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.
Washington, DC — On Augist 19,, 2018, the General Aviation Manufacturers Association (GAMA) announced it is opening registration for the 2019 Aviation Design Challenge, an annual competition GAMA hosts to promote Science, Technology, Engineering and Mathematics (STEM) education in U.S. high schools through aviation curriculum and a virtual fly-off.
“This will be our seventh consecutive year hosting this life-changing competition, and it will be our biggest one yet with our expansion of the school registration cap to 150 slots,” said GAMA President and CEO Pete Bunce. “This program is a valuable tool for us to not only help educate the nation’s students about the science of flight and airplane design, but also tell them about all the exciting career options that lie ahead for them in the general aviation industry.”
GAMA will provide registered schools complimentary “Fly to Learn” curriculum that is developed in alignment with national STEM standards, along with free X-Plane software, which is the world’s most comprehensive and powerful flight simulator for personal computers. Teachers will guide students through the principles of the science and engineering of flight and airplane design, completing the curricula in approximately six weeks in the classroom or in four weeks through an accelerated program. The teams will then apply that knowledge to modify an airplane design and complete a mission in a virtual fly-off using the software, which GAMA judges will score based on application of what the team learned, and performance parameters. The winning team will receive an all-expenses-paid trip to experience general aviation manufacturing firsthand during the summer of 2019.
The nationwide competition has attracted growing interest each year since its inception in 2013. In 2018, 130 schools across 39 states registered for the competition — a 37 percent increase in participation from 2017. Because of the competition, several past winners and entrants are now pursuing careers in aviation.
To learn more about the competition or to register, please visit the GAMA Aviation Design Challenge webpage.
For additional information, please contact Sarah McCann, GAMA Director of Communications, at +1 (315) 796-1560 or firstname.lastname@example.org.
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.
Are you interested in having a professional chemist volunteer with you in your classroom? Apply for the Science Coaches program to gain real-world applications of lessons, demos or experiments in the classroom and more from a chemist! Participants in the program will also receive a $500 donation from the American Chemical Society or a $550 gift certificate from Flinn Scientific.
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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The Lemelson-MIT Program, located within the School of Engineering at the Massachusetts Institute of Technology (MIT), celebrates outstanding inventors and inspires young people to pursue creative lives and careers through invention. The program has been helping educators develop their students' skills in science, technology, engineering and math (STEM) for over 15 years through its grants initiative. They now offer resources to hone students' hands-on skills and enrich their STEM education through the following opportunities:
Program participants and their teachers have benefited significantly from the grants initiative, with many students going on to pursue STEM degrees and to further patent their inventions.
New items have been added to the Environmental Education News website that may interest you!
New items are added nearly every day...so visit often!
News from NSTA
The virtual, interactive 2018 STEM for All Video Showcase will feature approximately 200 videos of federally funded projects aimed at improving STEM and computer science in formal and informal environments. Videos cover innovation in elementary through graduate level. Many address broadening participation and increasing access to high quality STEM experiences.
May 14-21, 2018
NJ teacher Beth Topinka's students created a STEM resource for teachers to spark problem-solving and inspire students to take action in their your own communities.
This year our Phearless Phragmites Phighters team broadened our definition of community to include our entire state of New Jersey. We want New Jersey students to become aware of invasive Phragmites around their towns, and to become motivated to tackle this problem. A technology-based, digital strategy can reach and inform any young person with internet access, so we created an eBook and Virtual Reality experience. To reach the most students, the eBook and Virtual Reality field trip are included in our online teacher kit, PhragKit4Teachers.weebly.com. Most importantly, our kit provides resources to help students throughout New Jersey take action to Phight Phragmites!
Visit PhragKit4Teachers: phragkit4teachers.weebly.com/
Thank you to Barbara De Santis for sharing this information on her blog..
Designing Instructional Materials to Support Student Sense-Making in Science Classrooms
Check out the award-winning CLEAN collection of 700 free, ready-to-use, peer-reviewed climate and energy educational resources for middle, high school, and undergraduate learners. The CLEAN collection contains activities, demonstrations, experiments, visualizations, and videos—everything you need to create scientifically accurate lessons on climate and energy. The CLEAN collection can be searched by grade level, resource type, whether or not students work with scientific data, climate and energy topics and climate systems and solutions. Plus, sign up for the free CLEAN STEM Flash e-newsletter that highlights selected resources>>
Washington, D.C. - March 13, 2018 - Achieve today announced that it is now awarding a first-of its-kind digital badge to science units designed for the Next Generation Science Standards (NGSS) that have earned a rating of "E: Example of high-quality NGSS design" on the Educators Evaluating the Quality of Instructional Products (EQuIP) Rubric for Science based on a review conducted by Achieve or its Science Peer Review Panel.
Many science instructional materials claim to be aligned to the NGSS with little to no evidence. The quality control that Achieve's review process provides helps educators make smarter decisions about which instructional materials to use. Achieve hopes the NGSS Design Badge will provide an easy way for consumers to be assured that a unit - whether it was found online for free or purchased from a big publisher - is high quality and designed for the NGSS.
This badge is significant for both the education and technology sectors. It represents one of the first times a digital badge is being awarded to a resource for its quality rather than to an individual for skills they have learned or acquired - new technology Concentric Sky has developed just for the NGSS Design Badge.
"We're excited to partner with Achieve on this visionary initiative to extend the use of Open Badges to cover online learning resources," said Wayne Skipper, CEO of Concentric Sky. "The education community is just starting to scratch the surface of what is possible with these technologies, and Achieve is leading the way."
While recommendation lists exist for science instructional materials, this is the first time digital badges will be awarded to specific instructional materials for any subject. This seal of approval can be placed on the developer's website or on the resources themselves for educators to see.
Achieve hopes the NGSS Design Badge will incentivize publishers and developers to use the EQuIP Rubric for Science when designing instructional materials for the NGSS and to take advantage of Achieve's review and support services. Earning the badge will give developers a way to demonstrate to potential customers that their materials are high quality and designed for the NGSS.
Each digital badge awarded will be an Open Badge issued via Badgr, meaning that each badge will be digitally verifiable. By clicking on the badge image, a consumer will see information about the awarded unit, a link to the complete EQuIP review of that unit that describes the evidence associated with earning the NGSS Design Badge, and a link to a list of all other units that have earned the badge. Each badge will be accompanied with the name of the awarded unit and date awarded for immediate recognition.
To learn more about the NGSS Design Badge, please join us for a joint webinar hosted by Achieve and Concentric Sky on April 3 at 1:00 pm ET. Register for the webinar here.
See an FAQ about the NGSS Design Badge here.
Achieve would like to thank Arconic Foundation, Bayer USA Foundation, and Pisces Foundation for supporting this work.
Washington, D.C. - March 8, 2018 - Achieve today announced the addition of 13 new members to its Science Peer Review Panel (PRP) 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 300 applicants from 39 states, Washington D.C., 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 38 other passionate educators on the Science PRP with whom they can build a powerful community and share ideas and resources. The 13 new peer reviewers selected to join the Science PRP are from ten states: Arkansas, California, Illinois, Georgia, Maryland, Michigan, New Jersey, New York, Nevada, and Washington, representing rural, urban, and suburban school communities and different grade bands. Over half have identified engineering as an area of content experience, which is a high-need area for the focus of the Science PRP's work, and about half of the new peer reviewers have spent over a decade as classroom teachers.
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
Alexandra Bartfield, Science Teacher, East Brunswick Public Schools
Jen Brown-Whale, Resource Teacher, Elementary Science, Howard County Public School System
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
Marshall Hunter II, General and Regents Physics, Greece Arcadia High School
Jacqueline (Jacqui) Lovejoy, 5-8 Science Specialist, Bentonville Schools
Chris Embry Mohr, Science and Agriculture Teacher, Olympia High School
Jesse Semeyn, Science Instructional Coach, District U46, Elgin, IL
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
Current Science PRP Members
Kimberley Astle, Teacher, Fisher's Landing Elementary
Jennifer Brooker, K-12 Science Supervisor, New York
Chris Charnitski, Science Education Specialist, North Carolina
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
Terri Eros, Teacher and Science Co-Chair, Red Clay Consolidated School District
Jean Flanagan, Science Education Research Specialist, Washington DC
Carolyn Frost, Sr. Content Specialist, NWEA
Kathy Gill, Retired Teacher, Davis Joint Unified School District
Amy Hilliard, Lead Teacher, Western Heights Middle School, Washington County Public Schools
Missy Holzer, Teacher, Chatham High School Science
Valerie Joyner, Freelance Elementary Science Writer, California
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
Emily Mathews, Senior Program Coordinator, Northwestern University
Edel Maeder, District Science Coordinator, Greece Central
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
Marisa Miller, Assistant Director of Science, Mastery Charter Schools
Janet MacNeil, PreK-8 Science Coordinator, Brookline Public Schools
Aaron Mueller, Teacher, Scullen Middle School
Jeanne Norris, K-8 Curriculum Coordinator, Washington University in St. Louis Institute for School Partnership
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
Melissa Rogers, Science Curriculum Developer, Washington DC
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
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
Following its merger with the Life Science Science Foundation (LSF), the Chemical Heritage Foundation in Philadelphia has changed its name to the Science History Institute. Its February 2018 newsletter announced the following news.
Over 5000 items from our collections now available online
Over 1,000 of these items are being released as public domain, which means they are free of copyright and may be used without requesting permission. We are joining a recent trend among other libraries, museums, and institutions embracing openness: open access, open data, free downloads, and open software code. Following the lead of such esteemed institutions as the Metropolitan Museum of Art, the New York Public Library, and the Getty Museum, when rights permit, we are releasing content in the public domain and allowing users to copy, modify, or distribute the work without asking permission.
New Resources from the American Association of Chemistry Teachers
High and Middle School
The New Jersey Department of Environmental Protection (DEP) has released its report of legacy accomplishments, an informative and colorful booklet that highlights the DEP’s improvements to New Jersey’s quality of life and economy through strong environmental protection.
The 64-page report, titled Protecting New Jersey’s Environment: A Record of Accomplishment (2010 – 2018), recaps DEP’s transformation, leadership and milestone accomplishments during this eight-year period, along with its historic efforts to restore and strengthen New Jersey communities and the natural environment after Superstorm Sandy.
The report is written in an accessible and informative fashion with numerous photos, fact boxes, charts and other visuals. It can be a useful addition to board rooms, sitting areas, offices and libraries, as well as a valuable resource for students, teachers, parents and civic leaders.
To download your copy of the Accomplishments report, go to www.nj.gov/dep/docs/njdep-accomplishments-january-2018.pdf
As an inventor and author/advisor for the Edison Innovation Foundation, shown below is the cover of a book I recently authored about Thomas Edison. I am making this short book available free to the education, invention, and entrepreneurial communities. If you or your members would like a copy, simply send an email to email@example.com and an electronic copy will be forthcoming. At the end of this book is information about the Edison Innovation Foundation and the interesting activities it is involved in.
Edison Innovation Foundation Website: www.thomasedison.org/
NJSTA received the following information from Circa Interactive.
Computer Science Education Week starts on December 4. The week aims to raise awareness of the need to bolster computer science education around the world by encouraging teachers and students to host computer science events throughout the week. These events can include teacher-guided lesson plans, participating in the Hour of Code, watching computer science videos, or using your own resources to help inspire interest among students. Here are a few computer science resources that were just published by renowned universities. These resources can provide K-12 students with valuable information about different career fields that an interest in computer science can lead to, from education and health information management, to electrical engineering.
Circa Interactive is a digital marketing agency in higher education.
The TeachEngineering digital library is a collaborative project between faculty, students and teachers associated with five founding partner universities, with National Science Foundation funding. The collection continues to grow and evolve with new additions submitted from more than 50 additional contributor organizations, a cadre of volunteer teacher and engineer reviewers, and feedback from teachers who use the curricula in their classrooms.
TeachEngineering is a searchable, web-based digital library collection populated with standards-based engineering curricula for use by K-12 teachers and engineering faculty to make applied science and math come alive through engineering design in K-12 settings. The TeachEngineering collection provides educators with *free* access to a growing curricular resource of activities, lessons, units and living labs.
Formation of the TeachEngineering collection was funded primarily under the NSF National Science Digital Library program, aiming to establish a national digital library that constitutes an online network of learning environments and resources for science, technology, engineering and mathematics (STEM) education at all levels. Many other generous sponsors and web partners have enabled its ongoing development and promotion.
Always during the third week of October, Nuclear Science Week is a national week-long celebration to focus local, regional, and national attention on all aspects of nuclear science.
Find lesson Plans for elementary, middle school, and high school on the following topics:
Engineering is Elementary has just posted some new videos.
The EiE classroom video collection offers a window into classrooms engaging in elementary engineering across the country. In these videos, you’ll see expert teaching techniques in action and hard-working student engineers, as well as short interviews with educators about their experience teaching EiE.
Learn more about the newest videos: blog.eie.org/want-to-see-engineering-in-action-check-out-our-newest-classroom-videos
EiE Website: www.eie.org/
We recently received the following ad from the Association for Supervision and Curriculum Development (ASCD). We are sharing it here, because the free whitepaper offered by Amplify Science may be of interest to our membership.
More and more educators are making the instructional shifts called for by the Next Generation Science Standards and three-dimensional learning. Amplify Science asked some of our district and school partners across the country to help make your process easier by sharing their most important lessons learned.
"None of us was taught to teach this way. This is not business as usual. It's a shift in pedagogical practices."
- MaryMargaret Welch, science program manager for Seattle Public Schools
Download the whitepaper from Amplify Science to learn more about how teachers, schools, and districts have moved to the new standards and the lessons they have learned along the way. We cover:
Amplify Science combines NGSS-aligned content and pedagogy authored by U.C. Berkeley’s Lawrence Hall of Science with today’s best practices in digital learning and design.
- The Amplify Science team
Webmaster's Note: You will have to register with the site and provide contact information in order to download the whitepaper.