Don't miss the recording of Reaching All Students in Science, a 30-minute equity-focused webinar presented by Achieve's own Vanessa Wolbrink. In the webinar, Vanessa dives into four key features of equity in the classroom: relevant and engaging phenomena, asset-based thinking, student agency and identity, and accessibility.
STRAWS is an educational and inspiring 30-minute documentary film that highlights the devastating levels of straws and other plastic pollution in our waterways and oceans and provides accessible solutions for students and families. Comes with NGSS/STEM/STEAM lessons. The plastic straw issue is a gateway into issues around all plastic pollution, the harm it does to marine animals, how fossil fuels are used to create plastics, and solutions/actions for the students.
Visit the website for more information:
NJSTA members can receive 20% off using the code NJSTA20 when checking out on our website:
EdReports wants to share a great opportunity for deep professional learning on the Next Generation Science Standards from EdReports.
EdReports is a non-profit organization with a mission to empower educators with independent, credible, evidence-rich information about instructional materials to ensure students have what they need to be college and career-ready. They are accepting applications for reviewers for the inaugural K-5 review beginning in late June.
Who is EdReports looking for? EdReports is a by educator, for educator organization. Currently, classroom educators, district specialists, state specialists, non-formal educators, retired educators, and those pursuing advanced science education degrees participate in review.
What are the requirements? The profile of a science reviewer includes expertise in the NGSS and a commitment to quality instructional materials.
What can I expect if selected to be a reviewer? The K-5 inaugural review will include six K-5 NGSS programs and will have two teams dedicated to each program (K-2 and 3-5 teams), with five reviewers per team. Reviewers can expect the following:
How do I apply? Visit EdReports website to learn more about becoming a reviewer and complete an application.
Once you apply, an application task will be sent requesting demonstration of your NGSS knowledge. Following receipt of the application task, EdReports will schedule a 30 minute interview to learn more about you and share more about the upcoming review.
APPLY TODAY - Spots are limited and recruitment will conclude once teams fill for this inaugural round.
Thanks for your consideration. Visit https://www.edreports.org/ to learn more about EdReports and its mission.
Does anyone here look familiar to you? You may recognize the person on the left in the top photo as our very own NJSTA President, Cheryl Zanone visiting the NGSS Share-A-Thon at the NSTA National Conference, "This Saturday program brought together many NGSS researchers and programs in one room. Can't find this anywhere else but an NSTA Convention. What an experience!"
Thousands of science educators descended on St. Louis for the premier event of the year: the National Science Teacher's Association National Conference. Teachers representing every grade level and subject area, as well as administrators, scientists, professional development providers and others, came together to explore and share the best ideas and thinking in science teaching. From assessment to materials evaluation and from equity to anchoring phenomena, many of the sessions and events supported the vision of the Next Generation Science Standards (NGSS) and three-dimensional teaching.
Visit the NSTA Website.
Middle school science and high school biology teachers are invited to submit an application to attend a free one-day workshop presented by Project 2061, the science education initiative of the American Association for the Advancement of Science. We are pleased to be able to offer the workshop at two New York locations, thanks to our partners at Brookhaven National Laboratory in Upton, NY and at Teach for America in New York City.
The workshop, “The Use of NGSS-based Materials to Support Teaching of Middle School and High School Life Sciences and Their Physical Science Prerequisites,” is also open to science specialists or administrators with science curriculum responsibilities.
Led by the Project 2061 research and development team, the workshop will introduce participants to a pair of curriculum units designed to give students a coherent understanding of matter and energy in living organisms:
The workshop will demonstrate how the units tackle some common learning difficulties, including persistent misconceptions that many students have about matter and energy. Participants will also see how the units align with Next Generation Science Standards and will have an opportunity to try out some sample activities and explore online teacher resources that are available with the units.
Teams of two or more middle and high school educators are encouraged to apply, but all team members must submit separate applications. You will be notified by email if you are selected to attend. Certificates of participation in this AAAS-sponsored professional development workshop will be provided to all teachers who attend. A complimentary light breakfast and lunch will be served.
To submit your workshop application, click on one of the locations below:
Submission deadline: June 9, 2019
A few weeks ago, EdReports released its first middle school science reviews. It took us more than a year to get these reports out the door, but our educator reviewers invested that time because we know how important a high quality, standards-aligned curriculum is for our students and their futures.
As an EdReports content specialist, and science educator for two decades, I recognize that the Next Generation Science Standards are a big shift for the field. Our reports are designed to empower educators with information and evidence to guide their practice—but diving into a report can feel daunting at first.
We want to help. Check out this short guide made to accompany our science reports. In it we highlight three ways to identify if you’re using high-quality science materials in your classroom.
We know that instructional materials are not the silver bullet. But we also know that materials can make a difference in what and how students learn. We hope you’ll share these tips with your colleagues and join the #materialsmatter conversation on Twitter or Facebook.
We look forward to hearing from you!
EdReports Science Content Specialist
One of the major shifts--and common buzzwords--for science assessments is "phenomena." When we asked teachers and researchers to dive into tasks and identify what characteristics in assessments set students up to demonstrate three-dimensional performances, we heard loud and clear that phenomena are one of the most critical features of three-dimensional assessments. What is the role of phenomena in assessments, and why does this matter?
Here's what our experts found:
The Achieve Team
Today's News from Achieve
Do you remember your science tests growing up? For so many of us, they were disconnected from the things that were important to our lives as students. When assessments don't matter to students, students don't put their best thinking forward. The whole point of science assessments is to provide feedback that can help students meet their science learning goals and we can't do that if we don't provide students with the opportunity to show what they know and can do in compelling, positive ways.
When student assessments shift toward performances that value the ideas students bring to the table, we learn more about student learning. During the task annotation process, we paid close attention to how assessments support the diverse students who may be responding to the task--and how that impacts what we can conclude about student progress. As it turns out, many of the same features that promote equity and fairness also ensure that assessments can elicit useful information from students including:
The Achieve Team
Share the suite of task resources and join our conversation on Twitter!
Tell us what it looks like when assessments support all students--and how does that change what you learn about students in your classrooms? Tag us in your response!
Learn More »
The Education Development Center is currently recruiting high school earth science teachers for a study called Zoom In: Learning Science with Data. We are look for teachers to pilot one of 3 new data-rich NGSS-aligned lessons over 3-4 class sessions this winter or spring: Climate Change: How is Climate Really Changing?; Plate Tectonics: Where Will the Next Big Earthquake Hit?; and Exoplanets: Where Will We Find the Next Earth?
Each lesson is a teacher-guided blended-learning experience that helps students develop skills in data literacy and evidence-based writing, in addition to core disciplinary concepts. Lessons were created by a team of scientists, educators and data specialists under a grant from the National Science Foundation.
Teachers will receive $200 per lesson as a thank you, in whatever way their school district allows.
If interested, you can email Jamie Kynn at email@example.com.
Congratulations to two New Jersey teachers, Alessandra MacFarlane and Beth Shobe.
Washington, D.C. - January 16, 2019 - Achieve today announced the addition of 11 new members to its Science Peer Review Panel (PRP) for its third year to expand its work evaluating lesson sequences and units designed for the Next Generation Science Standards (NGSS) and sharing high-quality examples online.
Out of over 200 applicants from 39 states, DC and international locations, these applicants demonstrated extensive knowledge of the NGSS and a critical eye for high-quality materials designed for the NGSS. The new peer reviewers will join the network of passionate educators on the Science PRP with whom they can build a powerful community and share ideas and resources. The 11 new peer reviewers selected to join the Science PRP are from nine states: Connecticut, California, Florida, Hawaii, Illinois, Louisiana, Massachusetts, Michigan, and New Jersey; with rural, urban, and suburban school communities and all grade bands represented.
Throughout the year, peer reviewers will receive free and meaningful professional learning experiences run by experts in the field and designed to deepen understanding of the NGSS and the EQuIP Rubric for Science evaluation process for instructional materials.
Not only is this a great opportunity for professional growth, but peer reviewers play a major role in advancing science education across the country. One of the biggest challenges in NGSS implementation around the country is a lack of high-quality instructional materials designed for the NGSS. The Science PRP addresses this problem by evaluating free and publicly-available materials with the nationally-respected EQuIP Rubric for Science, identifying high-quality examples, and posting them publicly for the education community - both teachers and publishers - to see what materials faithfully designed for the NGSS actually look like.
Those who were accepted to the Science PRP will receive recognition on the Achieve website; at the end of the year-long commitment, peer reviewers will be recognized with a certificate of excellence.
To learn more, check out the Science Peer Review Panel website.
New Science PRP Members
David Allen, Dean of K-12 Science Curriculum, Rockford Public School District 205, IL
Jeanane Charara, Elementary Science Resource, Dearborn Public Schools, MI
Bianca Deliberto, Curriculum Specialist, Zachary Community School District, LA
Donald DeRosa, Clinical Associate Professor of Science Education, Boston University, MA
Natalie Keigher, Science Teacher, Lisle Junior High School, IL
Alvin Lin, Resource Teacher, Leilehua-Mililani-Waialua Complex Area, HI
Alessandra MacFarlane, Science Teacher, Hillsborough Middle School, NJ
Rachael Manzer, STEM Coach, Winchester Public Schools, CT
Monica Sircar, Science Teacher, Curriculum Specialist, and Knowles Senior Fellow, CA
Beth Shobe, Life Science Teacher, East Brunswick Public Schools-Churchill Jr. High, NJ
Tracy Staley, Elementary Science Staff Developer, Pinellas County Schools, FL
Current Science PRP Members
Kimberley Astle, Teacher, Fisher's Landing Elementary
Alexandra Bartfield, Science Teacher, East Brunswick Public Schools
Jennifer Brooker, K-12 Science Supervisor, New York
Jen Brown-Whale, Resource Teacher, Elementary Science, Howard County Public School System
Melissa Collins, Teacher, Shelby County Schools
Christine Depatie, Teacher and STEM Coach, Swanton Schools, Franklin Northwest Supervisory Union
Joyce Depenbusch, Teacher, Skyline Schools, Unified School District #438
Carolyn Frost, Sr. Content Specialist, NWEA
Kathy Gill, Retired Teacher, Davis Joint Unified School District
Debbie Gordon, Elementary Science Specialist and Project Director for K-12 CA NGSS Early Implementers, Palm Springs Unified School District
Justin Harvey, Physics Teacher, Dacula High School
Lori Henrickson, Secondary Science Project Facilitator, Clark County School District
Holly Hereau, Science Department Chair, Biology and Environmental Science Teacher, Thurston High School
Amy Hilliard, Lead Teacher, Western Heights Middle School, Washington County Public Schools
Missy Holzer, Teacher, Chatham High School Science
Marshall Hunter II, General and Regents Physics, Greece Arcadia High School
Diane Johnson, Regional Teacher Partner, PIMSER at University of Kentucky College of Education
Shannon Kenyon, Curriculum Resource Teacher, Lewiston Independent School District
Liz Lehman, University of Chicago STEM Education, School Development Manager
Traci Loftin, K-5 Science Teacher on Special Assignment, Washoe County School District
Jacqueline (Jacqui) Lovejoy, 5-8 Science Specialist, Bentonville Schools
Emily Mathews, Senior Program Coordinator, Northwestern University
Edel Maeder, District Science Coordinator, Greece Central
Chris Embry Mohr, Science and Agriculture Teacher, Olympia High School
Kristen Moorhead, Professional Development Provider, Professional Learning Innovations (PLI), LLC
Bama Medley, Teacher on Special Assignment, Math and Science Specialist, Santa Maria-Bonita School District
Aaron Mueller, Teacher, Scullen Middle School
Kristin Rademaker, Teacher Leader, Harlem High School
Brianna Reilly, Teacher, Hightstown High School, East Windsor Regional School District
Ryan Revel, Teacher, Sussex Central High School, Indian River School District
Dianna Roy, Teacher, South Windsor Public Schools
Nancy Shellenberger, Science Resource Teacher, Monroe 2 Orleans BOCES
Katherine (Kate) Soriano, Curriculum and Professional Development Specialist, Center for Innovation in Engineering and Science Education, Stevens Institute of Technology
Beth Pesnell, K-8 Math & Science Curriculum Specialist, Rogers Public Schools
Amy Sandgren, Science Education Consultant, NextGen Consulting
Jesse Semeyn, Science Instructional Coach, District U46, Elgin, IL
Nelly Tsai, 7th Grade Science Teacher & Secondary Science Mentor, Irvine Unified School District
Megan Veldhuizen, STEM Coordinator, Lawton Public Schools
Brandi Williams, High School Teacher, Edmond Public Schools
Cari Williams, Computer Science and Engineering Teacher on Special Assignment, California
Kimberly Weaver, STEM Coordinator, Olympic Educational Service District 114
Barbara Woods, Curriculum Coach; NGSS Early Implementer Project Director, Galt Joint Union School District
James Yoos, Science Teacher/ Science Fellow, Bellingham High School
from NSTA | Endangered Species!
Engage your students in a captivating journey into a world of never-before-seen images of artists and activist's intent on exposing issues of endangered species, climate change, and the next mass extinction on the planet. Based on the eco-thriller and award-winning documentary film Racing Extinction, from Academy Award-winning director, Louie Psihoyos, and his team at OPS (Oceanic Preservation Society).
Download FREE Educational Curriculum here.
SIX STAR SCIENCE ONLINE TEACHER (OT) PROFESSIONAL DEVELOPMENT PROGRAM – $1,400 STIPENDS PAID (for completed work)
This program is a 10-month online pedagogy-based professional development that focuses on the three Dimensions in the Next Generation Science Standards: Scientific Practices; Cross Cutting Concepts (especially “Cause and Effect” and “Structure and Function”), and Core Ideas (Life Sciences) and on expanding teacher skills in three major areas: 1) Updating Teacher Content and Pedagogy Knowledge; 2) Understanding the Research Process; and 3) Applying Six Star Science in the Classroom. Fellows receive stipends for completion of their online work.
Online Teacher (OT) Fellows participate in a dynamic and interactive virtual learning community that focuses on exploring effective teaching strategies, understanding the research process, and enhancing classroom materials.
Application deadline: January 31, 2019
More info on the program and an application can be found at: www.frontiersinphys.org
Achieve is thrilled to announce it is seeking applicants for the Science Peer Review Panel!
Achieve's Science Peer Review Panel ("Science PRP") is an elite group of educators who work to evaluate and share high-quality lesson sequences and units that are designed for the Next Generation Science Standards (NGSS). Members of the Science PRP are part of the solution to a persistent problem in the science education field: not enough examples of high-quality instructional materials designed for the NGSS.
Join the Science PRP by filling out this online application and connect with a network of educators across the country committed to advancing science education for all students, develop your expertise in the NGSS, and work to make better science instructional materials more widely available to the science education field. This opportunity includes free, valuable professional learning experiences designed to deepen your understanding of the NGSS and the evaluation process for instructional materials.
Here are a few things current Peer Reviewers have to say about participating in the Science PRP:
"I have been able to collaborate and discuss with people across the nation, and connect with some of the best thinkers in the field. I have grown in my understanding of NGSS and what good science instruction looks like. I have had my views challenged, and have been able to develop confidence and my own voice to share ideas about good science instruction."
"The professional growth I am experiencing is at such a higher rate than I have ever experienced before. This has been extremely valuable."
"The best thing about being a PRP member is the team. It is truly amazing experience of being part of this group. The professional learning network that has been created is very valuable to improving my practice."
"Every time I review a lesson or come to a PRP meeting, I grow as a professional"
Those who are accepted to the Science PRP will receive recognition on the Achieve website, a sample press release for your district or organization announcing your acceptance to the Science PRP, and at the end of the year-long commitment, peer reviewers will be recognized with a certificate of excellence.
Any materials that are determined to be high-quality by the Science PRP will be publicly shared on nextgenscience.org/hqngss so educators and curriculum developers across all states and districts can benefit from these materials. Apply to join the Science PRP here, and learn more about it here.
Ideal applicants for this program will have a solid foundation in A Framework for K-12 Science Education, are comfortable navigating the NGSS across content areas (including the Appendices), and will have experience using the EQuIP Rubric for Science. Applicants will be selected based on their ability to make consistent, criterion-based evaluations using the latest version of the EQuIP Rubric for Science and communicate that evaluation clearly.
Achieve is committed to building a diverse panel and strongly encourages people of all backgrounds to apply. Applicants from a mix of rural, urban, and suburban communities will be accepted.
As we expand the Science PRP, we are looking for more representatives from the 6-8 and 9-12 grade bands in particular, but all are welcome to apply.
The responsibilities of the peer reviewers will include:
For answers to common questions, check out the Science Peer Review Panel website.
Achieve thanks Arconic Foundation, Bill and Melinda Gates Foundation, Carnegie Corporation of New York, Bayer Foundation, and Pisces Foundation for their generous support of the Science PRP, EQuIP Rubric for Science, and for working to ensure all students have access to a quality science education.
Please contact firstname.lastname@example.org for additional questions or comments.
Follow us on Twitter and sign up for our monthly newsletter to get all of the latest NGSS updates.
Subject: Evaluating the coherence of science lessons and units with the New Jersey Student Learning Standards for Science.
This two-day workshop is designed to train teachers how to use the Educators Evaluating the Quality of Instructional Products (EQuIP) Rubric for science to measure the degree to which lessons and units are designed for the New Jersey Student Learning Standards for Science.
The purpose of the rubric and review process is to: (1) review existing lessons and units to
determine what revisions are needed; (2) provide constructive criterion-based feedback and suggestions for improvement to developers; (3) identify examples/models for teachers’ use within and across states; and (4) to inform the development of new lessons, units, and other instructional materials.
This workshop is a cosponsored by the New Jersey Department of Education, Liberty Science Center, and Achieve. There is no cost to attend.
Audience: This workshop is most appropriate for K-12 science teachers, building administrators,
and informal educators.
Workshop Dates & Times: December 13-14, 2018 from 8:30 am to 4:00 pm
There is no cost to participate in the training. Registration, parking, and a box lunch are
provided for day fee for parking. Participants are responsible for their own snacks, beverages, and lunch. Food and drinks are available for purchase at the Café Skyline, located on the second floor of the LSC.
Registration for New Jersey Educators: https://tinyurl.com/EQuIPNJ2018
Registration for New York Educators: https://tinyurl.com/EQuIPNewYork2018
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Students help Fred (a gummy worm) reach a life preserver (a gummy candy shaped like a life preserver) inside his capsized boat (an upside-down clear plastic cup) without falling off, using only four paper clips, and no hands!
FunScienceDemos—and Support Pages
These short science demos depict core science ideas students need to know before high school and support the Next Generation Science Standards (NGSS). A companion site—FunScience Support—offers resources to help teachers extend learning and deepen students' science understandings.
The Science of Baking
This infographic offers simplified explanations of the science of how and why common baking ingredients transform into cookies, cakes, and other baked goods. Teachers can use this visual guide to help students understand what happens during the baking process.
Find more free resources on NSTA's Freebies for Science Teachers page.
As the science education community focuses on how to assess student learning under new science standards, the question of how to determine the quality of potential assessment tasks arises time and again. Today, Achieve is excited to release two new tools intended to assist educators in evaluating science assessment tasks to determine whether they are designed for three-dimensional science standards based on the Framework for K-12 Science Education, such as the Next Generation Science Standards.
The Science Task Prescreen is used to conduct a quick review of assessment tasks to identify any "red flags" - challenges commonly found in science assessment tasks - and determine whether a task is worth a more rigorous evaluation.
The Science Task Screener is used to take a deeper dive into evaluating science assessment tasks. The Screener is organized around four key criteria, each with a set of indicators to help reviewers determine whether the criteria are met and a set of response forms for gathering and analyzing evidence, providing suggestions for improvement, and rating the task. The Screener builds off the criteria in the EQuIP Rubric for Science by more clearly specifying features for the assessment tasks embedded in lessons and units.
If you have questions or are interested in professional development opportunities related to evaluating science assessment tasks, please contact email@example.com. You can also learn more about the broader science professional learning services that Achieve offers, including support for science tasks, here.
The team at UW and CU Boulder is pleased to announce the publishing of a new ACESSE resource to support the process of selecting phenomena that can anchor units of instruction or be used in a scenario as part of a 3D assessment.
Resource E: Selecting Anchoring Phenomena for Equitable Teaching
This pair of workshops is designed to introduce you to the process of selecting phenomena that can anchor an entire unit that supports students’ 3D science learning or that can serve as a basis for a multi-component assessment task. This resource can also be used by individuals wanting to refine their teaching practice around phenomena based instruction. You may have heard a lot about phenomena, but you may also be wondering what exactly they are, and whether using phenomena is any different from how teachers teach today already.
This learning experience will help you:
With respect to the assessment process, this resource supports the task of clarifying learning goals and eliciting evidence of student learning. Specifically, analyzing standards helps to clarify learning goals. In assessment, scenarios present phenomena to students, and then specific prompts are designed to elicit student understanding of core ideas, practices and crosscutting concepts. Once written as a scenario for an assessment, teachers can use the resources introduced in ACESSE Resource B to design specific prompts for their assessments (SEP Task Formats Tool, CCC Prompts Tool). This resource complements Resource C, in that it provides some ways to integrate tools to connect science instruction meaningfully to students’ everyday lives and cultural practices. This workshop has multiple segments, and it is broken into two sessions that last roughly three hours each, which can be organized as a full-day session or across multiple days.
For those of you new to CSSS, ACESSE is a partnership between researchers at the University of Washington and the University of Colorado Boulder and the Council of State Science Supervisors. We are developing and testing resources to help create more coherent and equitable systems of state science education. The resources center on supporting equitable assessment practice and on development of state teams. There’s a link from the CSSS website, and all resources we have developed can be found here. You can follow us on Twitter at @ACESSE_Project.
All of the resources are Creative Commons licensed and can be adapted and used by anyone to support the vision of equitable teaching and learning articulated in A Framework for K-12 Science Education.
NJDOE Science Coordinator, Michael Heinz, created parent information pages about the science standards. Schools are welcome to use them as they are or even rebrand them as their own.
“Supporting Students in Meaningful Engagement in Three-Dimensional Learning Through NGSS Storylines” is a CSSS webinar Michael Novak (from Northwestern University) and Misty Richmond (from Chicago Public Schools). They shared the work they have done creating and implementing 3-Dimensional Storylines, discussed their overall process for planning and creating storylines, and shared two example storylines. Storylines are fundamental, but very complex, organizational structures necessary for creating coherent units of science instruction.
The site offers two downloadable storylines:
OpenSciEd is working to create a complete set of open-source, K-12 science instructional materials designed for the Next Generation Science Standards. Phase two began last week, and the group is seeking teams to complete the middle school curricula. NSTA Executive Director David Evans serves on the Advisory Board. Learn more about the project here.
Request for Qualifications
Download the RFQ
OpenSciEd plans to offer an informational webinar about the Request for Qualifications on Friday, September 14, 2018 from 3:00-4:00pm EST. To register for the webinar, please click here.
The Next Generation Science Standards turn science learning on its head—in a good way. Amplify Science is excited to share our new ebook, What's So Phenomenal About Phenomena?, an introduction to phenomenon-based learning and the NGSS.
The power of phenomena lies in their capacity to bring real life into the classroom. Amplify Science takes a closer look at the powerful role phenomenon-based teaching and learning play in the new standards—and how you can bring them into your classroom.
June 27, 2018 - A new brief out today from Achieve explores the challenges states face as they begin to think about transforming their science assessments to accompany new three-dimensional science standards.
Since 2013, 40 states have adopted the Next Generation Science Standards (NGSS) or similar standards, signaling a commitment to high-quality and rigorous science education for all students. Any time state content standards undergo such a significant shift, states must develop new assessments to measure student progress toward meeting the new standards. This need presents a number of challenges for state leaders.
Achieve's new brief explores these and other challenges and presents a set of recommendations for states to consider in tackling them.
NSTA guest blogger Anne Lowry explores the power of phenomenon-based learning.
Learn more about how her use of the phenomenon of light engaged the students in her preschool classroom.
News from NSTA Next Gen Navigator
Achieve's EQuIP Peer Review Panel for Science (PRP) uses the EQuIP Rubric for Science to evaluate instructional materials and identify lessons and units that best illustrate the cognitive demands of the NGSS. Explore this featured resource for middle school: Disruptions in Ecosystems
I’m writing you about the ‘Tools of Science’ series that I’ve developed with Janice McDonnell, Kim Thamatrakoln (both at Rutgers) and Tilapia Film Inc, along with input and efforts from various collaborators along the way.
‘Tools of Science’ is a series of unique, educational videos and hands on lessons designed to help learners explore the nature and process of science through the Next Generation Science Standards (NGSS). Videos introduce the science and engineering practices from the point of view of practicing scientists and are designed for easy integration into any STEM experience to help illustrate the non-linear, cyclical nature of science and the creative vision and skills needed to conduct scientific research. We currently have five videos (and associated lesson plans) on: ‘Testable Questions’, ‘Collaborations’, ‘Sampling’, ‘Proxies’, and ‘Mathematical Models’. The ultimate goal is to support learners in their understanding of science, increase their identity as scientists and build on their reasoning and sense making skills with regards to scientific data.
We are looking for feedback (via a host survey below) and for subscribers to our YouTube channel to help us disseminate our product. We need 100 subscribers to increase our search function and get a customized URL. Please take a moment to look at our Youtube channel at: https://www.youtube.com/channel/UCn2r9bLF1oQS7w11EAkoO9w ….and subscribe if interested!
Also, please provide some quick feedback and fill out the survey at: https://rutgers.ca1.qualtrics.com/jfe/form/SV_bKJz8rlVRheMvlj
Lastly, please feel free to disseminate this broadly to colleagues that you feel will be interested and will benefit. The ‘Tools of Science’ is a very unique project and one that has been designed to be modular, allowing for other colleagues to create, shape and disseminate videos and teaching content on various topics useful to NGSS across the country.
Thanks for helping.
Department of Marine and Coastal Sciences
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