Decoding NGSS/NYSSLS
The adoption of the Next Generation Science Standards, and similar science standards based on the NRC Framework for K-12 Science Education (e.g., NYSSLS in New York), resulted in many changes to K-5 science curriculum requirements and assessments.
"What does it all mean?" "How am I supposed to fit everything in?" "Realistically, how am I supposed to incorporate these new learning objectives into my daily lessons?" These are just a few of the reactions we hear from K-5 teachers across the country.
So we launched this tip series, Decoding the NGSS, to help interpret the spirit of NGSS and provide simple ways to incorporate 3-dimensional learning and the nature of science into your busy K-5 classroom.
Do you have a NGSS concept you've been wondering about? Drop us a line here with the subject line "Decode My NGSS."
"What does it all mean?" "How am I supposed to fit everything in?" "Realistically, how am I supposed to incorporate these new learning objectives into my daily lessons?" These are just a few of the reactions we hear from K-5 teachers across the country.
So we launched this tip series, Decoding the NGSS, to help interpret the spirit of NGSS and provide simple ways to incorporate 3-dimensional learning and the nature of science into your busy K-5 classroom.
Do you have a NGSS concept you've been wondering about? Drop us a line here with the subject line "Decode My NGSS."
TIP #13 - General: Role Models
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You Can’t Be What You Can’t See:Looking at STEM Through the Lens of Student Interest |
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“You can't be what you can't see,” has become somewhat of a mantra in the promotion of diversity and inclusion—especially in the fields of science, technology, engineering and math (STEM). Numerous reports support the benefits of young students seeing people who look and sound like them, expressing an interest in STEM and pursuing STEM-based careers. Typical lenses by which we view diversity include race, gender, socio-economic background, physical or cognitive ability, etc. Less typical, but equally important, is the lens of student interest.
Even at a young age, students classify their interests as ”STEM-related” (e.g., robotics, coding, engineering), “arts-related” (e.g., drawing, music, reading, writing), or “social-related” (e.g., sports, storytelling, fantasy creation). Student’s whose interests could be described as “arts-related” or “social-related” often view themselves as non-STEM individuals. This self-perception is easily reinforced in and outside of school, and students often grow increasingly disconnected from STEM and innovation communities.
Even at a young age, students classify their interests as ”STEM-related” (e.g., robotics, coding, engineering), “arts-related” (e.g., drawing, music, reading, writing), or “social-related” (e.g., sports, storytelling, fantasy creation). Student’s whose interests could be described as “arts-related” or “social-related” often view themselves as non-STEM individuals. This self-perception is easily reinforced in and outside of school, and students often grow increasingly disconnected from STEM and innovation communities.
However, the overlap between what is traditionally considered a “STEM pursuit” and what is traditionally considered a “non-STEM pursuit” is greater than one might think. For example, the use of statistics and statistical analysis (math) in baseball is impossible to avoid, as is the discussion around the use of wood or aluminum bats (materials science). The amount of chemistry in fine arts—from colors and drying rates, to the physical properties of various media—means that many artists would probably find themselves quite adept in the lab. This overlap goes the other way too. For example, advances in innovation need people who can understand and communicate those advances and what they mean to the community or customer. Large projects with lots of moving parts need creative and experienced project managers to make sure that people have the information and materials to get the job done.
As we work to improve the diversity in STEM—to show every learner that there is a place for them in the STEM community—we must keep our eyes and minds open to all the different forms that can take.
As we work to improve the diversity in STEM—to show every learner that there is a place for them in the STEM community—we must keep our eyes and minds open to all the different forms that can take.
The CreositySpace approach
Every CreositySpace unit features a number of STEM entrepreneurs, their technology innovations, and the businesses they are building. Some of these entrepreneurs have STEM backgrounds; others do not. Nearly every company is composed of team members with STEM-degrees and those with degrees in non-STEM fields—but everyone is an equally valuable member of the STEM-community. Presenting science to young students through the lens of innovation and entrepreneurship helps students make connections between their interests and the STEM and innovation communities. This in turn enables us to reach, and retain, students interested in STEM (science) concepts, but do not think of themselves as the archetypal scientist or engineer working alone in the lab. A few examples are outlined below.
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Stacy and Christopher, Co-founders at Evrnu:
As a kid, Stacy didn’t think that she was any good at science. Interested in fashion and marketing, she made her way to New York City’s Fashion Institute of Technology for college. There she discovered her interests in fashion translated into skills in the lab--although she still preferred marketing and business development side of the industry. As CEO Stacy is primarily responsible for the business development activities, while Christopher is oversees the technology development. |
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Jason and Jared, Co-founders at ZILA Works:
Jason (second from the right) and Jared (far right) have always been interested in sustainability and community structure. For Jason that lead him to study zoology and economics while Jared pursued studies in history. The two met in business school, through their shared interest in sustainable business development. ZILA Works was born from their shared interest in creating a company that could unite farmers, factory workers, and consumers looking for more responsible materials and environmentally friendly products. |
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Click here to learn more about the role models in our K-5 science units and supplemental curricula.
TIP #12 - Crosscutting Concepts
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Sizing Up Scale and Proportion: Understanding the Very Big
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Trillion-dollar budgets, microscopic viruses, geological time frames. Understanding the very big and the very small can be challenging even for adults. So how do you make the too big, or too small, visible—and understandable—to students who might have trouble understanding the difference between driving to the next state versus driving across the country? The key: tangible connections and repeated exposure.
While any instruction on scale, proportion and quantity must begin with the traditional bigger vs. smaller, hotter vs. colder, younger vs. older, it must quickly progress to include the very big, the very small, the very old, the very slow, etc., so students begin, at a young age, to get comfortable with the notion that scale and quantity span a tremendous range.
To do this, students need bridges connecting quantities they can see and touch to the more nebulous concepts they are learning. For example, it’s hard to understand that air is full of tiny gas particles we can’t see, but it’s easier to understand that air is more than “nothing” when you see the wind blowing leaves around. Additionally, students need to think about—and use—these connections over and over again. This helps them to get comfortable with quantities and concepts they cannot see or fully understand.
Tangible
The first step is to make real connections between different quantities. These can take the form of going from something students can see and feel—like a sugar cube—to something a bit smaller yet still visible—a pile of sugar—to something too small to see—individual sugar particles (molecules) dissolved in water. This type of investigation helps students “see” something that is too small to see. Working backwards along the quantity scale (e.g., evaporating the water so that you have sugar grains again), will help students make even deeper connections between the “seen” and “unseen.”
Repetition
While students can’t see the dissolved sugar particles described in the dissolution demonstration above, it gives them experience, and a bridge, connecting matter they can see with matter that is too small to be seen. On its own, this example is not nearly enough for students to understand the existence of the small sugar particles. However, when coupled with other examples of things too small to see, they will begin to gain an appreciation for that end of the size spectrum. Repeated exposure to an idea is a requirement for developing a deep understanding of any concept, but it is especially important for students as they try to understand the meaning behind quantities they cannot measure directly.
While any instruction on scale, proportion and quantity must begin with the traditional bigger vs. smaller, hotter vs. colder, younger vs. older, it must quickly progress to include the very big, the very small, the very old, the very slow, etc., so students begin, at a young age, to get comfortable with the notion that scale and quantity span a tremendous range.
To do this, students need bridges connecting quantities they can see and touch to the more nebulous concepts they are learning. For example, it’s hard to understand that air is full of tiny gas particles we can’t see, but it’s easier to understand that air is more than “nothing” when you see the wind blowing leaves around. Additionally, students need to think about—and use—these connections over and over again. This helps them to get comfortable with quantities and concepts they cannot see or fully understand.
Tangible
The first step is to make real connections between different quantities. These can take the form of going from something students can see and feel—like a sugar cube—to something a bit smaller yet still visible—a pile of sugar—to something too small to see—individual sugar particles (molecules) dissolved in water. This type of investigation helps students “see” something that is too small to see. Working backwards along the quantity scale (e.g., evaporating the water so that you have sugar grains again), will help students make even deeper connections between the “seen” and “unseen.”
Repetition
While students can’t see the dissolved sugar particles described in the dissolution demonstration above, it gives them experience, and a bridge, connecting matter they can see with matter that is too small to be seen. On its own, this example is not nearly enough for students to understand the existence of the small sugar particles. However, when coupled with other examples of things too small to see, they will begin to gain an appreciation for that end of the size spectrum. Repeated exposure to an idea is a requirement for developing a deep understanding of any concept, but it is especially important for students as they try to understand the meaning behind quantities they cannot measure directly.
The CreositySpace approach
CreositySpace units contain the traditional instruction around scale, proportion, and quantity. Students are constantly measuring and comparing (analyzing) concepts such as speed, size, distance, and more. Many units take this instruction to the next level through the type of bridge building and repetition described above.
A number of unit examples are outlined below.
A number of unit examples are outlined below.
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Contagion Crushers: In this unit students grow microbes that they have collected from surfaces around the room. Initial the microbes are too small to see but over the course of a week the microbes grow to a size that is clearly visible to the human eye.
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Grade three unit sequencing: Contagion Crushers and Water Watchers
In our Grade 3 sequencing students have multiple opportunities to increase their familiarity with microscopic organisms. They are first introduced to microorganism when they grow and study microbes in Contagion Crushers. They are given a second opportunity to study microbes when they discuss different types of water contamination--and the resulting purification requirements--in Water Watchers. |
Technology Historical Timelines
Every CreositySpace unit contains a Technology Historical Timeline which helps students develop an appreciation for the timescale associated with human civilization.
Every CreositySpace unit contains a Technology Historical Timeline which helps students develop an appreciation for the timescale associated with human civilization.
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Click here to learn more about our K-5 science units and supplemental curricula.
TIP #11 - The Nature of Science
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The Nature of Science:
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Three-dimensional learning is a foundational pedagogical concept derived from the NRC Framework for K-12 Science Education (the Framework). The three dimensions--Science and Engineering practices (SEP), Disciplinary Core Ideas (DCI), and Crosscutting Concepts (CCC)--are described as complementary but distinct practices.
Flowing from these practices, the Performance Expectations (PE) were positioned as a hyper-tactical way to measure student understanding of the three dimensions. There remains a final category, however, the Nature of Science (NOS), which looks like it should be its own dimension but is not. Instead, it is split and positioned below both the Science and Engineering Practices as the Crosscutting Concepts. What gives?
Flowing from these practices, the Performance Expectations (PE) were positioned as a hyper-tactical way to measure student understanding of the three dimensions. There remains a final category, however, the Nature of Science (NOS), which looks like it should be its own dimension but is not. Instead, it is split and positioned below both the Science and Engineering Practices as the Crosscutting Concepts. What gives?
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In fact, the Nature of Science (NOS) is better thought of as a lens, or perspective, that gives context to the practices described by given dimension. In other words, if the top part of the SEP or CCC standard describes the “what” the Nature of Science portion provides the “why” and “how”. In this way, they can be thought of as two sides of the same coin.
As districts work towards implementing the recommendations put forward by the Framework and associated state standards, the focus must equally address the teaching of specific skills and facts, the “what”, as well as the teaching of when and where those skills can be put to use, the “why” and “how”.
As districts work towards implementing the recommendations put forward by the Framework and associated state standards, the focus must equally address the teaching of specific skills and facts, the “what”, as well as the teaching of when and where those skills can be put to use, the “why” and “how”.
The CreositySpace approach
The Nature of Science perspective provides an excellent opportunity to tailor science content so that it is real and relevant to various student populations. By connecting science content to a variety of real-world challenges and applications, CreositySpace helps students see the context within which science and engineering is put to use. The guidance and flexibility of the units enables teachers to draw upon examples that are relevant for their students so that these deeper connections can be established regardless of prior knowledge or incoming experience. A couple features common to every CreositySpace unit that help students understand the Nature of Science are listed below.
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Entrepreneurs
Every unit features stories a number of real-life STEM entrepreneurs describing the challenges they are working to solve for their communities (the “why”) and the innovations and businesses they are developing (the “how”). |
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Technology historical timelines
Technology timelines serve many purposes. Among them, providing students with the opportunity to see and learn about how scientific understanding has evolved over time—including which theories have been proven wrong or which concepts formed the foundational understanding for what we know today. |
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Use of real-world scientific equipment
As much as possible, CreositySpace units employ the same scientific equipment scientists and engineers are using in the field. This includes using components like breadboards, LEDs, resistors and multimeters when working with circuits (Circuit Creators, Sun Catchers, Battery Builders) or working with innovative commercial products as in Mushroom Maestros and Community Designers. |
Example equipment from the Sun Catchers unit.
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Ecovative's novel mushroom packaging materials.
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While the Nature of Science might seem of lesser status within the NGSS when compared to the SEPs, DCIs, and CCCs, it is an incredibly powerful tool to help your students connect to, and identify with, what they are learning.
Click here to learn more about our K-5 science units and supplemental curricula.
Click here to learn more about our K-5 science units and supplemental curricula.
TIP #10 - Crosscutting Concepts, Science and Engineering Practices: Systems, System Models, Developing and Using Models
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Nothing Is Ever As Simple As It Seems |
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The world is made up of many complicated and interdependent systems that are difficult—or nearly impossible in some cases—to understand fully. This can be intimidating for young learners who might feel they must, or should, know about every part of a system or concept. Enter the model. More than just a “make work” activity or art project, models are a powerful tool to increase student confidence, personalize learning, and help students develop a deeper understanding of a given phenomenon, concept, or system.
Student Confidence and Personalization
The first step any scientist or engineer takes when developing or using a model is to define the boundaries—the model takes into account a, b, and c but does not include d, e, or f. Translating this to the student mind—the clear setting of limits and the explicit statement of the model’s limitations—illustrates that the model is not expected to be perfect nor explain every single thing component. For many students, this can be a powerful anchor that allows them to stay focused on the key concepts and “let go of” other parts of the system that aren’t important at the moment.
On a more subtle level, working with models let students know that it is OK to make approximations—a model is, by definition, an approximation of a larger system. It also gives them an opportunity to internalize the idea that science isn’t about getting things right the first time—as models are meant to be revised through the course of their lifetime or, in this case, throughout the unit.
Finally, models give students an opportunity to express their understanding in a way that works for them. Not only does this provide validation for their way of thinking, but it provides a natural chance for personalization.
Deeper Thinking—Deeper Connections
In the real-world models are used to help scientists and engineers figure out where to start, what to try next, and what results they might expect for a given set of test or environmental conditions. In the classroom, models are powerful tools because they give students a framework with which to apply what they have been learning to a new scenario—taking their learning and understanding to a deeper level.
Student Confidence and Personalization
The first step any scientist or engineer takes when developing or using a model is to define the boundaries—the model takes into account a, b, and c but does not include d, e, or f. Translating this to the student mind—the clear setting of limits and the explicit statement of the model’s limitations—illustrates that the model is not expected to be perfect nor explain every single thing component. For many students, this can be a powerful anchor that allows them to stay focused on the key concepts and “let go of” other parts of the system that aren’t important at the moment.
On a more subtle level, working with models let students know that it is OK to make approximations—a model is, by definition, an approximation of a larger system. It also gives them an opportunity to internalize the idea that science isn’t about getting things right the first time—as models are meant to be revised through the course of their lifetime or, in this case, throughout the unit.
Finally, models give students an opportunity to express their understanding in a way that works for them. Not only does this provide validation for their way of thinking, but it provides a natural chance for personalization.
Deeper Thinking—Deeper Connections
In the real-world models are used to help scientists and engineers figure out where to start, what to try next, and what results they might expect for a given set of test or environmental conditions. In the classroom, models are powerful tools because they give students a framework with which to apply what they have been learning to a new scenario—taking their learning and understanding to a deeper level.
The CreositySpace approach
In the CreositySpace units models are generally developed throughout the first two-thirds of a unit and then used by the students as a tool to help them apply what they learned to a more involved summative challenge.
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For example, in the grade 3 unit, Contagion Crushers, students study and develop life cycle models which they must then use to determine how to support or hinder growth of a given organism.
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In the grade 2 unit, Green Architects, students use their living wall interactions models to help design and explain their green buildings.
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Click here to learn more about our K-5 science units and supplemental curricula.
TIP #9 - Science & Engineering Practice: Engaging in Argument from Evidence
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Evidence-Based Arguments:
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Despite what a lot of young minds (and a few older ones) might think, science is less about “knowing with absolute certainty” and more about “figuring out the most reasonable explanation given the existing evidence”. This is why it is so crucial that students have exposure to and practice using the Scientific and Engineering Practice of Engaging in Argument from Evidence right from the very beginning.
Contentious title aside, Engaging in Argument from Evidence, along with Asking Questions and being Open to Revision in Light of New Evidence, are core tenents of critical thinking and the pursuit of knowledge—scientific or otherwise. Being able to evaluate a theory or explanation, articulate the supporting—or refuting—facts and observations, and understand the difference between evidence and opinion, are skills that benefit all members of society. And they are skills that we must enable our students to practice every day.
Not only does this support the development of the whole student, but it teaches young learners that science is about searching for answers from the available information vs. memorizing—or knowing—a bunch of facts.
Contentious title aside, Engaging in Argument from Evidence, along with Asking Questions and being Open to Revision in Light of New Evidence, are core tenents of critical thinking and the pursuit of knowledge—scientific or otherwise. Being able to evaluate a theory or explanation, articulate the supporting—or refuting—facts and observations, and understand the difference between evidence and opinion, are skills that benefit all members of society. And they are skills that we must enable our students to practice every day.
Not only does this support the development of the whole student, but it teaches young learners that science is about searching for answers from the available information vs. memorizing—or knowing—a bunch of facts.
The CreositySpace approach
Throughout CreositySpace units, students are asked to propose an explanation or a solution to a given scenario and then to justify their answer based on what they read, observed, researched, or experienced. Emphasis is placed on identifying rational connections between evidence and explanations to help students learn the difference between unsupported opinions and logical conclusions. A few examples from the Water Watchers unit are described below.
One of the major investigations in this unit is a water filtration experiment in which students must design, and redesign, a water filter based on an agreed set of criteria. As groups test out the performance of their design they must discuss and propose design changes based on their observations, or the evidence, from previous trials.
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The translation of the skill into other subject areas is a component of many cross curricular activities found throughout each unit. This provides both an opportunity for additional practice of this “science” standard while also reinforcing the deeper connection between “science skills” and “ELA skills”. For example, one writing activity asks students to write a letter to their neighbor on why they should protect a nearby stream.
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Click here to learn more about our K-5 science units and supplemental curricula.
TIP #8 - Science & Engineering Practice: Math & Computational Thinking
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Beyond the Numbers:
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We all probably know someone who has said they are “no good at math” or “ not a numbers person," but then turns around and creates a beautiful quilt (geometry), bakes a stunning dessert (ratios), or plays a beautiful piece of music (patterns, time, frequency, arrays). What about when we’re teaching kids to share (ratios), or what is “fair” (equivalence), or how to put away the game so that every piece fits back in the box (geometry again)? Math is everywhere!
We use math and computational thinking more often than we realize, yet rarely identify it as such outside a traditional math or computer science lesson. Imagine the potential if every student could say with confidence that “they were good at math” or that they were, in fact, “a numbers person,” even if they struggled with arithmetic or their multiplication tables? The beauty of math is that it is everywhere, so let’s bring it into the forefront and let it shine!
We use math and computational thinking more often than we realize, yet rarely identify it as such outside a traditional math or computer science lesson. Imagine the potential if every student could say with confidence that “they were good at math” or that they were, in fact, “a numbers person,” even if they struggled with arithmetic or their multiplication tables? The beauty of math is that it is everywhere, so let’s bring it into the forefront and let it shine!
The CreositySpace approach
Just as math and computational thinking can be found throughout our daily lives, each CreositySpace unit is full of opportunities to see them in action. The hands-on investigations have students measuring, mixing, arranging and analyzing.
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Students measure, mix, and weigh during the Mushroom Maestros mushroom packaging investigation.
The focus on invention, entrepreneurship, and their community have students making links between the skills they use in their technical classes (math and science) and the skills they use to form arguments and explanations in their non-technical classes (ELA, social studies, art).
Slides from the Makerspace Challenge unit. Students must consider things like market size, the cost of using different materials, and the value of various product features.
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And finally, the explicit math problems in each unit connect specific math standards to the real-world applications they are learning about.
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Some math problems included in our K-5 Contagion Crushers unit.
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Click here to learn more about our K-5 science units and supplemental curricula.
TIP #7 - Nature of Science: Science Is a Human Endeavor
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Scientists are Regular People Too |
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While no one would dispute the human connection and motivation of our frontline healthcare workers—nurses, doctors, mental health professionals—the current pandemic also shines light on the human connection to science that drives so many individuals working in STEM fields—scientists and engineers—to provide new innovations and solutions to their communities. Examples include:
- Precision Valve and Automation near Albany, NY, designed, built, and started manufacturing a simple ventilator that could be used to keep people alive in an emergency situation. Read more here.
- Giants like Dyson and GM are leveraging their own expertise and partnering with other companies, such as Ventec north of Seattle, WA, to increase the production of standard ventilators. Read more here and here.
- Everyday scientists, engineers and innovators are using their design skills and 3D printers to help supply hospitals with lifesaving personal protection equipment (PPE). Take a look at a this video and these articles from the 3D printing community here, here and here.
The CreositySpace approach
Science truly is a human endeavor and why every CreositySpace unit features a number of STEM entrepreneurs. In every instance, their technology innovations and businesses highlight the community need that drives their motivation. This motivation or inspiration is important to engaging more students in science at a young age when they are naturally curious and creative.
CreositySpace units and kits go a step further and encourage each student to see themselves as the innovators—to explore the needs they see around them every day and to design solutions. This process comes to life with the Book of Ideas, a young inventors journal that encourages students to design solutions to problems that matter to them with innovation prompts such as:
CreositySpace units and kits go a step further and encourage each student to see themselves as the innovators—to explore the needs they see around them every day and to design solutions. This process comes to life with the Book of Ideas, a young inventors journal that encourages students to design solutions to problems that matter to them with innovation prompts such as:
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Click here to learn more about the Book of Ideas or our other K-5 science units.
TIP #6 - Crosscutting Concepts: Patterns
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Patterns
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Students start recognizing and organizing patterns from the time they are infants. Pattern recognition is so much a part of human nature that many of us don't even recognize we are engaged in it. If we highlight patterns as a scientific fundamental, it provides a great opportunity for students to see the scientist in themselves from an early age.
The Second Law of Thermodynamics states, in a simplified way, that the universe naturally tends toward increasing disorder. While this statement might be a hard idea for adults to understand—let alone elementary students—the simple example of a classroom becoming messy unless everyone helps to put things where they belong to keep it neat is a relatable real-world illustration of this Law.
This is why identifying, working with, and understanding patterns is so fundamental to science instruction and the first of the crosscutting concepts (CCC). Patterns are also a great way to connect science and engineering to other disciplines like math and art. The related science and engineering practices (SEPs) of Analyzing and Interpreting Data and Using Mathematics and Computational Thinking serve as a bridge between the different dimensions of the NGSS and into many math learning objectives. The identification of patterns in shapes—snowflakes, rainbows, a bee’s honeycomb hive—naturally connect science, art, and engineering.
The Second Law of Thermodynamics states, in a simplified way, that the universe naturally tends toward increasing disorder. While this statement might be a hard idea for adults to understand—let alone elementary students—the simple example of a classroom becoming messy unless everyone helps to put things where they belong to keep it neat is a relatable real-world illustration of this Law.
- The concept that the natural state of the universe is messy and disordered makes patterns and pattern recognition very fundamental to scientific investigations.
- The presence of patterns tip us off to what things might be connected.
- The nature of patterns give us insight into how things might be connected.
This is why identifying, working with, and understanding patterns is so fundamental to science instruction and the first of the crosscutting concepts (CCC). Patterns are also a great way to connect science and engineering to other disciplines like math and art. The related science and engineering practices (SEPs) of Analyzing and Interpreting Data and Using Mathematics and Computational Thinking serve as a bridge between the different dimensions of the NGSS and into many math learning objectives. The identification of patterns in shapes—snowflakes, rainbows, a bee’s honeycomb hive—naturally connect science, art, and engineering.
The CreositySpace approach
The identification and use of patterns are so fundamental to real world science and engineering that they show up in nearly every CreositySpace unit regardless of the specific Performance Expectations being addressed. When students are analyzing data or looking for common themes in nature, they are working to articulate a pattern that describes their observations and underlying phenomenon. Below we outline examples from three of our units: Polymer Prodigies (grade 2), Mushroom Maestros (grade 3) and Circuit Creators (grade 4).
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In the "Materials Mix-Up" introductory activity associated with Polymer Prodigies, students must identify and describe patterns in the physical properties of common objects. This investigation expands throughout the unit as students begin to connect physical properties of an object to its suitability for different tasks. |
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Right and Below: In Mushroom Maestros students are asked to organize a variety of living organisms according to the similarities or patterns they find in "Who Are You Most Closely Related To?" sorting activity. Even though the sorting categories are left up to the student, the discussion easily sets the stage for a broader exploration of traits and characteristics including the similarities and differences between parents and offspring.
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Right: In Circuit Creators students explore circuits, LEDs, and electricity generation using bread board and hand cranks generators. To help them better understand how energy is transferred from one place to another they look for patterns in the relationship between electrical energy (represented here as voltage) and mechanical or physical energy (represented here by the hand crank turns per minute).
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Click here to learn more about Polymer Prodigies, Mushroom Maestros, Circuit Creators or our other K-5 science units.
TIP #5 - General: The Engineering Design Process
Hiding In Plain Sight - The Engineering Design Process
The Tool You Use Without Knowing It
Despite what the name might suggest, the engineering design process (EDP) is not any different than the creative or iterative process. In fact, you follow the same basic steps in the EDP as you do if you are writing a story or painting a picture.
Those steps require you:
Those steps require you:
- Step 1: Start with a question, problem, or goal. Define constraints and criteria for success.
- Step 2: Think about all the possibilities—a.k.a., brainstorm.
- Step 3: Decide which ideas from the brainstorming you want to use.
- Step 4: Create your first draft, prototype or version.
- Step 5: Get feedback and improve your design, story or picture.
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The engineering design process is most effective when students are active participants in each step, rather than following a rigid set of instructions or directions. While this doesn’t mean the process must be 100% flexible, it does mean there must be room for student input along the way. The table below outlines some examples on how to include student participation in each step.
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The CreositySpace approach
CreositySpace units have a broad range of lesson scaffolding designed to facilitate student input. In many cases each step begins with a group discussion to identify specific student ideas and interests which can be incorporated. While the detailed teacher lesson description clearly indicates what must be accomplished in each step to adequately address the standards, there is flexibility in how they choose to accomplish that goal. These details can be determined by student interests identified during the preceding discussion. Two examples—one from Mushroom Maestros (grade 3) and one from Green Architects (grade 2)—are provided below
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Left: Excerpt from the Mushroom Packaging design challenge in Mushroom Maestros. Students begin with a class wide discussion on common packaging—the function, the issues, and requirements for an improved packaging material. Students use the design challenges and performance criteria they identify in this discussion to evaluate the materials they develop during the design challenge.
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Right: Excerpt from The Wall is ALIVE! investigation in Green Architects. Students must perform experiments to gather data and support the conclusion that plants need light and water to grow. Students are given the opportunity to determine some of the testing conditions—so that they develop ownership in the experiment—but the teacher still has the final authority to make sure a suitable range of conditions is chosen to enable students to determine that light and water are required.
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TIP #4 - Nature of Science: Scientific Knowledge is Open to Revision with New Evidence
Things Aren't Always As They Seem
Things aren’t always as they seem as the Indian parable, The Blind Men and the Elephant, demonstrates. The process is similar with the accumulation and evolution of scientific knowledge.
P1awyi Lee - Phra That Phanom chedi, Amphoe That Phanom, Nakhon Phanom Province, northeastern Thailand.
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As we are able to make more and more direct observations, we develop a better overall picture of a given concept or phenomenon. For example, new fossil discoveries in Antarctica are changing what we know about the geological and biological history of that continent--humorously illustrated by paleontologist Brandon Peecook when he said, "The more we find out about prehistoric Antarctica, the weirder it is."
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New developments in scientific understanding aren’t limited to just the past. In the last decade alone, we have made significant advances in our understanding of the universe—e.g., the composition of planets in our solar system and black holes—and the structure of matter to more accurately measure things such as mass, current, and temperature, and in biology where discoveries are fueling new ways to fight cancer and diseases. Each of these giant steps forward in understanding was preceded by countless experiments and observations, as well as a general open-mindedness to developing new hypothesis and, ultimately, new conclusions.
The CreositySpace approach
So how does CreositySpace bring this concept into the elementary classroom—when there are already plenty of facts students need to learn? CreositySpace highlights both the past and the future!
In addition to highlighting one or more cutting-edge technologies in every CreositySpace unit, and how the entrepreneurs and scientists behind those technologies use new information and discoveries to change what we know and do, each unit contains a Technology Historical Timeline. This timeline illustrates how changes in our understanding of a certain topic have gotten us to where we are today. With these concrete examples of past, present, and future, students can connect the things they are learning to the bigger, and more nebulous, concept of Scientific Knowledge.
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For example, the timeline pictured below--from the Contagion Crushers unit--illustrates some key steps the progression of our understanding around illness, germs and community health.
Image on the left: Colleen Costello is the co-founder of Vital Vio and featured entrepreneur in Contagion Crushers. They have developed a disinfectant lighting technology that kills bacteria but is safe for humans. The technology is already being used in schools and hospitals.
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Click here to learn more about Contagion Crushers or our other K-5 science units.
TIP #3 - General: Subject Integration
Time:
The Illusive “Golden Snitch” in Elementary Classrooms
The Next Generation Science Standards (NGSS) promote a philosophy of inquiry-based student-directed learning. While this approach is shown to be more effective at reaching all students (1,2,3) there is little debate that this teaching method takes more “classroom hours” than teacher-based direct instruction. So, in an elementary day, with teaching time already constrained by students leaving for RTI, out-of-classroom specials, and a national focus on ELA and math, how do you find more time to teach science?
One commonly employed strategy is integration. Science concepts form a natural motivation for students to practice and develop many skills that are central to ELA, math, social studies, and art standardsà Why not use your science content as topics in those lesson blocks?
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Example 1: Integration with ELA
The completion of mini research projects, based on scientific topics, students are both learning key scientific content (e.g., 3-LS4-2; 5-ESS1-1) and practicing a variety of ELA writing (e.g., W3.2,7,8; W5.2,7) and reading (e.g., RI3.5; RI5.2,3,5) skills. |
Example 2: Integration with Math
The collection, organization, and analysis of weather data (temperature, sunlight, rainfall, etc.) to be used for a science investigation supports both a variety of NGSS learning objectives (e.g., K-ESS2-1; K-PS3-1; 3-ESS2-1; 5-ESS1-2) and gives students motivation to practice necessary math skills (K.CC.7; K.MD.3,4; 5.MD.2; 5.G1,2). |
The CreositySpace approach
In order to address this challenge, nearly 50 percent of CreositySpace lessons are suitable for instruction during ELA, social studies, math, or art classes. While these lessons can certainly be delivered during science instructional time, they are intentionally designed to reinforce key ELA, math, social students and art learning objectives, in addition to teaching the intended science concepts. To help visualize lesson integration an organization spiral accompanies every unit, as well as examples of spirals teachers have used in their own classroom. An example series from the grade 3 unit Mushroom Maestros is provided below
Want to learn more about our integration spiral? Check out one of our upcoming workshops here.
Integration spiral provided with the Mushroom Maestros unit.
Integration spiral from a grade 3 classroom in Upstate New York.
TIP #2 - Crosscutting Concepts
Crosscutting Concepts Front and Center:
The “Kitchen Organizers” for Understanding and Using Scientific Knowledge
The crosscutting concepts (CCCs) —previously labeled as "themes" or "unifying principles"—are the mental bins into which different pieces of information can be organized. As in your kitchen, you have a cupboard for plates (e.g., patterns), one for glasses (e.g., structure function), and a cutlery drawer (e.g., cause and effect).
In each of these bins you have a lot of different items which represent the performance expectations (PEs), science and engineering practices (SEPs), and disciplinary core ideas (DCIs). These are like the knives, forks, and spoons in the cutlery drawer. You know that if you need something to eat your food with you look in the cutlery drawer. Similarly, if you are trying to understand the result of an event (e.g., what do plants need to grow?) you look in your “cause and effect drawer" (e.g., plants need water and sun to grow).
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The CCCs help students understand where in their mind they should "put" the information they are learning; what other knowledge might be "related to" what they are learning, and how they might be able to use that knowledge to understand or solve new problems. CCC connections enable a deeper understanding of individual pieces of information by formally connecting them to similar types of information from other disciplines (e.g., information that can be used in a similar problem-solving way).
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The CreositySpace Approach
By connecting every core idea, science and engineering practice and performance expectation to a real-world application, CreositySpace helps students see the knowledge and information they are gaining "in action.” This "action" embodies the concept of "how the information is being used" and forms a natural and intuitive connection to the related CCC.
For example, in Battery Builders (grade 5), the investigations “Materials Mix-Up” and “Build a Better Battery” require students to identify patterns in materials properties and connect them to the performance of a battery they are building. In Green Architects (grade 2), students explore various components of sustainable design (living walls, environmentally-friendly building practices, etc.) by evaluating both the structure and the function of various alternatives. The columns below illustrate some additional examples of how the crosscutting concepts are naturally front and center in every CreositySpace unit.
TIP #1 - Connections: Engineering, Technology, and Applications of Science
Influence of Engineering, Technology and Science on
Society and the Natural World
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They say necessity is the mother of invention, and in many cases necessity is driven by a community need. Louis Pasteur invented the rabies vaccine to help people around his country. Huda Elasaad is developing mobile water purification plants to help bring clean water to small, hard-to-serve communities around the world today.
Invention and entrepreneurship are a great way to connect what your students are learning to their communities. Incorporating both into your science instruction lets students learn first-hand how engineering, technology and science influence, and improve, our society.
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The CreositySpace Approach
Every CreositySpace unit features a number of STEM entrepreneurs and their technology innovations and businesses—highlighting the community need that drives their motivation. These entrepreneurs’ stories provide the spark and road map for students to look for needs in their own lives and communities, and to use their science and engineering knowledge to develop potential solutions.
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Huda talks a bit about the motivation behind PV Pure and their modular water purification plants.
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Natalie, grade 3, discusses her Pet Seat Traveler invention.
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