Focusing on building student understanding of foundational science ideas over time

Classroom Examples of building student understanding of foundational science ideas over time.
Science is a dynamic body of knowledge—the concepts, models, and currently accepted scientific theories constructed by scientists working within a community. For students to become scientifically proficient, instruction must go beyond an accumulation of facts supported by laboratory investigations. Students need opportunities to work with the same set of science ideas over time, through carefully structured experiences and instructional support from teachers. At grades K-8, certain core ideas offer the greatest explanatory power and scope, providing central frameworks for further learning in science. In-depth learning of specific concepts and models, such as the atomic-molecular theory of matter and concepts of force and motion, helps students access these ideas.

Strong instructional practices support students in using and developing appropriate components of these “big ideas.” They help students understand the distinctive value of science as a way to make meaning of evidence, allowing them to become active users of knowledge and to build connections between different strands of science.

1. Evolution (multiple grades)
Evolutionary theory is a powerful scientific model for explaining the history of life on earth. Evolution integrates many strands of science, from genetics to geologic time, and requires complex reasoning abilities. The “Understanding Evolution” educators’ Web site, created by the University of California, Museum of Paleontology, provides K-12 grade-level lesson plans to build students’ understanding of concepts embedded in evolution and of how scientists develop knowledge.
http://evolution.berkeley.edu/

2. Curriculum focusing on big ideas (middle school)
“Investigating and Questioning our World through Science and Technology” (IQWST), a project-based curriculum in development, is organized around “enduring ideas” in physics, earth science, biology and chemistry. Ideas are sequenced to build understanding as students progress through units, both within a science strand and as concepts apply across strands. Students learn complex scientific ideas through inquiry and other scientific practices. The curriculum developers at University of Michigan are seeking middle schools to try the curriculum.
http://www.hice.org/IQWST//Pages/Products.html

3. Online teacher resources for science instruction (multiple grades)
The Teachers’ Domain, sponsored by WGBH, is a free resource of science lessons and accompanying multimedia that can be downloaded onto a computer. The web site can be searched by grade level and topic, allowing teachers to cull lessons based on key science concepts. Under the topic “Matter,” teachers can find lessons and other resources on properties of objects and materials; solids, liquids and gases; and related concepts. A grades 3-5 unit, “Comparing density of liquids, solids, and gases,” contains three investigation-based lessons and Quick-time videos.
http://www.teachersdomain.org/