Designing with AI

I’m designing a science unit and need help identifying a strong anchoring phenomenon that will engage students and spark inquiry.

Please suggest exactly four specific real-world phenomena (not general topics):

• Two must be clearly connected to my local area or region

• Two should be compelling, high-quality phenomena aligned to my topic, but not necessarily local

Each phenomenon should:

• Describe a specific, observable, or compelling event

• Clearly align with my unit topic or NGSS standard

• Include a possible causal driving question (beginning with “Why…?” or “What caused…?”)

• Briefly explain how it could support the unit storyline and learning goals

Avoid generic or overly broad examples. The phenomena should be rich enough to sustain a full unit and require students to use multiple science ideas to explain them.

Here’s what you need to know:

• Grade level: [insert elementary/middle/high school/post-secondary]

• Location (city, state, or region): [insert location]

• Unit topic or NGSS standard: [insert topic or standard]

➤ After you share the four options, please ask:
Would you like to explore additional possibilities, or would you like to go deeper on one of these options—such as developing a storyline, investigations, or assessment ideas?

I am developing a science unit and would like help crafting a target explanation for a phenomenon.

A target explanation describes the core scientific ideas students are working toward understanding. It focuses on clearly explaining why the phenomenon occurs using appropriate science concepts.

This is different from a final, evidence-based explanation, which would also include specific evidence statements that support each claim.

Please generate a clear, written “why” explanation (no diagrams or visuals) that:

• Directly answers my causal driving question

• Is written at an age-appropriate reading level for my specified grade

• Uses appropriate length, depth, and vocabulary for that grade level

• Incorporates the important science ideas or disciplinary core concepts students should understand

Please provide the following:

1. Grade level: [elementary / middle / high school / post-secondary]

2. Phenomenon: [describe the specific real-world event]

3. Driving question (must begin with “Why…” or “What caused…”):

4. Science ideas for the explanation: Would you like me to identify the key science ideas that should be included, or would you prefer to specify them here (e.g., standards, vocabulary, disciplinary core ideas)?

The explanation should:

• Be clear, coherent, and scientifically accurate

• Avoid unnecessary jargon for younger students

• Reflect the reasoning skills typical of students at this grade level

• Be written only (no diagrams, charts, or bullet points)

After providing the explanation, please ask:

➤ Would you like to strengthen this into a final, evidence-based explanation with explicit evidence statements? Or adjust it for a different grade level?

I am developing a Model-Based Inquiry unit and would like help refining my driving question.

Please revise my question so that it:

• Is clearly causal and begins with “Why…” or “What caused…”

• Is tightly connected to a specific phenomenon

• Is appropriate for my grade level

• Leads toward important disciplinary core ideas

• Does not reveal or give away the key science ideas students are expected to figure out

Please provide:

1. Grade level

2. Phenomenon

3. Current driving question draft

4. Relevant standard or topic (optional)

Suggest 2 to 3 improved versions and briefly explain the strengths of each, including how well each maintains intellectual demand without embedding the answer in the question.

Afterward, ask if I would like to narrow, broaden, or increase the rigor of the question.