The 3 dimensions are crosscutting concepts (CCC), disciplinary core ideas (DCI), and science and engineering practices (SEP).Ĭrosscutting concepts in NGSS are a way of relating the different domains of science. These science standards focus on a 3-dimensional learning approach using phenomena to drive instruction. NGSS is an acronym for Next Generation Science Standards. Students who see how science “works” rather than listening to their teacher lecture about it, become vested in science and in turn, help them remain curious about how things work. It changes their focus from learning about a topic to figuring out a topic because it enables students to truly understand the content. So, instead of learning about photosynthesis and mitosis, students are immersed in creating evidence-based explanatory ideas that help them figure out how a tree grows.īy using phenomena-based ideas, it gives students real-world connections to things that are actually happening in the world. All texts in the collection begin with a phenomenon photo and are written at six different Lexile levels, so all students can read the same content at their reading level.By shifting science instruction to phenomena that students are interested in explaining, the focus of learning shifts from memorizing a topic to figuring out why or how something happens. Keeping Track of Your Shadow is found in, StarrMatica Texts: Science Your Way, a collection of informational texts written specifically to address every K-5 NGSS Performance Expectation. These excerpts are from the text: Keeping Track of Your Shadow by Michelle Negron Bueno. If the sun is on your right, shadows appear on your left. If the sun is to your left, then shadows form on your right. When you are facing the sun, your shadow trails behind you. When the sun is behind you, your shadow appears in front of you. Shadows also change in direction throughout the day.
As the sun approaches midday, shadows become shorter and shorter until the sun is overhead. When the sun’s light is blocked while it is low on the horizon, either in the morning or the evening, your shadow will be longer. Assuming you are standing still outside all day long, the sun would appear to rise and set. The changes in the length of our shadows have to do with the position of the sun. Why do you think the camels’ shadows are so large? Have you ever seen other really long shadows? Have you ever been playing outside in the evening and noticed that your shadow is really tall like a giant? Have you ever noticed that at other times of the day your shadow is closer to your size or hardly there at all? Why is that? Since the photographer took the photo from above, you can only see the small, white tops of the camels! But take a closer look and you discover that what you are seeing are the camels’ shadows. For more information about using phenomena, there is a handy printable guide and video here:ĭo you see a caravan of black camels crossing the desert in this photo? At first glance it might seem so. They are photos or videos showing an observable event in the universe and are used to get kids thinking, asking questions, and discussing their prior knowledge. If you are teaching the Next Generation Science Standards and are looking for phenomena ideas, you’ve come to the right place! I like to think about phenomena as lesson starters. 5-ESS1-2 Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky
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