Example of student work explaining an intriguing thermal phenomenonĪfter discussing the difference between heat and temperature, a student wrote: Also engage a friend or family member in learning about such thermal phenomena.Ĭomplete your responses before reading an example of student work.Use the central idea about thermal conductivity to explain this observation.Applying the property of thermal conductivity in an everyday context Question 2.5 Why do the metal legs of a chair feel cooler than its plastic seat? The central idea that materials differ in the property of thermal conductivity can explain why some materials feel cooler than others even though they are the same temperature. One aspect of the nature of science is its use of central ideas based on evidence in developing explanations of intriguing phenomena. Using Central Ideas about Thermal Phenomena to Explain an Intriguing Phenomenon An anchoring phenomenon guides the entire unit and should address the heart of the unit based on all of the standards.Unit 2: Exploring the Nature of Thermal Phenomena Students should be attempting to construct explanations of scientific phenomenon everyday in class. The remaining phenomenon can be used as supporting phenomenon within the unit. Select an anchoring phenomenon from this list that address the majority of standards. A scientific phenomenon is any event that is observable and isn't always phenomenal. Sample phenomenon are included on each of the individual standards pages and can also be found on the Phenomenon Master List. Step 7: Phenomena - Anchoring and Supportingīrainstorm a list of at least twenty phenomenon for the unit. Sample performance assessments are also included on the website. NOTE: Look at the STEM Gauge, Next Generation Science Assessments, and the Stanford NGSS Assessment Project for direction. Review or create exemplar performance assessment/s to ensure that all concepts have been captured on the Anchor Chart. In Chemistry, you could move from a glass of water to the atoms within the water.) In Biology, you could move from the organism to the organ to the tissue to the cell. Work from large concepts to smaller concepts (e.g. You might consider the starting place based on…Ĭoncepts that are more familiar, relevant or interesting to students. NOTE: Do not order the unit through the lens of a science teacher. Think strategically and determine the order you will address the concepts on the Anchor Chart. Step 5: Order of Performance Expectationsĭetermine the order of experiences for the storyline. NOTE: Essential Questions are open-ended and provocative. Identify 1-2 Essential Questions for the unit. NOTE: Enduring Understandings are important, transferrable ideas that students should retain years from now. Reference the anchor chart while completing the next three steps. Write Enduring Understandings for the storyline. It should be built with the help of the students. Note: The anchor chart is used by teachers to plan and implement the unit and should not be posted in the room at the beginning of the unit. Appropriate Crosscutting Concepts should be added to the anchor chart whenever possible to give clarity to the content. 1-LS3-1)Ĭonsistent icons and graphics should be used in the anchor chart and in the models that students create in the unit.

MS-LS1-2) Sample anchor charts are also included on the website. These terms be found in the vocabulary section on each of the individual standards pages. (e.g. The anchor chart should include the content and concepts for all standards in the unit.

Science phenomena thermal