NGSS places this exploratory learning in the context of specific Science and Engineering Practices and Crosscutting Concepts that involve a deeper understanding rather than merely applying vocabulary without comprehension. This sort of exploratory learning has always been a hallmark of early elementary education. NGSS envisions children exploring different learning experiences with the teacher asking thought-provoking questions rather than providing all of the answers. By the end of the lesson, children can use their observations and their own reasoning to make a claim about the phenomenon in science. Throughout the lesson, vocabulary and concepts are introduced on an as-needed basis. The learning experiences that make up the lesson give children clues they will need to make a scientific explanation about what’s happening. It’s almost like a puzzle or a mystery for the children to solve. The goal is to get students thinking like scientists and acting like engineers-if they don’t yet know the answers to their questions, what might they do to uncover the answers? Using Science Phenomena to Start a LessonĮach lesson should begin with a science phenomenon for children to explain, such as this short video for making art with crayons and a hairdryer. It gets students asking questions and allows for instruction to be more student centered. A phenomenon jumpstarts instruction by helping students realize the real-world context of the science topic to be studied. Science phenomena are simply observable events that students may explain (as scientists) or problems that students may work to solve (as engineers).

They actually represent an entirely different approach to learning and teaching-one that is focused much less on the teacher delivering content and information and much more on children constructing understanding through their own experience. No doubt you’ve heard of the Next Generation Science Standards* (NGSS), but what do these standards really mean in terms of effective science teaching? Well, you need to understand that they are far more than just shifting what topics are taught when. ICLE (International Center for Leadership in Education)Ĭustomer Service & Technical Support Portal Into Algebra 1, Geometry, Algebra 2, 8-12 We con- sider how these missed opportunities may constrain place‐ based learning in natural environments, and reflect on implications for educators, students, and nonhuman others.Science & Engineering Leveled Readers, K-5 OBE opportunities were par- ticularly scarce in middle and high school years, and missing entirely from PEs for disciplinary core ideas related to ecosystems and human impacts on ecosystems. Nine out of 142 (6%) PEs related to ecology require observations. Only 16 of the 175 (9%) learning progression descriptions for the SEPs explicitly mention observations. We identify where observations are in- cluded and omitted in these documents. We used lexical analysis of Next Generation Science Standards documents to identify instances of observational methods suggested in the SEPs and ecology‐related performance expectations (PEs). Yet recent educational reforms may privilege other scientific and en- gineering practices (SEPs) over OBE methods. Systematic observations of organisms and processes from an early age can help children develop ecological knowledge and skills, and deepen their connection to the natural world. Observation‐based ecology (OBE) generates critical knowledge about the health of ecological systems and human impacts on these systems.

Ngss phenomena