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Experience Science is taught based on the 5E Instructional Model: Engage, Explore, Explain, Elaborate, Evaluate. Each "E" is considered a new lesson; that is not to say you can't spend multiple days, for example, exploring a phenomenon!

1. Engage: Spark curiosity, activate prior knowledge, and connect to students’ experiences.

2. Explore: Hands-on investigation, collaboration, and problem-solving.

3. Explain: Share findings, build vocabulary, and clarify understanding with teacher support.

4. Elaborate: Apply knowledge in new contexts and make broader connections.

5. Evaluate: Assess learning through reflection, feedback, and formal assessments.

Amplify Science, the curriculum being used for our 7th and 8th graders, uses a similar instructional model to Experience Science: Do, Talk, Read, Write, Visualize. While this model is centered more around SEPs and CER routine, it still aims at providing students with multiple opportunities and ways to engage with and understand science concepts.

1. Do: Hands-on investigations and evidence collection.

2. Talk: Collaborative discussions and scientific argumentation.

3. Read: Close reading of scientific texts to gather and connect evidence.

4. Write: Crafting explanations and arguments using collected evidence.

5. Visualize: Using models, simulations, and media to understand complex ideas.

All classrooms will follow a similar structure of hooking students in, allowing students to explore prior to teacher-lead instruction to foster authentic sense making and deeper learning, apply what they've learned, and lastly reflect!

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The National Research Council's (NRC) Framework describes a vision of what it means to be proficient in science; it rests on a view of science as both a body of knowledge and an evidence-based, model and theory building enterprise that continually extends, refines, and revises knowledge. It presents three dimensions that will be combined to form each standard:
Dimension 1: Practices
The practices describe behaviors that scientists engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems. The NRC uses the term practices instead of a term like "skills" to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Part of the NRC's intent is to better explain and extend what is meant by "inquiry" in science and the range of cognitive, social, and physical practices that it requires.

Although engineering design is similar to scientific inquiry, there are significant differences. For example, scientific inquiry involves the formulation of a question that can be answered through investigation, while engineering design involves the formulation of a problem that can be solved through design. Strengthening the engineering aspects of the Next Generation Science Standards will clarify for students the relevance of science, technology, engineering and mathematics (the four STEM fields) to everyday life.
Dimension 2: Crosscutting Concepts
Crosscutting concepts have application across all domains of science. As such, they are a way of linking the different domains of science. They include: Patterns, similarity, and diversity; Cause and effect; Scale, proportion and quantity; Systems and system models; Energy and matter; Structure and function; Stability and change. The Framework emphasizes that these concepts need to be made explicit for students because they provide an organizational schema for interrelating knowledge from various science fields into a coherent and scientifically-based view of the world.
Dimension 3: Disciplinary Core Ideas
Disciplinary core ideas have the power to focus K-12 science curriculum, instruction and assessments on the most important aspects of science. To be considered core, the ideas should meet at least two of the following criteria and ideally all four:

Have broad importance across multiple sciences or engineering disciplines or be a key organizing concept of a single discipline;

Provide a key tool for understanding or investigating more complex ideas and solving problems;

Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge;

Be teachable and learnable over multiple grades at increasing levels of depth and sophistication.

Disciplinary ideas are grouped in four domains: the physical sciences; the life sciences; the earth and space sciences; and engineering, technology and applications of science.

Read more about the three dimensions in the NRC Framework online here.

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The National Research Council's (NRC) Framework describes a vision of what it means to be proficient in science; it rests on a view of science as both a body of knowledge and an evidence-based, model and theory building enterprise that continually extends, refines, and revises knowledge.

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Create an account and add the training to your dashboard!

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Experience Science Grades K-5 - On-Demand <br />Training | My Savvas Training

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Experience Science Grades 6-8 - On-Demand <br />Training | My Savvas Training

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See teacher and student!

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Realize Reports for Administrators (Self paced)

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What even is a "science phenomenon" anyways?? 

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What even is a "science phenomenon" anyways?? 

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A science phenomenon is an observable event in the natural or designed world, like why the sky changes colors, how plants grow toward light, or what makes bridges stay standing. A good phenomenon is observable, interesting, complex, and aligned to the appropriate standard.

Phenomena-based learning hooks students’ curiosity by starting with real-world puzzles they can see and wonder about. Instead of memorizing facts, students investigate, ask questions, and build explanations. This helps students think and act like real scientists and engineers while making science meaningful and relevant.

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Amplify Science Middle School Testimonial

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Next Generation Science Standards: Introduction to Three Dimensional Learning

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Steps Toward Transitioning to 3D Learning

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Steps Toward Transitioning to 3D Learning

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Video: First Steps Toward Transitioning to the NGSS | Next Generation Science Standards

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Read the latest on NGSS NOW Newsletter here.