centered climate change learning is complex, but urgent. To support educators to build capacity for this work, we are creating a suite of resources focused on different aspects of this work. Climate science learning has to happen across PK-12 classroom, in informal education and outdoor contexts, and in community-based learning settings.

Material Type: Teaching/Learning Strategy

Authors: Jamie Rumage, STEM Teaching Tools

Science in Elementary Classrooms for Oregon Administrators

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This self-guided course is designed to guide administrators, particularly those in K-5 schools, in thinking about science education in their buildings and to provide background on and fundamentals regarding the Oregon Science Standards (also referred to as NGSS and Next Generation Science Standards). Additionally, this short course will inform participants about the instructional shifts required for Oregon Science Standards/NGSS three-dimensional teaching and learning, guide the development of a plan to support science teaching and learning, and highlight the essential role of equity and inclusion in Oregon's science standards.

Material Type: Module

Author: Jamie Rumage

Anchoring Phenomenon Routine - Storyline Tool

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Instructional sequences are more coherent when students investigate compelling natural phenomena (in science) or work on meaningful design problems (in engineering) by engaging in the science and engineering practices. We refer to these phenomena and design problems here as ‘anchors.’Here is a tool to assist in determining if the elements of the anchoring phenomenon are strong or could use some additional thinking. Original works can be found at NextGenStorylines.org

Material Type: Teaching/Learning Strategy

Author: Jamie Rumage

Qualities of a Good Anchoring Phenomenon

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Instructional sequences are more coherent when students investigate compelling natural phenomena (in science) or work on meaningful design problems (in engineering) by engaging in the science and engineering practices. We refer to these phenomena and design problems here as ‘anchors.’ What makes for a good phenomenon to anchor an investigation?

Material Type: Teaching/Learning Strategy

Authors: Jamie Rumage, STEMTeachingTools

OER Quality Framework

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The OER Quality Framework was developed by the Oregon Open Learning Team to describe indicators of high-quality OER for consideration in a variety of applications on the Oregon Open Learning Hub and in Oregon education settings. The OER Quality Framework consists of three tools and a glossary of terms to provide context for language used throughout the Framework.

Material Type: Teaching/Learning Strategy

Authors: Vanessa Clark, Susan Payne, Oregon Open Learning

Feeling Hot, Hot, Hot! - Grade K

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Elementary school lessons utilize local phenomenon and are organized by grade level. By organizing instruction around local phenomenon, students are provided with a reason to learn shifting the focus from learning about a disconnected topic to figuring out why or how something happens. #Going 3D with GRC

Material Type: Activity/Lab

Author: Jamie Rumage

Properties of Matter - Grade 2

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Elementary school lessons utilize local phenomenon and are organized by grade level. By organizing instruction around local phenomenon, students are provided with a reason to learn shifting the focus from learning about a disconnected topic to figuring out why or how something happens. #Going 3D with GRC

Material Type: Activity/Lab, Lesson

Author: Jamie Rumage

Anchoring Phenomenon Routine for Kindergarten Weather

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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

Material Type: Activity/Lab, Homework/Assignment

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

Anchoring Phenomenon Routine for Second Grade Interdependent Relationships in Ecosystems

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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

Material Type: Activity/Lab, Homework/Assignment

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

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

Material Type: Activity/Lab, Homework/Assignment

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

2-Day Investigation of Soil Samples

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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