We want them to FIGURE OUT what plants need to survive. We no longer want students to just learn facts about plants (parts of the plant, what plants need etc). Notice the significant differences between how we were taught and how we need to teach now. Question: Do plants need air, water, and soil? Rather than learning facts about plants, students figure out what plants need to survive. Phenomena-based learning: This lesson will help you anchor student learning about plant needs. We give the rationale for each unit and provide you with the reason this unit fits in with phenomena-based learning. These sections will help prepare students to answer the phenomena-based question posed at the beginning of the investigation. We broke each unit into different sections following the 5E Model. These resources are full of amazing things to help implement phenomena-based science into your science block. At The Science Penguin, we put together over 20 phenomena-based units (with more to come). Teachers often tell me how getting together the materials, ideas, and resources to develop a science lesson takes a lot of time and prep that teachers rarely have time for. I have studied NGSS and the ideas behind phenomena-based science and have started a line of resources to get you started on this journey.Īs I said above, the entire process of creating a phenomena-based unit can seem like a lot of work! It can all seem very overwhelming, and I totally get that! But don’t worry. ![]() We want to lead them to the solution using well-planned and thoughtful investigations. ![]() It poses each phenomenon in question form and students use unique resources to explore, inquire, and find evidence that helps them answer this question. Now, students are investigating a topic using information from the natural world. Students are no longer being lectured about a topic or reading a textbook and answering the questions for each lesson. Phenomena-based science changes some of the old ways of teaching. ![]() We are living in a more complex and scientific world and we see science as a leader in innovation and the creation of jobs in the future. As our world changes, we see science at the forefront of it all. ![]() The activity is math-intensive and students draw their conclusions from the computed values.We all know as educators that change is necessary to help our students to achieve amazing things once they leave school. 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. Using Mathematics and Computational Thinking: Use mathematical representations of phenomena to describe and/or support claims and/or explanations. 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. 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. 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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