Next Generation Science Standards. Putting the Three Dimensions of Science into REAL Lessons. Disciplinary Core Ideas (DCI). Physical Sciences PS 1: Matter and its interactions PS 2: Motion and stability: Forces and interactions PS 3: Energy
Putting the Three Dimensions of Science
into REAL Lessons
PS 1: Matter and its interactions
PS 2: Motion and stability: Forces and interactions
PS 3: Energy
PS 4: Waves and their applications in technologies for information transfer
LS 1: From molecules to organisms: Structures and processes
LS 2: Ecosystems: Interactions, energy, and dynamics
LS 3: Heredity: Inheritance and variation of traits
LS 4: Biological Evolution: Unity and diversity
Earth and Space Sciences
ESS 1: Earth’s place in the universe
ESS 2: Earth’s systems
ESS 3: Earth and human activity
Engineering, Technology, and the Applications of Science
ETS 1: Engineering design
ETS 2: Links among engineering, technology, science, and society
1. Asking questions (science) and defining problems (engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics, information and computer technology, and computational thinking
6. Constructing explanations (science) and designing solutions (engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
2. Cause and effect
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter
6. Structure and function
7. Stability and change
Sample #1-A teacher gives each student in her class a picture of a different dinosaur. The students then do research on their dinosaur’s characteristics. They use the results of this research to create both a poster and a model of their dinosaur.
Sample #2-A teacher shares the envelope of an old letter with his students. The students are asked to examine the envelope and make a list of observations about the cover that could be clues as to who sent the letter, the purpose of the letter, and the relationship between the sender and receiver. Each group shares their observations and what these observations may imply. After all the groups have shared the class is given a list of possible scenarios about the letter. Each group then selects what they consider to be the most likely scenario along with the observations they feel support their choice.
Which of these scenarios is best supported by the evidence?
This letter contains registration materials for a WKU sponsored event.
This letter is an invitation to a wedding.
This letter is a thank you note for help provided to a teacher.
This letter is a thank you note for a wedding gift.
This letter is an application for a WKU summer workshop.
Example #1-A teacher uses a compressed air rocket launcher as part of a lesson. During the lesson she gives instructions on how to make a paper rocket. She uses a completed paper rocket as an example. Each student then builds and launches a rocket. The time of each flight is measured.
Example #2-Same as #1 but adding that each student builds a rocket to identical specifications except length. Each student chooses one of five different rocket lengths. The mass and length of each rocket is measured.
Example #3-Same as #2 but adding that all the rockets are launched with the same pressure. The pressure is recorded.
Example #4-Same as #3 but adding that before the class launches any rockets the teacher leads a class discussion on how the differing mass and length of each rocket might influence the flight time.
Example #5-Same as #4 but adding that students use the data collected during the flights to create a graph of length of rocket vs. rocket mass and a second graph of length of rocket vs. flight time.
Example 6- Same as #5 except after the launch data is graphed the teacher leads a discussion on how the results of actual flights compare with the discussion before the launch.
Example 7- Same as #6 except each student uses the results of the flight testing and the class discussions to design and build a rocket intended to have the longest possible flight. These designs are then built and flown. The actual flight times are compared with predicted values.
Example 6- Same as #5 except after the launch data is graphed the teacher leads a discussion on how the results compare with the discussion before the launch.