2. ANCHORING PHENOMENA
• What is it that is happening in the world that we need our
science to explain?
• What are some of the problems in the world that we are
trying to change or engineer to solve the problem?
https://www.nextgenscience.org/resources/phenomena
3. A Good Anchor
• Builds upon everyday or family experiences
• Requires students to develop understanding of and apply
multiple expectations while engaging in acts of reading,
writing, communication, and mathematics.
• Is too complex for students to explain or design a
solution for after a single lesson.
• Is observable to students.
• Can be a case, something puzzling, or a wonderment.
• Has relevant data, images, and text to engage students
in the range of ideas students need to understand
• Has an audience or stakeholder community that cares
about the findings or products.
http://researchandpractice.org/wp-content/uploads/2016/03/Anchor_Design_Problems_March2016.pdf
4. THREE DIMENSIONAL LEARNING
Scientific Inquiry: Behaviors
that scientists engage in as
they investigate and build
models and theories about
the natural world
Engineering Design: Key
set of engineering practices
that engineers use as they
design and build models and
systems.
Differences: Scientific
inquiry involves the
formulation of a question that
can be answered through
investigation, while
engineering design involves
the formulation of a problem
that can be solved through
design.
5. THREE DIMENSIONAL LEARNING
Scientific Inquiry: Behaviors
that scientists engage in as
they investigate and build
models and theories about
the natural world
Engineering Design: Key
set of engineering practices
that engineers use as they
design and build models and
systems.
Differences: Scientific
inquiry involves the
formulation of a question that
can be answered through
investigation, while
engineering design involves
the formulation of a problem
that can be solved through
design.
Meet at least 2, ideally 4 of:
1) Broad importance across
sciences or engineering or be key
organizing concept of discipline
2) Provide key tool to understand or
investigate ideas and solve problems
3) Relate to interests/experiences
of students orconnected
to societal/personal concerns that
require scientific or technological
knowledge;
4) Teachable and learnable over
multiple grades at increasing levels
of depth and sophistication.
Ideas grouped in 4 domains:
•Physical Science
•Life Sciences
•Earth and Space Sciences
•Engineering, Technology, and
applications of science.
6. THREE DIMENSIONAL LEARNING
Scientific Inquiry: Behaviors
that scientists engage in as they
investigate and build models
and theories about the natural
world
Engineering Design: Key set
of engineering practices that
engineers use as they design
and build models and systems.
Differences: Scientific inquiry
involves the formulation of a
question that can be answered
through investigation, while
engineering design involves the
formulation of a problem that
can be solved through design.
Meet at least 2, ideally 4 of:
1) Broad importance across
sciences or engineering or be key
organizing concept of discipline
2) Provide key tool to understand or
investigate ideas and solve problems
3) Relate to interests/experiences
of students orconnected
to societal/personal concerns that
require scientific or technological
knowledge;
4) Teachable and learnable over
multiple grades at increasing levels
of depth and sophistication.
Ideas grouped in 4 domains:
•Physical Science
•Life Sciences
•Earth and Space Sciences
•Engineering, Technology, and
applications of science.
.Application across domains. Include:
•Patterns, similarity, and diversity;
•Cause and effect;
•Scale, proportion and quantity;
•Systems and system models;
•Energy and matter;
•Structure and function;
•Stability and change.
11. U.N. Definition of Sustainable
Development
In 1987, the UN Brundtland Commission
defined sustainable development as:
"meeting the needs of the present without
compromising the ability of future
generations to meet their own needs."
(Report of the World Commission on
Environment and Development.)
