This video showcases the flow of an entire phenomenon- and modeling-based unit in a third-grade classroom. Consider the different ways students are supported in expressing and refining their ideas over time, particularly through varied opportunities to collaborate with each other.
Unit designs that support students in working with their own thinking and collaborating can press against notions that science is a final form or individual endeavor. Additionally, the use of flexible scaffolds can support young students in generating a variety of rich explanations.
See how phenomenon- and modeling-based units can also support language development: Reigh, E., Miller, E. A., Simani, M. C., & Severson, A. (2023). Toward equity for multilingual learners. Science & Children, 60(4), 26-29.
In this video, second-graders take on the...
Listen to Debbie Diaz describe her journey toward science, from being a student shut out from science, to a teacher who believed in her students, and now to becoming a science curriculum specialist for Seattle Public Schools.
Science Coach Suzanne Sullivan describes how and why she launched an AST book club through social media
This site is primarily funded by the National Science Foundation (NSF) through Award #1907471 and #1315995