Free, standards-aligned, and research-based inquiry curricula that address NGSS 3D proficiency. Includes Interactive scientific models plus hands-on activities, personalized guidance, and rich embedded assessments. For teachers, WISE offers a a virtual workshop for customizing WISE units for distance learning.
The Urban Ecology Curriculum for English Learners is an interdisciplinary, standards-based, upper elementary/middle school curriculum designed to bolster English language and literacy learning for Long Term English Learners (LTELs)1, or students “at risk” of becoming LTELs by providing access to rigorous, STEM content. The curriculum emphasizes locally-relevant field studies focused on engaging students in scientific study through the “four ways of knowing science”: understanding science, talking science, doing science, and acting on science.
The Urban Ecology Curriculum for English Learners is an interdisciplinary, standards-based, upper elementary/middle school curriculum designed to bolster English language and literacy learning for Long Term English Learners (LTELs)1, or students “at risk” of becoming LTELs by providing access to rigorous, STEM content. Module 2 explores patterns in urban land use.
The Urban Ecology Curriculum for English Learners is an interdisciplinary, standards-based, upper elementary/middle school curriculum designed to bolster English language and literacy learning for Long Term English Learners (LTELs)1, or students “at risk” of becoming LTELs, by providing access to rigorous, STEM content. The curriculum emphasizes locally-relevant field studies focused on engaging students in scientific study through the “four ways of knowing science”: understanding science, talking science, doing science, and acting on science.
The Urban Ecology Curriculum for English Learners is an interdisciplinary, standards-based, upper elementary/middle school curriculum designed to bolster English language and literacy learning for Long Term English Learners (LTELs)1, or students “at risk” of becoming LTELs, by providing access to rigorous, STEM content. Module 1 provides foundational knowledge and experiences for students, as well as a through description of urban ecology as a science.
This survey is designed to gather information about how interests in Urban Ecology and STEM careers have changed after participating in the Urban Ecology course.
This survey is designed to gather information about how interests in Urban Ecology and STEM careers have changed after participating in the Urban Ecology course.
A student assessment of science literacy for urban ecology.
A student assessment of science literacy for urban ecology.
To develop students’ capacity for science and to engage them productively in science and engineering practices, science education reform efforts have focused on supporting teachers’ development of conceptual understandings through engagement with both disciplinary content and practices, including science teaching at the primary level. One topic of importance for primary science instruction focuses on Earth systems and, in particular, hydrological phenomena. Scientific modelling provides an effective, practice-based strategy for students’ conceptual development of water.
This manuscript focuses on longitudinal research with four primary inservice teachers’ learning and engagement in model-based teaching about water over three years, investigating teachers conceptualizations and practice modelling water related phenomena over time. Findings from the study indicate while each teacher had individual trajectories in conceptualising and enacting scientific modelling in the classroom, we observed unique approaches within teachers.
This brief describes how to support equity for students, teachers, and communities through place-based science education strategies.
Coleman, S., Chinn, P., Morrison, D., & Kaupp, L. (2019). How place-based science education strategies can support equity for students, teachers, and communities. STEM Teaching Tools.
This brief describes how to support equity for students, teachers, and communities through place-based science education strategies.
This brief describes how to support equity for students, teachers, and communities through place-based science education strategies.
Coleman, S., Chinn, P., Morrison, D., & Kaupp, L. (2019). How place-based science education strategies can support equity for students, teachers, and communities. STEM Teaching Tools.
This brief describes how to support equity for students, teachers, and communities through place-based science education strategies.
In this article, authors explain how 114 years of Hawaiian-language newspapers starting in 1834 extend our knowledge of natural disasters into the nineteenth century and to precontact times.
Businger, S., Nogelmeier, M. P., Chinn, P. W. U., & Schroeder. T. (2018). Hurricane with a history: Hawaiian newspapers illuminate an 1871 storm. Bulletin of the American Meteorological Society, 137-147.
In this article, authors explain how 114 years of Hawaiian-language newspapers starting in 1834 extend our knowledge of natural disasters into the nineteenth century and to precontact times.
In this article, authors explain how 114 years of Hawaiian-language newspapers starting in 1834 extend our knowledge of natural disasters into the nineteenth century and to precontact times.
Businger, S., Nogelmeier, M. P., Chinn, P. W. U., & Schroeder. T. (2018). Hurricane with a history: Hawaiian newspapers illuminate an 1871 storm. Bulletin of the American Meteorological Society, 137-147.
In this article, authors explain how 114 years of Hawaiian-language newspapers starting in 1834 extend our knowledge of natural disasters into the nineteenth century and to precontact times.
