Steels foundation
This session is designed to provide a level-set understanding for the shift in science instruction.
- Understand
- Experience
- Apply
Science, Technology & Engineering, Environmental Literacy & Sustainability
Diving into STEELS Integration
Today we will develop understanding of the new STEELS standards and the phenomena driven inquiry approach to science learning.
Part 1: Understanding 3-Dimensional Learning & STEELS
Seeing the Change
The facts about science are still there, but it's now on equal footing with doing science, as well as with connecting ideas across science.
2002 - 2022
July 1, 2025 Adds Environmental Literacy & Sustainability
Doing Science
Facts about Science
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
What Students DO
What StudentsKNOW
How Students THINK
Decoding a STEELS Standard
Essential Question:How are the
characteristics of
one generation
related to the
previous
generation?
6-8
9-12
Click the grade level closest to the one you teach to take a closer look.
2002 Standards
Decoding a STEELS Standard
Essential Question:How are the
characteristics of
one generation
related to the
previous
generation?
3.1.1.C
Make observations to
construct an evidence-based account that
young plants and
animals are like, but not
exactly like, their
parents.
- What actions are learners doing?
- What is the core content of this standard?
- How could parts of this standard support learners making connections to other science content?
- How could parts of this standard support learners making connections to other non-science content?
K-12 View
Decoding a STEELS Standard
Essential Question:How are the
characteristics of
one generation
related to the
previous
generation?
3.1.3.C
Analyze and interpret
data to provide
evidence that plants
and animals have traits
inherited from parents
and that variation of
these traits exists in a
group of similar
organisms.
- What actions are learners doing?
- What is the core content of this standard?
- How could parts of this standard support learners making connections to other science content?
- How could parts of this standard support learners making connections to other non-science content?
K-12 View
Decoding a STEELS Standard
Essential Question:How are the
characteristics of
one generation
related to the
previous
generation?
3.1.6-8.M
Develop and use a model
to describe why
structural changes to
genes (mutations)
located on chromosomes
may affect proteins and
may result in harmful,
beneficial, or neutral
effects to the structure
and function of the
organism
- What actions are learners doing?
- What is the core content of this standard?
- How could parts of this standard support learners making connections to other science content?
- How could parts of this standard support learners making connections to other non-science content?
K-12 View
Decoding a STEELS Standard
Essential Question:How are the
characteristics of
one generation
related to the
previous
generation?
3.1.9-12.P
Ask questions to clarify
relationships about the
role of DNA and
chromosomes in coding
the instructions for
characteristic traits
passed from parents to
offspring.
- What actions are learners doing?
- What is the core content of this standard?
- How could parts of this standard support learners making connections to other science content?
- How could parts of this standard support learners making connections to other non-science content?
K-12 View
Discussion Time
- Introduce yourself and share your thoughts about your grade level standard.
- We will then collectively discuss what is seen in the K-12 progression
Decoding a STEELS Standard
Essential Question:How are the
characteristics of
one generation
related to the
previous
generation?
3.1.1.C
Make observations to
construct an evidence-based account that
young plants and
animals are like, but not
exactly like, their
parents.
3.1.3.C
Analyze and interpret
data to provide
evidence that plants
and animals have traits
inherited from parents
and that variation of
these traits exists in a
group of similar
organisms.
3.1.6-8.M
Develop and use a model
to describe why
structural changes to
genes (mutations)
located on chromosomes
may affect proteins and
may result in harmful,
beneficial, or neutral
effects to the structure
and function of the
organism
3.1.9-12.P
Ask questions to clarify
relationships about the
role of DNA and
chromosomes in coding
the instructions for
characteristic traits
passed from parents to
offspring.
Decoding a STEELS Standard
Essential Question:How are the
characteristics of
one generation
related to the
previous
generation?
3.1.1.C
Make observations to
construct an evidence-based account that
young plants and
animals are like, but not
exactly like, their
parents.
3.1.3.C
Analyze and interpret
data to provide
evidence that plants
and animals have traits
inherited from parents
and that variation of
these traits exists in a
group of similar
organisms.
3.1.6-8.M
Develop and use a model
to describe why
structural changes to
genes (mutations)
located on chromosomes
may affect proteins and
may result in harmful,
beneficial, or neutral
effects to the structure
and function of the
organism
3.1.9-12.P
Ask questions to clarify
relationships about the
role of DNA and
chromosomes in coding
the instructions for
characteristic traits
passed from parents to
offspring.
Key
Science and Engineering Practices (SEP)
Disciplinary Core Ideas (DCI)
Crosscutting Concepts (CCC)
STEELS are a piece of cake!
Performance Expectations
Science & Engineering Practices
Crosscutting Concepts
Disciplinary Core Ideas
3-Dimensional Learning
Explore Building a STEELS Standard.
3-Dimensional Learning
Strands weave together to form what learners should be able to do. "Performance Expectations"
Experience phenomena-driven Inquiry
You Pick!
Doritos on the beach
Tanker Implosion Exploration Padlet
Padlet?
Paper?
Whiteboard?
Take a piece of paper and fold it in half. This will be your science journal for today!
Next
In your science notebook, note what you Notice and Wonder.
Picture 2
Picture 1
Use your observations to create a sketch or diagram of what you think happened.
Share your model with your group and compare your displays.
- What is similar?
- What is different?
Read this and discuss any changes in thinking.Develop one group model to share with the class.Create a list of questions you have about this phenomenon
Use your observations to create a sketch or diagram of your observations.
article
How can we investigate these questions?
What Learning Did We Facilitate?
- Asking Questions
- Developing and Using Models
- Planning and Carrying out Investigations
- Collaboration
- Communication
- Teamwork
- Analytical Thinking
- Text Analysis
What Content Could We Teach?
Facilitate Learning Instead of Memorization of Terms and Facts
Systems
Thermal Energy
- Coriolis Effect
- Human Impacts
Climate
- Properties
- Solubility
- Bouyancy
- Waves
Matter
This Does NOT Mean No Direct Instruction!
Why use phenomena?
An anchoring phenomenon routine is used to kick off a unit and drive student motivation throughout the unit. It provides a common experience with a phenomenon that is engaging and puzzling, eliciting student questions and a drive to figure things out.
Sensemaking
- Students generate inital explanations that elicit competing ideas about key pieces that target DCIs.
- Students go public with their explanations.
- The class builds a record of areas of consensus and disagreement across everyone's explanations.
Take a Moment to Reflect
Anchoring Phenomena
Anchoring Phenomena
Observable, real-life context that forms the basis of a question or problem to be solved.
- The glue for an entire unit.
- Connect student learning across multiple weeks of instruction.
- Requires a depth of understanding involving several scientific ideas to explain.
- Allows learners to apply concepts, terms, and definitions to a shared experience.
Choosing Anchoring Phenomena
A good anchor builds upon everyday experiences and is observable.
A good anchor will require students to develop an understanding of and apply multiple performance expectations while engaging in related acts of mathematics, reading, writing, and communication.
A good anchor is too complex for learners to explain or design a solution after a single lesson.
A good anchor can be a case, something that is puzzling, or a wonderment.
A good anchor is something learners care about.
Anchoring Phenomena Ideas
Case Studies
A Problem or Challenge
Something Puzzling
Environmental Issues
Experiment
Card Sorts
Demonstration
Using Data
Science Talk
Simulations
Think Aloud
What do you Wonder? --> What do you Think? --> How do you Know?
Topics & Standards
Anchoring Phenomena
Instruction
Understanding& Connections
Workshop Time!
Your Breakout Room Workshop Choices:
1. Start planning an anchoring phenemena activity for Unit 1 of your course:
- with a group
- independently
2. Explore STEELS resources.
Workshop Time Begins!
- Press the link here (or in the chat) to get started.
- Raise your "Zoom hand" to ask for help if you have any questions.
- If you need to change rooms, let us know, and we can move you.
- We will come back together and share what you have discovered.
That's a Wrap!
Be sure to complete the survey in Frontline for Act 48 credit.
Next up in our STEELS Trailblazers series: Sparking Curiosity.
Register today!
LS1.A: Structure and Function LS1.B: Growth and Development of Organisms LS1.C: Organization for Matter and Energy Flow in Organisms LS1.D: Information Processing
From Molecules to Organisms
LS2.A: Interdependent Relationships in Ecosystems LS2.B: Cycles of Matter and Energy Transfer in Ecosystems LS2.C: Ecosystem Dynamics, Functions, and Resilience LS2.D: Social Interactions ad Group Behavior
LS3.A: Inheritance of Traits
LS3.B: Variation of Traits
LS4.A: Evidence of Common Ancestry and Diversity LS4.B: Natural Selection LS4.C: Adaptation LS4.D: Biodiversity and Humans
ETS1.A: Defining and Eliminating an Engineering Problem ETS1.B: Developing Possible Solutions ETS1.C: Optimizing the Design Solution ETS2. A: Interdependence of Science, Engineering and Technology ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World
PS1.A: Structure and Properties of Matter PS1.B: Chemical Reactions PS1.C: Nuclear Processes
PS2.A: Forces and Motion PS2.B: Types of Interactions PS2.C: Stability and Instability in Physical Systems
PS4.A: Waves and Properties PS4.B: Electromagnetic Radiation PS4.C: Information Technologies and Instrumentation
PS3.A: Definitions of Energy PS3.B: Conservation of Energy and Energy Transfer PS3.C: Relationships Between Energy and Forces PS3.D: Energy in Chemical Processes and Everyday Life
Environmental Literacy & Sustainability
Environmental Literacy & Sustainability
ESS3.A: Natural Resources
ESS3.B: Natural Hazards
ESS3.C: Human Impacts on Earths Systems
ESS3.D: Global Climate Change
ESS2.A: Earth Materials and Systems ESS2.B: Plate Tectonics and Large-Scale System Interactions ESS2.C: The Roles of Water in Earth's Surface Processes ESS2.D: Weather and Climate ESS2.E: Biogeology
ESS3.A: Natural Resources
ESS3.B: Natural Hazards
ESS3.C: Human Impacts on Earths Systems
ESS3.D: Global Climate Change
ESS1.A: The Universe and Its Stars ESS1.B: Earth and the Solar System ESS1.C: The History of Planet Earth
Disciplinary Core Ideas
- The facts and the content
STEELS standards are categorized under three disciplines:
- Science
- Technology & Engineering
- Environmental Literacy & Sustainability
Dimensions for Science and Environmental Literacy & Sustainability:
- Science and Engineering Practices
- Disciplinary Core Ideas
- Crosscutting Concepts
Dimensions for Technology & Engineering:
- Science and Engineering Practices
- Disciplinary Core Ideas
- Technology and Engineering Practices
3-Dimensional Learning
Sensemaking
Learners
make sense of targeted elements of Disciplinary Core Ideas and/or Crosscutting Concepts they need to explain how or why the phenomenaon occurs.
Teachers
have guidance to help move learners thinking about Disciplinary Core Ideas deeper and may include questions to ask learnsers (that don't give away "aha! moments) and talk moves to support students in building understanding or reaching concensus.
SensemakingScreener
Crosscutting Concepts
- unite “core ideas throughout the fields of science and engineering (Commonwealth of Pennsylvania, 2024).”
Commonwealth of Pennsylvania. (2024). Standards Aligned System. Retrieved April 2, 2024 from https://pdesas.org.
Effective July 2025:STEELS Science Technology & Engineering, Environmental Literacy & Sustainablilty Standards
2002 - 2022Outdated PA State Standards
Performance Expectations
- what learners should be able to do as a result of STEELS standard-aligned instruction
LS1.A: Structure and Function LS1.B: Growth and Development of Organisms LS1.C: Organization for Matter and Energy Flow in Organisms LS1.D: Information Processing
From Molecules to Organisms
LS2.A: Interdependent Relationships in Ecosystems LS2.B: Cycles of Matter and Energy Transfer in Ecosystems LS2.C: Ecosystem Dynamics, Functions, and Resilience LS2.D: Social Interactions ad Group Behavior
LS3.A: Inheritance of Traits
LS3.B: Variation of Traits
LS4.A: Evidence of Common Ancestry and Diversity LS4.B: Natural Selection LS4.C: Adaptation LS4.D: Biodiversity and Humans
ETS1.A: Defining and Eliminating an Engineering Problem ETS1.B: Developing Possible Solutions ETS1.C: Optimizing the Design Solution ETS2. A: Interdependence of Science, Engineering and Technology ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World
PS1.A: Structure and Properties of Matter PS1.B: Chemical Reactions PS1.C: Nuclear Processes
PS2.A: Forces and Motion PS2.B: Types of Interactions PS2.C: Stability and Instability in Physical Systems
PS4.A: Waves and Properties PS4.B: Electromagnetic Radiation PS4.C: Information Technologies and Instrumentation
PS3.A: Definitions of Energy PS3.B: Conservation of Energy and Energy Transfer PS3.C: Relationships Between Energy and Forces PS3.D: Energy in Chemical Processes and Everyday Life
Environmental Literacy & Sustainability
Environmental Literacy & Sustainability
ESS3.A: Natural Resources
ESS3.B: Natural Hazards
ESS3.C: Human Impacts on Earths Systems
ESS3.D: Global Climate Change
ESS2.A: Earth Materials and Systems ESS2.B: Plate Tectonics and Large-Scale System Interactions ESS2.C: The Roles of Water in Earth's Surface Processes ESS2.D: Weather and Climate ESS2.E: Biogeology
ESS3.A: Natural Resources
ESS3.B: Natural Hazards
ESS3.C: Human Impacts on Earths Systems
ESS3.D: Global Climate Change
ESS1.A: The Universe and Its Stars ESS1.B: Earth and the Solar System ESS1.C: The History of Planet Earth
Science & Engineering Practices
- What scientists and engineers do to figure things out
Combined Experiences with Instruction & Investigative phenomena
Investigative Phenomena & Content to Guide Instruction
Curriculum
STEELS standards are categorized under three disciplines:
- Science
- Technology & Engineering
- Environmental Literacy & Sustainability
Dimensions for Science and Environmental Literacy & Sustainability:
- Science and Engineering Practices
- Disciplinary Core Ideas
- Crosscutting Concepts
Dimensions for Technology & Engineering:
- Science and Engineering Practices
- Disciplinary Core Ideas
- Technology and Engineering Practices
Activate Prior Knowledge
Develop Driving Question(s)
Notice/Wonder
What makes some animals go extinct while others are able to survive?
Steels Foundation
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Transcript
Steels foundation
This session is designed to provide a level-set understanding for the shift in science instruction.
Science, Technology & Engineering, Environmental Literacy & Sustainability
Diving into STEELS Integration
Today we will develop understanding of the new STEELS standards and the phenomena driven inquiry approach to science learning.
Part 1: Understanding 3-Dimensional Learning & STEELS
Seeing the Change
The facts about science are still there, but it's now on equal footing with doing science, as well as with connecting ideas across science.
2002 - 2022
July 1, 2025 Adds Environmental Literacy & Sustainability
Doing Science
Facts about Science
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
What Students DO
What StudentsKNOW
How Students THINK
Decoding a STEELS Standard
Essential Question:How are the characteristics of one generation related to the previous generation?
6-8
9-12
Click the grade level closest to the one you teach to take a closer look.
2002 Standards
Decoding a STEELS Standard
Essential Question:How are the characteristics of one generation related to the previous generation?
3.1.1.C Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
K-12 View
Decoding a STEELS Standard
Essential Question:How are the characteristics of one generation related to the previous generation?
3.1.3.C Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
K-12 View
Decoding a STEELS Standard
Essential Question:How are the characteristics of one generation related to the previous generation?
3.1.6-8.M Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism
K-12 View
Decoding a STEELS Standard
Essential Question:How are the characteristics of one generation related to the previous generation?
3.1.9-12.P Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
K-12 View
Discussion Time
Decoding a STEELS Standard
Essential Question:How are the characteristics of one generation related to the previous generation?
3.1.1.C Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
3.1.3.C Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
3.1.6-8.M Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism
3.1.9-12.P Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
Decoding a STEELS Standard
Essential Question:How are the characteristics of one generation related to the previous generation?
3.1.1.C Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
3.1.3.C Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
3.1.6-8.M Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism
3.1.9-12.P Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
Key
Science and Engineering Practices (SEP)
Disciplinary Core Ideas (DCI)
Crosscutting Concepts (CCC)
STEELS are a piece of cake!
Performance Expectations
Science & Engineering Practices
Crosscutting Concepts
Disciplinary Core Ideas
3-Dimensional Learning
Explore Building a STEELS Standard.
3-Dimensional Learning
Strands weave together to form what learners should be able to do. "Performance Expectations"
Experience phenomena-driven Inquiry
You Pick!
Doritos on the beach
Tanker Implosion Exploration Padlet
Padlet?
Paper?
Whiteboard?
Take a piece of paper and fold it in half. This will be your science journal for today!
Next
In your science notebook, note what you Notice and Wonder.
Picture 2
Picture 1
Use your observations to create a sketch or diagram of what you think happened.
Share your model with your group and compare your displays.
- What is similar?
- What is different?
Read this and discuss any changes in thinking.Develop one group model to share with the class.Create a list of questions you have about this phenomenonUse your observations to create a sketch or diagram of your observations.
article
How can we investigate these questions?
What Learning Did We Facilitate?
What Content Could We Teach?
Facilitate Learning Instead of Memorization of Terms and Facts
Systems
Thermal Energy
Climate
Matter
This Does NOT Mean No Direct Instruction!
Why use phenomena?
An anchoring phenomenon routine is used to kick off a unit and drive student motivation throughout the unit. It provides a common experience with a phenomenon that is engaging and puzzling, eliciting student questions and a drive to figure things out.
Sensemaking
Take a Moment to Reflect
Anchoring Phenomena
Anchoring Phenomena
Observable, real-life context that forms the basis of a question or problem to be solved.
Choosing Anchoring Phenomena
A good anchor builds upon everyday experiences and is observable.
A good anchor will require students to develop an understanding of and apply multiple performance expectations while engaging in related acts of mathematics, reading, writing, and communication.
A good anchor is too complex for learners to explain or design a solution after a single lesson.
A good anchor can be a case, something that is puzzling, or a wonderment.
A good anchor is something learners care about.
Anchoring Phenomena Ideas
Case Studies
A Problem or Challenge
Something Puzzling
Environmental Issues
Experiment
Card Sorts
Demonstration
Using Data
Science Talk
Simulations
Think Aloud
What do you Wonder? --> What do you Think? --> How do you Know?
Topics & Standards
Anchoring Phenomena
Instruction
Understanding& Connections
Workshop Time!
Your Breakout Room Workshop Choices:
1. Start planning an anchoring phenemena activity for Unit 1 of your course:
- with a group
- independently
2. Explore STEELS resources.Workshop Time Begins!
That's a Wrap!
Be sure to complete the survey in Frontline for Act 48 credit.
Next up in our STEELS Trailblazers series: Sparking Curiosity.
Register today!
LS1.A: Structure and Function LS1.B: Growth and Development of Organisms LS1.C: Organization for Matter and Energy Flow in Organisms LS1.D: Information Processing
From Molecules to Organisms
LS2.A: Interdependent Relationships in Ecosystems LS2.B: Cycles of Matter and Energy Transfer in Ecosystems LS2.C: Ecosystem Dynamics, Functions, and Resilience LS2.D: Social Interactions ad Group Behavior
LS3.A: Inheritance of Traits LS3.B: Variation of Traits
LS4.A: Evidence of Common Ancestry and Diversity LS4.B: Natural Selection LS4.C: Adaptation LS4.D: Biodiversity and Humans
ETS1.A: Defining and Eliminating an Engineering Problem ETS1.B: Developing Possible Solutions ETS1.C: Optimizing the Design Solution ETS2. A: Interdependence of Science, Engineering and Technology ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World
PS1.A: Structure and Properties of Matter PS1.B: Chemical Reactions PS1.C: Nuclear Processes
PS2.A: Forces and Motion PS2.B: Types of Interactions PS2.C: Stability and Instability in Physical Systems
PS4.A: Waves and Properties PS4.B: Electromagnetic Radiation PS4.C: Information Technologies and Instrumentation
PS3.A: Definitions of Energy PS3.B: Conservation of Energy and Energy Transfer PS3.C: Relationships Between Energy and Forces PS3.D: Energy in Chemical Processes and Everyday Life
Environmental Literacy & Sustainability
Environmental Literacy & Sustainability
ESS3.A: Natural Resources ESS3.B: Natural Hazards ESS3.C: Human Impacts on Earths Systems ESS3.D: Global Climate Change
ESS2.A: Earth Materials and Systems ESS2.B: Plate Tectonics and Large-Scale System Interactions ESS2.C: The Roles of Water in Earth's Surface Processes ESS2.D: Weather and Climate ESS2.E: Biogeology
ESS3.A: Natural Resources ESS3.B: Natural Hazards ESS3.C: Human Impacts on Earths Systems ESS3.D: Global Climate Change
ESS1.A: The Universe and Its Stars ESS1.B: Earth and the Solar System ESS1.C: The History of Planet Earth
Disciplinary Core Ideas
STEELS standards are categorized under three disciplines:
Dimensions for Science and Environmental Literacy & Sustainability:
Dimensions for Technology & Engineering:
3-Dimensional Learning
Sensemaking
Learners
make sense of targeted elements of Disciplinary Core Ideas and/or Crosscutting Concepts they need to explain how or why the phenomenaon occurs.
Teachers
have guidance to help move learners thinking about Disciplinary Core Ideas deeper and may include questions to ask learnsers (that don't give away "aha! moments) and talk moves to support students in building understanding or reaching concensus.
SensemakingScreener
Crosscutting Concepts
Commonwealth of Pennsylvania. (2024). Standards Aligned System. Retrieved April 2, 2024 from https://pdesas.org.
Effective July 2025:STEELS Science Technology & Engineering, Environmental Literacy & Sustainablilty Standards
2002 - 2022Outdated PA State Standards
Performance Expectations
LS1.A: Structure and Function LS1.B: Growth and Development of Organisms LS1.C: Organization for Matter and Energy Flow in Organisms LS1.D: Information Processing
From Molecules to Organisms
LS2.A: Interdependent Relationships in Ecosystems LS2.B: Cycles of Matter and Energy Transfer in Ecosystems LS2.C: Ecosystem Dynamics, Functions, and Resilience LS2.D: Social Interactions ad Group Behavior
LS3.A: Inheritance of Traits LS3.B: Variation of Traits
LS4.A: Evidence of Common Ancestry and Diversity LS4.B: Natural Selection LS4.C: Adaptation LS4.D: Biodiversity and Humans
ETS1.A: Defining and Eliminating an Engineering Problem ETS1.B: Developing Possible Solutions ETS1.C: Optimizing the Design Solution ETS2. A: Interdependence of Science, Engineering and Technology ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World
PS1.A: Structure and Properties of Matter PS1.B: Chemical Reactions PS1.C: Nuclear Processes
PS2.A: Forces and Motion PS2.B: Types of Interactions PS2.C: Stability and Instability in Physical Systems
PS4.A: Waves and Properties PS4.B: Electromagnetic Radiation PS4.C: Information Technologies and Instrumentation
PS3.A: Definitions of Energy PS3.B: Conservation of Energy and Energy Transfer PS3.C: Relationships Between Energy and Forces PS3.D: Energy in Chemical Processes and Everyday Life
Environmental Literacy & Sustainability
Environmental Literacy & Sustainability
ESS3.A: Natural Resources ESS3.B: Natural Hazards ESS3.C: Human Impacts on Earths Systems ESS3.D: Global Climate Change
ESS2.A: Earth Materials and Systems ESS2.B: Plate Tectonics and Large-Scale System Interactions ESS2.C: The Roles of Water in Earth's Surface Processes ESS2.D: Weather and Climate ESS2.E: Biogeology
ESS3.A: Natural Resources ESS3.B: Natural Hazards ESS3.C: Human Impacts on Earths Systems ESS3.D: Global Climate Change
ESS1.A: The Universe and Its Stars ESS1.B: Earth and the Solar System ESS1.C: The History of Planet Earth
Science & Engineering Practices
Combined Experiences with Instruction & Investigative phenomena
Investigative Phenomena & Content to Guide Instruction
Curriculum
STEELS standards are categorized under three disciplines:
Dimensions for Science and Environmental Literacy & Sustainability:
Dimensions for Technology & Engineering:
Activate Prior Knowledge
Develop Driving Question(s)
Notice/Wonder
What makes some animals go extinct while others are able to survive?