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.
How teachers can engage their students in collaborative storytelling as a way to enact reciprocal teaching.
In this reflective writing, teacher Andrew...
This tool shows how a teacher planned for an...
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