TIP #15 - Coherence
|
Storylines, Phenomena, Essential Questions & Enduring Understandings |
|
The goals for science education, as laid out in the NRC document A Framework for K-5 Science Education, include the following:
To support teachers as they implement the NGSS a variety of best practices emerged. These include the use of storylines, phenomena, essential questions (overarching and topical) and enduring understandings. At first glance these elements may seem self-explanatory, but as one digs into and starts to work with them, the nuances of their specific roles, and how the different concepts work together, can get a bit muddled up.
So let’s try to simplify the curricular elements using two analogies—building a house and Venn diagrams.
- Teaching science in a multidisciplinary fashion across the fields of science and engineering;
- Emphasizing both content and practices;
- Providing current and relevant examples and connection points for students; and
- Promoting a student-centric, inquiry-based approach to instruction that facilitates deeper understanding.
To support teachers as they implement the NGSS a variety of best practices emerged. These include the use of storylines, phenomena, essential questions (overarching and topical) and enduring understandings. At first glance these elements may seem self-explanatory, but as one digs into and starts to work with them, the nuances of their specific roles, and how the different concepts work together, can get a bit muddled up.
So let’s try to simplify the curricular elements using two analogies—building a house and Venn diagrams.
|
Building a House
|
|
|
Venn Diagram
Another way to think about this is as a series of concentric and overlapping circles—a Venn diagram of sorts. The phenomenon is at the center, completely encompassed by the overarching essential question. They are in turn encircled by the enduring understanding. |
|
Layered on top of these three circles are the smaller, more specific, topical essential questions. The storyline becomes the path by which the topical essential questions are discussed.
|
The CreositySpace approach
As you now know, all CreositySpace units start with a STEM entrepreneur, the businesses they are building, and the technology they are developing. This real-world example provides the basis for the unit’s phenomenon, and the background motivation of the entrepreneur—typically a large-scale community need—provides the enduring understanding. Here is an example from our third-grade unit Water Watchers:
Phenomenon
How do we ensure everyone has the water they need?
Enduring Understandings
Water is critical to all living organisms. Different communities (humans, animals and plants) have different specific needs, face different challenges, and come up with different solutions to make sure they get the water they need. In this unit:
Topical essential questions are associated with each investigation and used to help provide the “why” around each concept or standard students are learning. Also included are bigger wonderings (a.k.a. overarching essential questions) to inspire deeper reflection and discussion. Again, using the example from our third-grade unit Water Watchers:
Topical Essential Questions
Big Wonderings/Overarching Essential Questions:
Finally, the storyline helps stitch things together so students can see the deeper connections between various investigations and incorporate that into their inquiry, discussion, and learning. An excerpt from the Water Watchers storyline is provided below.
Phenomenon
How do we ensure everyone has the water they need?
Enduring Understandings
Water is critical to all living organisms. Different communities (humans, animals and plants) have different specific needs, face different challenges, and come up with different solutions to make sure they get the water they need. In this unit:
- Students will learn about the value of water, water quality, and water conservation.
- Students will develop an understanding water’s role and importance to all living organisms.
Topical essential questions are associated with each investigation and used to help provide the “why” around each concept or standard students are learning. Also included are bigger wonderings (a.k.a. overarching essential questions) to inspire deeper reflection and discussion. Again, using the example from our third-grade unit Water Watchers:
Topical Essential Questions
- Where does our drinking water come from? How do we make sure we have clean drinking water? (3-PS2-1,3,4; 3-5-ETS1-1,2,3)
- How can we provide safe drinking water to rural and hard-to-reach communities. (3-ESS2-1,2)
- How do we get energy from water? (2-PS2-2)
- How do plants and animals get the water they need? (3-LS2-1, 3-LS4-4)
Big Wonderings/Overarching Essential Questions:
- How can we be more responsible in how we use and protect water?
- What do we need to do to best utilize and protect Earth’s water resources?
- Given Earth’s limited resources, how can we use technology to accomplish more with renewable sources of energy?
Finally, the storyline helps stitch things together so students can see the deeper connections between various investigations and incorporate that into their inquiry, discussion, and learning. An excerpt from the Water Watchers storyline is provided below.
|
In this unit students explore the importance of water in all Earth’s systems. Connected by the overarching phenomenon of “How do we ensure everyone has the water they need?” students will explore sub-phenomena including “Where does our drinking water come from?”, “How do plants and animals get the water they need?” and “How do we get energy from water?”
|
