Elementary

Creating Inclusive PreK–12 STEM Learning Environments

Brief CoverBroadening participation in PreK–12 STEM provides ALL students with STEM learning experiences that can prepare them for civic life and the workforce.

Author/Presenter: 
Malcom Butler
Cory Buxton
Odis Johnson Jr.
Leanne Ketterlin-Geller
Catherine McCulloch
Natalie Nielsen
Arthur Powell
Year: 
2018
Short Description: 

This brief offers insights from National Science Foundation-supported research for education leaders and policymakers who are broadening participation in science, technology, engineering, and/or mathematics (STEM). Many of these insights confirm knowledge that has been reported in research literature; however, some offer a different perspective on familiar challenges.

Preparing Science Teachers Through Practice-Based Teacher Education

This comprehensive volume advances a vision of teacher preparation programs focused on core practices supporting ambitious science instruction. The book advocates for collaborative learning and building a community of teacher educators that can collectively share and refine strategies, tools, and practices. 
 
Author/Presenter: 
David Stroupe
Karen Hammerness
Scott McDonald
Year: 
2020
Short Description: 

This comprehensive volume advances a vision of teacher preparation programs focused on core practices supporting ambitious science instruction. The book advocates for collaborative learning and building a community of teacher educators that can collectively share and refine strategies, tools, and practices. 

“Well That's How the Kids Feel!”—Epistemic Empathy as a Driver of Responsive Teaching

While research shows that responsive teaching fosters students' disciplinary learning and equitable opportunities for participation, there is yet much to know about how teachers come to be responsive to their students' experiences in the science classroom. In this work, we set out to examine whether and how engaging teachers as learners in doing science may support responsive instructional practices.

Author/Presenter: 
Lama Z. Jaber
Vesal Dini
David Hammer
Lead Organization(s): 
Year: 
2021
Short Description: 

In this article, the authors present evidence from teachers' reflections that this stability was supported by the teachers' intellectual and emotional experiences as learners. Specifically, they argue that engaging in extended scientific inquiry provided a basis for the teachers having epistemic empathy for their students—their tuning into and appreciating their students' intellectual and emotional experiences in science, which in turn supported teachers' responsiveness in the classroom.

Next Generation Science Assessment Tasks

Assessment tasks intended to support teaching and learning in classrooms that are enacting NGSS-aligned instruction, and to gain insights into grades 3-8 students’ progress in building proficiency with NGSS performance expectations (PEs).

Author/Presenter: 
The Next Generation Science Assessment Team
Year: 
2018
Short Description: 

Assessment tasks intended to support teaching and learning in classrooms that are enacting NGSS-aligned instruction, and to gain insights into grades 3-8 students’ progress in building proficiency with NGSS performance expectations (PEs). The tasks are designed to increase access and engagement for students with a range of ethnic and cultural backgrounds, linguistic abilities, and learning differences.  The tasks include web-based tools to integrate computational models, which students can manipulate to explore phenomena, to generate data for a scientific argument, or to carry out an experiment. Teachers can select tasks to use with their students and assign them to be completed individually, in small groups, or during whole class instruction. As students complete the assessment tasks online, teachers can monitor student progress in real-time. The assessment portal links scoring rubrics to tasks to help teachers understand and evaluate which aspects of student work show progress toward mastery of the targeted 3-D integrated knowledge. Using these rubrics, teachers can provide online feedback to individual students.

Knowledge Assets to Support the Science Instruction of Elementary Teachers (ASSET)

Support materials for teaching about the particle model of matter and interdependent relationships in ecosystems at the upper elementary level.

Author/Presenter: 
The ASSET Team
Lead Organization(s): 
Year: 
2018
Short Description: 

Support materials for teaching about the particle model of matter and interdependent relationships in ecosystems at the upper elementary level.

Getting Unstuck Scratch Curriculum

Getting Unstuck is a 10-module intermediate Scratch curriculum to help your students develop greater creative and conceptual fluency with code. The curriculum reimagines the classroom as a design studio: a culture of learning in which students explore, create, share, and reflect. Get started with the curriculum by reading the orientation, then explore the modules.

Author/Presenter: 
The Getting Unstuck Team
Lead Organization(s): 
Year: 
2021
Short Description: 

Getting Unstuck is a 10-module intermediate Scratch curriculum to help your students develop greater creative and conceptual fluency with code. The curriculum reimagines the classroom as a design studio: a culture of learning in which students explore, create, share, and reflect. Get started with the curriculum by reading the orientation, then explore the modules.

Modeling Hydrologic Systems in Elementary Science (MoHSES)

Third-grade students’ use model-based reasoning about geospheric components of the hydrologic cycle (i.e., groundwater) and how elementary teachers scaffold students’ model-based reasoning.

Author/Presenter: 
The MoHSES Team
Year: 
2017
Short Description: 

Third-grade students’ use model-based reasoning about geospheric components of the hydrologic cycle (i.e., groundwater) and how elementary teachers scaffold students’ model-based reasoning. Instructional resources developed through this project include supplemental teacher materials, a student packet, and student assessment (with answer key).

Focus on Energy Curriculum

Three short (4-5 session) curriculum units and an engineering design challenge include firsthand, guided explorations of energy in everyday phenomena. Beginning with easily observable phenomena, such as ball collisions, students look for signs of energy, create and use a variety of representations including "energy cubes," and discuss questions and findings. They develop the practice of asking, "Where does the energy come from?" and "Where does the energy go?" and learn to track the flow of energy in increasingly complex scenarios.

Author/Presenter: 
The Focus on Energy Team
Lead Organization(s): 
Year: 
2016
Short Description: 

Three short (4-5 session) curriculum units and an engineering design challenge include firsthand, guided explorations of energy in everyday phenomena. Beginning with easily observable phenomena, such as ball collisions, students look for signs of energy, create and use a variety of representations including "energy cubes," and discuss questions and findings. They develop the practice of asking, "Where does the energy come from?" and "Where does the energy go?" and learn to track the flow of energy in increasingly complex scenarios.

SAIL Garbage Unit

School, home, and neighborhoods make large amounts of garbage every day. In answering the driving question of the unit, “What happens to our garbage?”, students investigate a series of subquestions (e.g., “What is that smell?” and “What causes changes in the properties of garbage materials?”) that address a targeted set of physical science and life science performance expectations. Over nine weeks of instruction, students develop a coherent understanding of the structure and properties of matter to make sense of the anchoring phenomenon and to answer the driving question.

Author/Presenter: 
The SAIL Team
Lead Organization(s): 
Year: 
2019
Short Description: 

School, home, and neighborhoods make large amounts of garbage every day. In answering the driving question of the unit, “What happens to our garbage?”, students investigate a series of subquestions (e.g., “What is that smell?” and “What causes changes in the properties of garbage materials?”) that address a targeted set of physical science and life science performance expectations. This unit was developed with a specific focus on English learners by using an engaging, local phenomenon and design principles that capitalize on the mutually supportive nature of science and language learning.

Design Technology and Engineering Education (DTEEL) Curriculum

Design Technology and Engineering Education (DTEEL) for bilingual English Learner Students is a K-5th grade curriculum focused on language development through engineering design and problem solving. Each grade level includes a series of units focused on different aspects of engineering: Materials, Structures, Mechanisms, and Work & Energy. The last two grade levels add units that synthesize these engineering components with a Systems focus on Systems. Each lesson includes instructional strategies to strategically integrate language use and engineering content.

Author/Presenter: 
The DTEEL Team
Lead Organization(s): 
Year: 
2018
Short Description: 

Design Technology and Engineering Education (DTEEL) for bilingual English Learner Students is a K-5th grade curriculum focused on language development through engineering design and problem solving. Each grade level includes a series of units focused on different aspects of engineering: Materials, Structures, Mechanisms, and Work & Energy. The last two grade levels add units that synthesize these engineering components with a Systems focus on Systems. Each lesson includes instructional strategies to strategically integrate language use and engineering content.

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