PhD Science Grade Levels K-2 is available as downloadable PDFs. The OER consists of the Teacher Edition and student Science Logbook.

Throughout the module, students study the anchor phenomenon, birds building nests, and develop an answer to the Essential Question: Why do different kinds of birds use certain materials to build their nests? As students learn about each new concept, they revisit and refine a model that represents how to describe different materials and how birds use those materials to build their nests. At the end of the module, students use their knowledge of how matter can be described, classified, and used to explain the anchor phenomenon, and they apply these concepts to a new context in an End-of-Module Assessment. Through these experiences, students learn that understanding the properties of matter and the ways matter can change helps people use materials for specific purposes.

With PhD Science¨, students explore science concepts through authentic phenomena and events-not fabricated versions-so students build concrete knowledge and solve real-world problems. Students drive the learning by asking questions, gathering evidence, developing models, and constructing explanations to demonstrate the new knowledge they've acquired. The coherent design of the curriculum across lessons, modules, and grade levels helps students use the concepts they've learned to build a deep understanding of science and set a firm foundation they'll build on for years to come.

Cross-curricular connections are a core component within PhD Science. As an example, every module incorporates authentic texts and fine art to build knowledge and create additional accessible entry points to the topic of study.

Three-dimensional teaching and learning are at the heart of the curriculum. As students uncover Disciplinary Core Ideas by engaging in Science and Engineering Practices and applying the lens of Cross-Cutting Concepts, they move from reading about science to doing science.

PhD Science Grade Levels K-2 is available as downloadable PDFs. The OER consists of the Teacher Edition and student Science Logbook.

Throughout the module, students study the anchor phenomenon, the transformation of Surtsey, and build an answer to the Essential Question: How can the island of Surtsey change shape over time? As students learn about each new concept, they revisit and refine a model that represents the formation and transformation of Surtsey. At the end of the module, students use their knowledge of how land changes over time to explain the anchor phenomenon, and they apply these concepts to a new context in an End-of-Module Assessment. Through these experiences, students develop an enduring understanding that natural events transform Earth's land as time passes.

With PhD Science¨, students explore science concepts through authentic phenomena and events-not fabricated versions-so students build concrete knowledge and solve real-world problems. Students drive the learning by asking questions, gathering evidence, developing models, and constructing explanations to demonstrate the new knowledge they've acquired. The coherent design of the curriculum across lessons, modules, and grade levels helps students use the concepts they've learned to build a deep understanding of science and set a firm foundation they'll build on for years to come.

Cross-curricular connections are a core component within PhD Science. As an example, every module incorporates authentic texts and fine art to build knowledge and create additional accessible entry points to the topic of study.

Three-dimensional teaching and learning are at the heart of the curriculum. As students uncover Disciplinary Core Ideas by engaging in Science and Engineering Practices and applying the lens of Cross-Cutting Concepts, they move from reading about science to doing science.

PhD Science Grade Levels K-2 is available as downloadable PDFs. The OER consists of the Teacher Edition and student Science Logbook.

Throughout this module, students study the anchor phenomenon, the cliff dwellings at Mesa Verde, and build an answer to the Essential Question: How did the cliff dwellings at Mesa Verde protect people from the weather? As students learn about each new concept, they develop and refine a model that represents a cliff dwelling and use that model to explore how cliff dwellings protected people from the weather. At the end of the module, students use their knowledge of weather to explain the anchor phenomenon, and they apply their learning to a new context in an End-of-Module Assessment. Through these experiences, students begin to establish an enduring understanding of weather and its effects. Specifically, students develop an understanding of the parts of weather, the effects weather has on people and their surroundings, and the ways people prepare for severe weather.
With PhD Science¨, students explore science concepts through authentic phenomena and events-not fabricated versions-so students build concrete knowledge and solve real-world problems. Students drive the learning by asking questions, gathering evidence, developing models, and constructing explanations to demonstrate the new knowledge they've acquired. The coherent design of the curriculum across lessons, modules, and grade levels helps students use the concepts they've learned to build a deep understanding of science and set a firm foundation they'll build on for years to come.

Cross-curricular connections are a core component within PhD Science. As an example, every module incorporates authentic texts and fine art to build knowledge and create additional accessible entry points to the topic of study.

Three-dimensional teaching and learning are at the heart of the curriculum. As students uncover Disciplinary Core Ideas by engaging in Science and Engineering Practices and applying the lens of Cross-Cutting Concepts, they move from reading about science to doing science.

PhD Science Grade Levels K-2 is available as downloadable PDFs. The OER consists of the Teacher Edition and student Science Logbook.

Throughout this module, students study the anchor phenomenon--tugboats moving cargo ships--and build an answer to the Essential Question: How do tugboats move cargo ships through a harbor? As students focus on two concepts, they build a model that represents the movement of tugboats and cargo ships through New York Harbor. Students develop an understanding of what makes objects start to move, how pushes and pulls can change the way objects move, and what happens when two objects bump into each other. By the end of the module, students use their knowledge of pushes and pulls to explain the anchor phenomenon, and they apply learned concepts to a new context in an End-of-Module Assessment. As a result of these experiences, students begin to develop an enduring understanding that pushes and pulls can start, stop, and redirect an object's movement.

With PhD Science¨, students explore science concepts through authentic phenomena and events-not fabricated versions-so students build concrete knowledge and solve real-world problems. Students drive the learning by asking questions, gathering evidence, developing models, and constructing explanations to demonstrate the new knowledge they've acquired. The coherent design of the curriculum across lessons, modules, and grade levels helps students use the concepts they've learned to build a deep understanding of science and set a firm foundation they'll build on for years to come.

Cross-curricular connections are a core component within PhD Science. As an example, every module incorporates authentic texts and fine art to build knowledge and create additional accessible entry points to the topic of study.

Three-dimensional teaching and learning are at the heart of the curriculum. As students uncover Disciplinary Core Ideas by engaging in Science and Engineering Practices and applying the lens of Cross-Cutting Concepts, they move from reading about science to doing science.

Explore what happens at the molecular level during a phase change. The three common physical states of matter (also called phases) are solid, liquid and gas. Matter can change phase with the addition or subtraction of heat. Molecules are always in motion. The molecules in a solid move more slowly than those in a liquid. When molecules are heated, they gain kinetic energy (motion). Kinetic energy can be transferred through molecular collisions.

In this activity, students explore phase change at a molecular level. They trace the path of an atom to view intermolecular interactions and investigate how temperature relates to phase change. Upon activity completion, students will be able to give examples of phase change, explain how the input of energy into a system affects the state of matter, and describe how both latent heat and evaporative cooling play a role in changes of phase.

Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom.

See how light knocks electrons off a metal target, and recreate the experiment that spawned the field of quantum mechanics.

Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom.

Sustaining life processes requires substantial energy and matter inputs. The complex structural organization of organisms accommodates the capture, transformation, and elimination of the matter and energy needed to sustain life. Photosynthesis is an important metabolic activity within living cells important in the transfer and transformation of energy for life processes.  This module focuses on photosynthesis and the energy molecule ATP.This module was developed by Teresa Ballou as part of a Virginia Commonwealth University STEM initiative sponsored by the Virginia Department of Education. 

In this minds-on activity, students analyze the relationships between photosynthesis, cellular respiration, and the production and use of ATP. Students learn that sugar molecules produced by photosynthesis are used for cellular respiration and for the synthesis of other organic molecules. Thus, photosynthesis contributes to plant metabolism and growth. The optional final section challenges students to explain observed changes in biomass for plants growing in the light vs. dark. This activity helps students meet the Next Generation Science Standards.

Simple diagram illustrating the process of photosynthesis.

Download this flow chart as a word document and share with students in google classroom or print the paper copies. Please feel free to edit and make any needed changes to make it relevant to your classroom.

A modified version of the chart has also been included to accommodate different learning styles and provide differentiation.

Simple diagram illustrating the process of photosynthesis.

Download this flow chart as a word document and share with students in google classroom or print the paper copies. Please feel free to edit and make any needed changes to make it relevant to your classroom.

A modified version of the chart has also been included to accommodate different learning styles and provide differentiation.

Simple diagram illustrating the process of photosynthesis.

Download this flow chart as a word document and share with students in google classroom or print the paper copies. Please feel free to edit and make any needed changes to make it relevant to your classroom.

A modified version of the chart has also been included to accommodate different learning styles and provide differentiation.