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Fifth Grade NGSS Science Unit
Caitlin Barlow
A comprehensive ten-part lesson plan aligned to NGSS and Common Core. This unit is designed for fifth-grade and is focused on ecosystems.
Powerful Vocabulary for Reading Success Student's Edition Grade 4 ( PDFDrive )
Jennifer SU
Debate, Dialogue, and Democracy through Science
Sami Kahn
Practitioner article in Science & Children demonstrating the use of controversial societal issues related to science, or socioscientific issues (SSI) in the elementary classroom.
Dinosaurs. A Language Development Unit for Science. Life and the Environment: Populations. Grade Two
1987 •
Cathy McGregor
Applied Environmental Education & Communication
Road to collaboration: Experiential learning theory as a framework for environmental education program development
2019 •
Juliana Utley
Lesson: Go with the Energy Flow
Cedrick Sison
Students learn about energy and nutrient ow in various biosphere climates and environments. They learn about herbivores, carnivores, omnivores, food chains and food webs, seeing the interdependence between producers, consumers and decomposers. Students are introduced to the roles of the hydrologic (water), carbon, and nitrogen cycles in sustaining the worlds' ecosystems so living organisms survive. This lesson is part of a series of six lessons in which students use their growing understanding of various environments and the engineering design process, to design and create their own model biodome ecosystems. This engineering curriculum meets Next Generation Science Standards (NGSS). Engineering Connection Understanding energy ow and transfer is important for many engineering applications. Some engineers must consider how to avoid and exploit heat loss/gain in their building designs. Other engineers must understand the direct application of energy in determining the type of fuel used to power essential and everyday appliances and tools. Since our weather and climates result from heat transfer and energy ow, engineers who design sensor and reporting equipment must understand these cycles. From this knowledge, they also design meteorological computer modeling systems that generate information and tools to make weather predictions and forecasts.
The Outdoor Classroom. Experiencing Nature in the Elementary Curriculum
1991 •
Phyllis Alexander
Universal Journal of Educational Research
Students' Computational Thinking Skill through Cooperative Learning Based on Hands-on, Inquiry-based, and Student-centric Learning Approaches
2020 •
Horizon Research Publishing(HRPUB) Kevin Nelson
Of late, computational thinking (CT) has received a great deal of attention from scholars and educators, given its immense potential in nurturing students' problem-solving skills, which are the type of skills highly needed in today's technology-driven era. For example, in Malaysia, a number of efforts have been pursued to develop strong computational thinking among school students through the implementation of learning activities that nurture such a skill in most of the school subjects. However, previous studies have shown that teachers have a low understanding and misconception about the concept of computational thinking, which could derail such efforts. Furthermore, the lack of studies focusing on motivating students to actively participate in the learning process is further compounding such a predicament. Premised on this context, this study was carried out to examine the impact of cooperative learning on the development of CT skill among a group of 25 Year-3 students, aged 9, which was carried out based on three learning approaches, namely student-centric, hands-on, and inquiry-based approaches. Through such learning, which took place at one private school located in Selangor, Malaysia, the students learned four learning concepts related to a topic of a science subject. In this study, the researcher played the role of a teacher by teaching these students the learning concepts using a lesson plan designed based on the three learning approaches. The methodology used to collect data was based on a class observation and an interview with the science teacher. The analysis of the qualitative data revealed that students were highly engaged and participative in the learning process and were able to learn the scientific concepts of the subject matter with greater efficacy, which was indicative of their improved CT skill. As such, these findings underscore the imperative of developing and nurturing computational thinking among students, with which students would be able to solve complex problems more effectively
Contributed to: Educating for Global Citizenship: An ETFO Curriculum Development Initiative
Leigh-Anne Ingram
Nasri Nasri
Resource shortages, shrinking wildlife habitat and degradation of water and air quality are critical problems in the world today. The Environmental Education for Youth program was designed to nurture respect for our environment in our younger generations, to provide them with greater understanding of the important role of natural cycles and to teach them to be responsible stewards of our planet. Kekurangan sumber daya, penyusutan habitat satwa liar dan degradasi kualitas air dan udara adalah masalah kritis di dunia saat ini. Pendidikan Lingkungan untuk program remaja dirancang untuk memelihara rasa peduli terhadap lingkungan kita pada generasi muda, untuk memberikan mereka pemahaman yang lebih besar dari peran penting dari siklus alam dan mengajar mereka menjadi pengurus yang bertanggung jawab dari planet kita. In this book, we've brought together 36 games and activities focussing on our natural environment, with the aim of inspiring children to learn about forests, rivers, wildlife and conservation. Teachers and leaders of youth groups can use the easy guide to plan lessons based around a theme, facilitate both indoor and outdoor activities that teach key concepts and guide children to explore the complexity of natural ecosystems. Dalam buku ini, kami telah menyediakan 36 permainan dan kegiatan yang berfokus pada lingkungan alam kita, dengan tujuan menginspirasi anak-anak untuk belajar tentang hutan, sungai, satwa liar dan konservasi. Guru dan kelompok pemuda dapat menggunakan panduan ini dengan mudah untuk merencanakan pelajaran berbasis tema, memfasilitasi kegiatan indoor dan outdoor yang mengajarkan konsep-konsep kunci dan membimbing anak-anak untuk mengeksplorasi dengan kompleksitas ekosistem alam.
