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Georgia Science Teachers Association - GSE Phenomena

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communications@georgiascienceteacher.org if you have any questions about this resource.

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Access Google Sites with a personal Google account or Google Workspace account (for business use).

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The Wonder of Science website aggregates the work of Paul Andersen around the NGSS (Next Generation Science Standards)

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This site is a curated collection of science phenomena for the NGSS, along with phenomenon based learning resources and help for how to use phenomenon to drive student questions in the classroom centered around 3 dimensional teaching and learning.

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Developing and Using Models unit planning template Fillable

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Your main objective as a science teacher is to change students’ thinking over time. So you need to know what your students understand about the core science ideas before launching the unit. 

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Your main objective as a science teacher is to change students’ thinking over time. So you need to know what your students understand about the core science ideas before launching the unit. 

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The goals of this practice is to reveal a range of ideas, experiences, and language that students use to talk about the anchoring phenomenon, and to activate their prior knowledge about the phenomenon. Here is what you are tying to elicit:

• students’ partial understandings of the target ideas

• students’ alternative conceptions about the target ideas

• students’ everyday language that can be leveraged to help them understand scientific ideas

• students’ everyday experiences related to the core science idea that can be leveraged in later instruction.

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Sound Unit featured in Developing and Using Models PD

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This curriculum plan repurposes materials found in the sound kit. It reframes the kit around an event of a singer shattering a glass with his voice. To explain this phenomenon, students gather evidence about vibrations, pitch, volume, resonance, and how sound travels to develop an explanation around how and why this phenomenon occurs.

Although lessons about musical instruments are not included in this draft, that is a relevant avenue to explore with students as many students may play instruments as part of band or orchestra. There are many experiences students bring up during this unit which are rich for productive conversations. For example, airplane noise from flying overhead, sounds of sirens or honking, how elephants communicate feeling vibrations in the ground, etc. and many other references they share from things they've seen, read about, or experienced. Feel free to adjust or add in additional lessons based in students' experiences. The science ideas captured in this unit can be explored through many different contexts.

This draft is a starting place. Please feel free to make changes to the student tools within this file and to add or change activities based on the ideas your students bring up in class.

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All-in-One Curriculum - Sound Energy Grade 4

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This curriculum plan repurposes materials found in the sound kit. It reframes the kit around an event of a singer shattering a glass with his voice. To explain this phenomenon, students gather evidence about vibrations, pitch, volume, resonance, and how sound travels to develop an explanation around how and why this phenomenon occurs.

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This planning tool is a draft of a unit plan using the microworlds kit. It reframes the kit around a food poisoning scenario where students gather evidence to better understand how single celled organisms (i.e. salmonella, yeast) behave in different environmental conditions (i.e. scarce/abundant food source, cold/warm temperatures) in order to explain why a boy gets a fever after exposure to salmonella in undercooked chicken. The microworlds kit has other lessons around exploring pond water or hay infusions which could have taken us to pond context but the reason we went with a food-poisoning phenomenon is because it's relevant to students lives - food-poisoning can happen eating at restaurants and at home. Likely some students have experienced the symptoms. Also, 5th graders also have a "Body Shop" unit and the food-poisoning ties in to concepts they learn in the body shop unit as well.

This draft is a starting place. Please feel free to make changes to the student tools within this file and to add or change activities based on the ideas your students bring up in class.

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All-in-One Curriculum - Microworlds Grade 5

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This planning tool is a draft of a unit plan using the microworlds kit. It reframes the kit around a food poisoning scenario where students gather evidence to better understand how single celled organisms (i.e. salmonella, yeast) behave in different environmental conditions (i.e.

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Unit guide for the STC Circuits Kit revised to meet Next Generation Science Standards. It reframes the kit around a flashlight scenario where students gather evidence to better understand how energy transfers and transformations happen.

This draft is a starting place. Please feel free to make changes to the student tools within this file and to add or change activities based on the ideas your students bring up in class.

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All-in-One Curriculum - Circuits Grade 4

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Unit guide for the STC Circuits Kit revised to meet Next Generation Science Standards. It reframes the kit around a flashlight scenario where students gather evidence to better understand how energy transfers and transformations happen. This draft is a starting place.

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Get your feet wet (pun intended) with NGSS by engaging early elementary students in a 5-lesson sequence exploring where puddles go. This mini-unit targets ideas explaining how water goes up into the air. It is part of a full unit that also includes lessons on how puddles go down into the ground.

Lessons are available through links in the downloadable PDF on this page.

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Get your feet wet (pun intended) with NGSS by engaging early elementary students in a 5-lesson sequence exploring where puddles go. This mini-unit targets ideas explaining how water goes up into the air. It is part of a full unit that also includes lessons on how puddles go down into the ground.

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On this webpage, you find what we call AST Unit Starter Bundles. As the name suggests, these materials should give you ideas for your own unit. Colleagues of yours wrote these unit starters up for you, so you can benefit from their thinking, expertise, and creativity, and thus get a head-start on yo…

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On this webpage, you find what we call AST Unit Starter Bundles. As the name suggests, these materials should give you ideas for your own unit. Colleagues of yours wrote these unit starters up for you, so you can benefit from their thinking, expertise, and creativity, and thus get a head-start on yo…

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On this webpage, you find what we call AST Unit Starter Bundles. As the name suggests, these materials should give you ideas for your own unit. Colleagues of yours wrote these unit starters up for you, so you can benefit from their thinking, expertise, and creativity, and thus get a head-start on yo…

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Over the course of the Modeling unit/lessons track the activites on a summary table for the class to see.

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Over the course of the Modeling unit/lessons track the activites on a summary table for the class to see.

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Developing and Using Models unit planning template 

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Model Template Examples:
Before-During-After model (Elem)

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Model Template Examples:
Before-During-After model (Elem)

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Before-During-After Initial Model example:
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Before-During-After Initial Model example:
(Editable)

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"Gotta-Have" checklists instructions. Your expectations for the Final Model:

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"Gotta-Have" checklists instructions. Your expectations for the Final Model: