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.
A case study for establishing distributed leadership capacity among teachers across a district.
A tool to support teachers in learning about Ambitious Science Teaching (AST) tools for action research purposes.
Interactive examples to plan for the importance of centering social justice in elementary science classrooms.
This site is primarily funded by the National Science Foundation (NSF) through Award #1907471 and #1315995