Scientific Phenomena can be used as a tool to anchor a science unit involving a series of lessons to engage in deeper science learning – or what is being called “Three Dimensional Learning”.
1) Describe the phenomena in a way that your students can understand and which sparks their imagination.
2) Create Essential Questions for them to answer to explain the phenomena.
3) Identify the NGSS Disciplinary Core Ideas which you are targeting.
4) Provide clear directions for a process they should use to try to answer the questions using the NGSS Science and Engineering Practices to frame as your guideline. Provide a few links online to get them started obtaining information that they can evaluate and communicate to the rest of the class. Practice analyzing and interpreting the data they find.
5) Name the Crosscutting Concepts that students should be aware of throughout the lesson and suggest ways that they can identify patterns, cause and effect, etc.
6) Make note of other questions generated in the process of exploring this Scientific Phenomena. Discuss them as a class.
4. Science And Technology Standards
Emphasize abilities associated with the process of design and fundamental understandings about the enterprise of science and its various linkages with technology. This calls for students to develop abilities to identify and state a problem, design a solution--including a cost and risk-and-benefit analysis--implement a solution, and evaluate the solution.
K-4 Abilities to distinguish between natural objects and objects made by man, abilities of technological design, understanding about science and technology.
5-8 Abilities of technological design, understanding about science and technology.
9-12 Abilities of technological design, understanding about science and technology.