![]() ![]() Your students should continue to revisit and revise their explanations of the phenomenon and/or answers to the essential question(s) throughout a unit as they gain new evidence and information about the key concepts. Teachers can select options, such as how. The lesson follows the 5E model (Engage, Explore, Explain, Elaborate, and Evaluate) and is expected to take 5-8 days. Each lesson may be used alone using a different investigative phenomenon. The essential questions focus student attention to the key parts of the phenomenon that they should be able to explain by the end of instruction. In this lesson, students explore how ecosystems change over time and how ecosystems respond to disturbances. These can be posed by the teacher or generated by the students. Able to be explained by scientific concepts through the use of Science and Engineering PracticesĮssential questions are the key questions that your students should be able to answer about the phenomenon by the end of the lesson or unit.Related to the Performance Expectation(s) towards which your lesson or unit is helping your students build understanding.Relevant and meaningful for your student population (Will it spark your students’ interest and motivate them to ask questions and learn about the science content?).A natural phenomenon upon which to base instruction should encompass the four following criteria (Roseman et al., 2015): ![]() The NGSS define phenomena as “observable events that students can use the three dimensions to explain or make sense of” (NGSS Lead States, 2013). 7)Īn important goal of three-dimensional science teaching is for students to be able to use scientific concepts to explain, understand, and design solutions related to phenomena in the natural world around them (NRC, 2012). In these contexts, learning science is important for everyone, even those who eventually choose careers in fields other than science or engineering.” (NRC, 2012, p. In addition, understanding science and the extraordinary insights it has produced can be meaningful and relevant on a personal level, opening new worlds to explore and offering lifelong opportunities for enriching people’s lives. Indeed, some knowledge of science and engineering is required to engage with the major public policy issues of today as well as to make informed everyday decisions, such as selecting among alternative medical treatments or determining how to invest public funds for water supply options. You can email us here or share you thoughts on our Met Office Learning Twitter feed.“Science, engineering, and the technologies they influence permeate every aspect of modern life. We'd love to hear how you're using our resources. Time required: 60 minutes for all activities (or less if individual tasks are selected) Art and design/expressive arts – storytelling, creative thinking.Geography/social studies/the world around us – weather, climate change, environment.Science/sciences and technology – prediction, methodology and evidence. ![]() English literacy and language – written and verbal communication, comprehension and analysis.Apply their knowledge to make a creative response, based on their understanding of the impacts of climate change on different communities around the world.Share their understanding of climate change and its impacts.Describe the difference between weather and climate. ![]() Your pupils will step into the shoes of people in other countries, finding out about their ways of life and how climate change is having an impact today, and into the future.īy the end of the lesson, students will be able to: This lesson explores climate change and its impacts around the world. ![]()
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