Free Science Resource Set(s)

What is in a Phenomenon-Driven Three-Dimensional (3D) Instructional Set?

These resources utilize phenomena to facilitate 3D learning, instruction, and formative assessment. Each set contains three documents:

These resources are not intended to be a complete lesson plan.

Full guide to using a Phenomenon-Driven 3D Instruction Set

3rd Grade Science Standard: 3-LS3-2

Performance Expectation (PE)

Use evidence to support the explanation that traits can be influenced by the environment.

Disciplinary Core Ideas (DCI)

Inheritance of Traits:

Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment.

Variation of Traits:

The environment also affects the traits that an organism develops.

PHENOMENON-BASED INSTRUCTIONAL TASK:

The Environment Changed Me!

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FORMATIVE ASSESSMENT TASK:

Environmental Influence on Traits: Hydrangeas

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PATTERN ANALYSIS OF STUDENT THINKING (PAST):

Environmental Influence on Traits: Hydrangeas

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4th Grade Science Standard: 4-LS1-2

Performance Expectation (PE):

Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

Disciplinary Core Ideas (DCI):

Information Processing:

Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal’s brain.

Animals are able to use their perceptions and memories to guide their actions.

PHENOMENON-BASED INSTRUCTIONAL TASK:

Making "sense" of Worms and Eyeballs - Sensory Processing Targeted DCI and/or Associated PE

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FORMATIVE ASSESSMENT TASK:

4-LS1-2, Sensory Processing: Pillbugs

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PATTERN ANALYSIS OF STUDENT THINKING (PAST):

Sensory Processing - Pillbug Assessment Task

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5th Grade Science Standard: 5-ESS1-2

Performance Expectation (PE):

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.

Disciplinary Core Ideas (DCI):

Earth and the Solar System:

The orbits of Earth around the Sun and of the Moon around Earth, together with the rotation of Earth about an axis between its North and South Poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the Sun, Moon, and stars at different times of the day, month, and year.

PHENOMENON-BASED INSTRUCTIONAL TASK:

Shadow Patterns

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FORMATIVE ASSESSMENT TASK:

Shadow Patterns

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PATTERN ANALYSIS OF STUDENT THINKING (PAST):

Shadow Patterns

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6th Grade Science Standard: 6-MS-PS1-4

Performance Expectation (PE):

Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

Disciplinary Core Ideas (DCI):

Structure and Properties of Matter:

The orbits of Earth around the Sun and of the Moon around Earth, together with the rotation of Earth about an axis between its North and South Poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the Sun, Moon, and stars at different times of the day, month, and year.

Definitions of Energy (secondary to MS-PS1-4):

The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects.

PHENOMENON-BASED INSTRUCTIONAL TASK:

Look What You’ve Done – I’m Melting!

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FORMATIVE ASSESSMENT TASK:

Energy and States of Matter: Ice Fumaroles

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PATTERN ANALYSIS OF STUDENT THINKING (PAST):

Energy and States of Matter: Ice Fumaroles

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7th Grade Science Standard:7-MS-PS1-2

Performance Expectation (PE):

Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

Disciplinary Core Ideas (DCI):

Chemical Reactions:

Substances react chemically in characteristic ways.

In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants.

PHENOMENON-BASED INSTRUCTIONAL TASK:

Chemical Change

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FORMATIVE ASSESSMENT TASK:

Chemical Change - Copper Sulfate

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PATTERN ANALYSIS OF STUDENT THINKING (PAST):

Chemical Change – Copper Sulfate

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8th Grade Science Standard: 8-MS-ESS2-2

Performance Expectation (PE):

Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

Disciplinary Core Ideas (DCI):

Earth’s Materials and Systems:

The planet’s systems interact over scales that range from microscopic to global in size. These interactions have shaped Earth’s history and will determine its future.

Animals are able to use their perceptions and memories to guide their actions.

The Roles of Water in Earth’s Surface Processes:

Water’s movements—both on the land and underground—cause weathering and erosion, which change the land’s surface features and create underground formations.

PHENOMENON-BASED INSTRUCTIONAL TASK:

Wandering Water

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FORMATIVE ASSESSMENT TASK:

How Water Shapes the Earth’s Surface: Sand From Mountains

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PATTERN ANALYSIS OF STUDENT THINKING (PAST):

How Water Shapes the Earth’s Surface: Sand From Mountains

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High School Life Science Standard: HS-LS2-6 and HS-LS2-7

Performance Expectation (PE):

Biology - HS-LS2-6:

Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions but changing conditions may result in a new ecosystem.

Environmental Science - HS-LS2-7:

Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment biodiversity.

Disciplinary Core Ideas (DCI):

Ecosystem Dynamics, Functioning, and Resilience:

A complex set of interactions within an ecosystem can keep the ecosystem’s numbers and types of organisms relatively constant over long periods of time under stable conditions.

If a modest biological or physical disturbance occurs to an ecosystem, that ecosystem may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem.

Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability.

Anthropogenic changes (induced by human activity) in the environment can disrupt an ecosystem and threaten the survival of some species.

Biodiversity and Humans (secondary to HS-LS2-7):

Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction).

Humans depend on the living world for the resources and other benefits provided by biodiversity. But, human activity is also having adverse impacts on biodiversity.

Thus, sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth.

Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value.

Developing Possible Solutions:

When evaluating solutions, it is important to take into account a range of constraints including cost, safety, reliability and aesthetics and to consider social, cultural, and environmental impacts.

PHENOMENON-BASED INSTRUCTIONAL TASK:

Don’t Box Me In

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FORMATIVE ASSESSMENT TASK:

Niangua River Darter

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PATTERN ANALYSIS OF STUDENT THINKING (PAST):

Niangua River Darter

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High School Physical Science Standard: HS-PS1-1

Performance Expectation (PE):

Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

Disciplinary Core Ideas (DCI):

Structure and Properties of Matter:

Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons.

The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states.

PHENOMENON-BASED INSTRUCTIONAL TASK:

Don’t Overreact!

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FORMATIVE ASSESSMENT TASK:

Periodic Table Trends

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PATTERN ANALYSIS OF STUDENT THINKING (PAST):

Periodic Table Trends

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