Going 3D with GRC - 5th Grade

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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.

Material Type: Activity/Lab, Lesson Plan

Authors: Brett Moulding, Jamie Rumage

Unit 3.1: Forces & Interactions

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Have you ever seen something in the world that is balanced in an interesting or puzzling way? Have you wondered how it stays balanced without falling over? This unit launches with art sculptures that do just this – the sculptures balance and move in ways that make students wonder how they work. Through a series of investigations, students develop ideas about the multiple forces acting on a sculpture to keep it upright and not fall over, or to create predictable motion. Students plan and carry out investigations to test what works and does not work to design sculptures. The unit re-anchors with a new type of sculpture – one that moves in interesting ways using magnets with nothing making contact. Students learn about the size and direction of forces between magnets and between magnets and some metal objects. Students then apply these ideas about magnets to design an object and device that solves a problem. OpenSciEd curriculum promotes deep and engaging science learning, and it is freely accessible to all. As an Open Educational Resource (OER), we encourage teachers to adapt, transform, and build upon OpenSciEd materials, allowing them to cater to the specific requirements of their classrooms. To view other elementary units, please visit: https://www.openscied.org/curriculum/elementary-school/explore-the-curriculum/

Material Type: Activity/Lab, Lesson

Authors: Jamie Rumage, OpenSciEd

Unit 4.1: Energy Transfer: Collisions

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What sports and games do you like to play? What objects move in those games? How do they change motion? In this unit, students experience and observe what happens to a soccer ball as they pass it back and forth to a partner at different distances and then explore other games. The unit supports students in developing foundational ideas about energy, its relationship to changes in motion and shape, and to find evidence that energy has been transferred between two objects when they collide. Through a series of investigations, students understand that contact forces between two colliding objects (e.g., a foot and a soccer ball or a ball and a surface) transfer energy from one object to the other, and that increasingly bigger kicks (stronger forces) cause the ball to travel farther and with more speed. Students also investigate how energy transfer occurs when a ball or other moving object slows down as it transfers energy to the surface it is moving on, how energy transfers as sound and/or heat to the surroundings in addition to changing motion and shape. OpenSciEd curriculum promotes deep and engaging science learning, and it is freely accessible to all. As an Open Educational Resource (OER), we encourage teachers to adapt, transform, and build upon OpenSciEd materials, allowing them to cater to the specific requirements of their classrooms. To view other elementary units, please visit: https://www.openscied.org/curriculum/elementary-school/explore-the-curriculum/

Material Type: Activity/Lab, Lesson

Authors: Jamie Rumage, OpenSciEd

Unit 5.1: Ecosystems & Matter Cycling

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Have you ever seen a fallen log in a forest? Have you wondered how plants could be growing on it or why animals might be visiting it? In this unit, students explore nurse logs to figure out just that. Students begin their exploration of nurse logs by considering how the plant life that grows on them gets the matter needed to grow. They plan, carry out, and evaluate investigations that provide them with evidence that plants get the matter they need to grow primarily from air and water and the energy they need to grow from the Sun. As students build their understanding of matter and energy transfer, they investigate how there are also many animals that live in, on, and around nurse logs. They model to explain the transfer of energy and matter between plants, animals, the nurse log, and the sun. Students figure out that decomposers are a vital component of the nurse log system. Finally, students consider how new species can disrupt that balance and flow of matter and energy, using the example of American bullfrogs that have been recently introduced to nurse log ecosystems. OpenSciEd curriculum promotes deep and engaging science learning, and it is freely accessible to all. As an Open Educational Resource (OER), we encourage teachers to adapt, transform, and build upon OpenSciEd materials, allowing them to cater to the specific requirements of their classrooms. To view other elementary units, please visit: https://www.openscied.org/curriculum/elementary-school/explore-the-curriculum/

Material Type: Activity/Lab, Lesson

Authors: Jamie Rumage, OpenSciEd

Patterns Biology

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Patterns Biology is the culminating course in the 3-year high school Patterns Science sequence. Patterns Biology focuses on three-dimensional (3D) learning through culturally responsive, phenomena-based storylines that intertwine the disciplinary core ideas of biology with the scientific and engineering practices and crosscutting concepts as described in the Next Generation Science Standards (NGSS). The Patterns High School Science Sequence (https://hsscience4all.org/) is a three year course pathway and curriculum aligned to the Next Generation Science Standards (NGSS). Each course utilizes: - Common instructional strategies - Real world phenomena - Design challenges to engage students and support their learning. For more information, contact us at info@pdxstem.org. The curriculum is a combination of teacher-generated and curated open-content materials. The Teacher-generated materials are shared freely under a Attribution-NonCommercial-Sharealike Creative Commons License.

Material Type: Full Course

Author: Jamie Rumage

Patterns Physics

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Patterns Physics is the initial course in the 3-year high school Patterns Science sequence. Patterns Physics focuses on three-dimensional (3D) learning through culturally responsive, phenomena-based storylines that intertwine the disciplinary core ideas of physics and earth science with the scientific and engineering practices and crosscutting concepts as described in the Next Generation Science Standards (NGSS). The Patterns High School Science Sequence (https://hsscience4all.org/) is a three year course pathway and curriculum aligned to the Next Generation Science Standards (NGSS). Each course utilizes: - Common instructional strategies - Real world phenomena - Design challenges to engage students and support their learning. For more information, contact us at info@pdxstem.org. The curriculum is a combination of teacher-generated and curated open-content materials. The Teacher-generated materials are shared freely under a Attribution-NonCommercial-Sharealike Creative Commons License.

Material Type: Full Course

Author: Jamie Rumage

Patterns Chemistry

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Patterns Chemistry is an instructional resource for a year-long high school introductory chemistry course. It meets many of the physical science standards from the Next Generation Science Standards, as well as some earth science standards. The Patterns High School Science Sequence (https://hsscience4all.org/) is a three year course pathway and curriculum aligned to the Next Generation Science Standards (NGSS). Each course utilizes: - Common instructional strategies - Real world phenomena - Design challenges to engage students and support their learning. For more information, contact us at info@pdxstem.org. The curriculum is a combination of teacher-generated and curated open-content materials. The Teacher-generated materials are shared freely under a Attribution-NonCommercial-Sharealike Creative Commons License.

Material Type: Full Course

Author: Jamie Rumage

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

ClimeTime Resource Portal

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The Washington State Legislature has invested $16 million in climate science education since 2018. This portal contains links to professional learning resources and instructional materials developed by the ClimeTime network of educational partners who came together as a result of this funding. ClimeTime partners provide climate science professional learning to Washington science teachers, using innovative strategies and effective practices. Many projects also create instructional materials aligned with the Next Generation Science Standards, to support student climate science learning.

Material Type: Activity/Lab, Assessment, Lesson, Lesson Plan, Reading, Teaching/Learning Strategy

Authors: Barbara Soots, Washington OSPI OER Project, Ellen Ebert, Kimberley Astle, Elizabeth Schmitz, Johanna Brown, Lori Henrickson

Oregon Climate Education Hub

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A statewide resource for Oregon educators working toward integration and infusion of PK-12 climate change education across all core subject areas.

Material Type: Activity/Lab, Lesson

Authors: Jamie Rumage, Subject to Climate

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

Group Membership and Administration

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What is a Group on the Oregon Open Learning Hub and what are the roles of the Group Members and  Group Administrators?

Material Type: Primary Source

Authors: Jamie Rumage, Susan Payne

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

Solving Problems by Mimicking Nature - Grade 1

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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 Plan

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