![]() ![]() To check out the MND resources related to the 3 Dimensions of the Next Generation Science Standards, check out the following links: Science and Engineering Practices Crosscutting ConceptsĮSS2.B: Plate Tectonics and Large-Scale System InteractionsĮSS2. Resources: Qualities of a Good Anchor Phenomenon for a Coherent Sequence of Science Lessons Using Phenomena in NGSS. By exploring phenomena, students have opportunities to apply science and engineering practices and to build their own larger scientific conceptions and identities. NGSS phenomena - Example Science Phenomenon. These are naturally occurring events that are used by teachers as opportunities to have students observe, ponder, inquire, explain, and predict using scientific evidence. For more information on the use of phenomena, see the link. Phenomena are the context for learning science. ![]() By providing these data, in the forms of maps, line plots, etc., students develop models to explain or predict the phenomena using evidence. MND makes teaching Earth Science easier (and more interesting) by organizing NASA data with the phenomena that they support. The activity is math-intensive and students draw their conclusions from the computed values.MND recognizes that teaching science is about helping students make sense of the world around them, not memorizing facts and principles. The database has a ton of options, identifies whether. The Elastic Collisions activity is reliant upon students computing momentum values for several trials and using the computed values in order to make a claim regarding the conservation of system momentum. Project Phenomena is probably my favorite place to start when looking for phenomena. Teachers can come here to explore ideas for stimulating students’ curiosity about scientific phenomena and using this to support student learning in the NGSS. Using Mathematics and Computational Thinking: Use mathematical representations of phenomena to describe and/or support claims and/or explanations. A related site is a crowd- sourced collection of phenomena intended to spark students’ inquiry in science. Students are asked to make reference to their data in order to support their claim. Students then inspect and analyze the data in order to make a claim regarding the mathematical relatoinships. To help educators with the transition to the Next Generation Science Standards, TJ McKenna started a website known as Phenomena for NGSS to promote discussions among science educators and give them a range of resources, including ideas for different scientific phenomena to explore and share with their classes. According to A Framework for K12 Science Education and the Next Generation Science Standards (NGSS), teachers should expose students to phenomena and guide them to engage in science and engineering practices to explain those phenomena. The momentum lost by one object is gained by the other object such that the total amount of momentum within the system is conserved.Īnalyzing and Interpreting Data: Analyze data using computational models in order to make valid and reliable scientific claimsĪfter collecting mass and velocity values for individual carts before and after the simulated collision, students calculate the momentum of individual carts and of the system of two carts. ![]() One object within the system - for instance, the red cart - will lose momentum while the other object - the blue cart - will gain that momentum. Criteria for Evaluating Phenomena: a tool used in NGSSNSTA professional learning experiences. ![]() This activity guides students to an understanding that collision occurring within an isolated system are characterized by the conservation of total system momentum. Developing and Using Models: Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system. ![]()
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