Elementary

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.

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.

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.

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.

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

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.

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).

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.

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.

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.