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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Google tool which allows collaborative effort and brainstorming. Virtual sticky-notes, and other creative outlets

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Comment on and highlight what interests you.

Annotate articles, websites, videos, documents, apps, and more - without clicking away or posting elsewhere. Hypothesis is easy to use and based on open web standards, so it works across the entire internet.

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Collaborate with anyone, anywhere. Use Hypothesis to annotate anything online with classmates, colleagues, or friends. Create a free personal account, or talk to our sales team about Education solutions. Get [...]

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Hypothesis tool, used to highlight and annotate documents. Can create groups or for individual use.

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Send kids to MOBat, Zoo, or natural environment to observe an animal is its habitat. This include their shelter, what they eat and drink, temperature, mating partners, etc. They then create a report (wordpress or written) in a narrative manner.

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Which eyes are behind the glass the snake or the humans?

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Have students take walk either around their neighborhood, school, and other environments. Have them take pictures or describe what they saw. Have them do a notice or wonder on about these observations that intrigued them, with an emphasis on a scientific lens.

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Look at different nature cams and examine what makes up a particular animals habitat. Why do they think the animal's designed its habitat that way?

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Decorah Eagles Live Cam - nesting bald eagles | Explore.org

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The live eagle cam broadcasts video of baby bald eagles from their nest in Decorah, Iowa. Learn about eagles and watch them hatch, play, eat, & learn to fly.

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Use books that demonstrate the scientific concept that you want to learn. Make sure it meets the criteria of a quality STEM book.

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This is a question a lot of people are asking.

Since 2016 NSTA has published the Best STEM Books a companion piece to the Outstanding Science Trade Books list.

While many groups have recommended STEM trade books for children, there has been no real consensus of the criteria necessary in a STEM trade book. Many STEM books are comprised of good science or math or engineering or technology books and are billed as "STEM." But is it really STEM?

To truly define the criteria needed for a STEM book, we need to first agree loosely on a definition of STEM. One of the most repeated definitions of STEM is "STEM education is an interdisciplinary approach to learning where rigorous academic concepts are coupled with real-world lessons as students apply science, technology, engineering, and mathematics in contexts that make connections between school, community, work, and the global enterprise enabling the development of STEM literacy and with it the ability to compete in the new economy." [1].
Generating a List of Characteristics
Determining what IS a STEM book might require us to begin with defining what a STEM book IS NOT. STEM Books do not:

simply present facts or information;

focus only on a single subject;

present topics that exist in a vacuum; and

fail to create connections to the real world.

Therefore, if we know what a STEM book is not, we can draw conclusions about what they are. STEM Books should:

engage students in thinking about and using problem solving;

integrate two or more of the STEM fields;

present relevant and interconnected topics;

make connections to the real world; and

help students connect both content and practices or habits of mind used by STEM fields.

If we begin to generate a list of habits of mind and practices, we begin to see that many books identified as STEM books ask students to engage in creating knowledge from their experiences ranging from asking questions and gathering information to analyzing data.

We also begin to see that STEM books incorporate the habits of mind that emerge when engaging in a STEM field; teach resilience, grit, and determination; and assist students in understanding that failure may be part of the real-world STEM process. (For examples of books that meet these criteria, please see the table below.)

Ruzzi and Eckhoff incorporate two focus questions to evaluate children's literature for STEM which relate to content that is technically sound and appropriate and can help to determine if the book effectively assists students in the development of both inquiry and content [2]. Recommendations and narrative descriptions of books that Ruzzi and Eckhoff use- most of which align with the science and engineering practices in the Next Generation Science Standards -include phrases such as "hypothesizing through close inspection;" "experimenting with;" "a true story about ingenuity, creativity, and persistence in the face of severe adversity;" and "design their own tools to measure height and distance;" The criteria utilized by the National Science Teaching Association Committee for Best STEM Books includes "modeling real-world innovation, illustrating teamwork, diverse skills, creativity, and cooperation, inviting divergent thinking and doing" (p. 93) among others. [3]

Ramirez asserts that "[c]reativity is the secret sauce to science, technology, engineering and math (STEM). It is a STEM virtue" (para 3). [4] Therefore, one could argue that STEM trade books need to describe creativity or develop creativity in students. According to the guidelines presented by the Children's Book Council and the National Science Teaching Association, "STEM (Science, Technology, Engineering, and Mathematics) is an integrated and creative approach to discovering and applying knowledge about our world to solve problems that utilizes one or more of the content areas. Trade books that deliver background and model the practices of STEM provide context and inspiration to readers." (Science & Children, 2018, p. 93).[3]
References
[1]. Tsupros, N., Kohler, R., & Hallinen, J. (2009). STEM education: A project to identify the missing components, Intermediate Unit 1 and Carnegie Mellon, Pennsylvania.

[2]. Ruzzi,B. L., & Eckhoff, A. (2017). Growing in STEM: STEM resources and materials for engaging learning experiences. Young Children 72(1). Retrieved from https://www.naeyc.org/resources/pubs/yc/mar2017/stem-materials-experiences.

[3]. National Science Teachers Association. (2018). Best STEM books. Science and Children, 55(7), 87-94.

[4]. Ramirez, A. (2013). Creativity is the secret sauce in STEM. Retrieved from https://www.edutopia.org/blog/creativity-secret-sauce-in-stem-ainissa-ramirez.
Carrie Launius Christine Anne Royce The mission of NSTA is to promote excellence and innovation in science teaching and learning for all. is the author of the Teaching Through Trade Books column in Science and Children which integrates children's literature and science content lessons for grades K-5. She is also the coauthor of Teaching Science Through Trade Books and the Investigate and Connect Series. She is a professor of science/STEM education at Shippensburg University (PA) where she teaches both undergrad and graduate level methods classes. She is currently the retiring president for the National Science Teaching Association. Follow her @caroyce. is Science Curriculum Specialist for St. Louis Public Schools in St. Louis, Missouri. She previously was the NSTA District XI Director and president of Science Teachers of Missouri (STOM). She believes using trade books to support science learning is essential for students. She was instrumental in developing and implementing the Best STEM Book Award for NSTA-Children's Book Council. Her passion is supporting teachers and helping them grow professionally. She resides in St. Louis near her two grown children and with her son and four dogs.

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What Makes a Good STEM Trade Book? by Carrie Launius & Christine Anne Royce

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This is a question a lot of people are asking. Since 2016 NSTA has published the Best STEM Books a companion piece to the Outstanding Science Trade Books list. While many groups have recommended STEM trade books for children, there has been no real consensus of the criteria necessary in a STEM trade book.

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Use Data to Solve a Problem + Science Math Lesson Plan

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Use Data to Solve a Problem + Science Math Lesson Plan

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Idea for lesson, Lab has example of ice-cream and weather

Option 1: Come up with an idea, which relates to kids' lives, to collect data from. Graph the data and ask questions that require effortful thinking from students based on the graph.

Option 2: Ask a problem that students can relate to e.x. favorite ice-cream. Decide how much ice-cream we should order for the entire school, based on data collected from class.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Hour of Code

This year, we're taking Hour of Code to new heights by offering coding opportunities that encompass both artificial intelligence (AI) and non-AI components.

Want to keep learning? Go beyond an hour

Teachers: Host an hour or read the How-To Guide

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Use computer science to explore and learn about AI!

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Assist students with computational thinking through the process of coding. Good for grade 2-5. Gives many options to suit students interests. Can ask how logic, evaluation, algorithms, patterns, decomposition and abstraction is applied in coding

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Apply Computational Thinking in Daily Life

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Apply Computational Thinking in Daily Life

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Ask students how they can use computational thinking in their daily life. What part of the activity is: logic, evaluation, algorithms, patterns, decomposition, and abstractions? Use example of Cleaning your room or determining what homework to do.

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Pacific Garbage patch could be used as a tool to explain the human impact on earth's systems and how water flows in the ocean that creates the garbage patch.

ESS3: Earth and Human Activity
ESS2: Earth’s Systems

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Have kids roll balls down a playground slide, using the variables such as the size, force used, and height of ramp as both controlled and independent. This can demonstrate Newton's first law of motion.

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0031-9120/56/1/015005

Take a selection of balls and marbles along to a nearby playground slide and let students investigate factors that may influence how balls accelerate down an inclined plane. Students can make hypotheses in small groups, plan investigations to test multiple possible explanations and draw conclusions about the importance of different variables. The experiments illustrate the principle of equivalence between inertial and gravitational mass, as well as of the importance of mass distribution. Students can develop an intuitive feeling for these concepts even without dealing with the full mathematical treatment, which involves torque, angular momentum and moment of inertia, typically treated in high-school or introductory university physics courses. The paper discusses this investigation as part of a setup of teacher professional development events on a playground.

What properties of a ball influence how it rolls down an inclined plane? This question can be used to introduce a playground investigation. A group of students is likely to bring up mass, size, material and possibly friction. Depending on their background they may or may not need a prompt to list more specific material properties, including density, elasticity and surface properties. (Preschool children may also expect 'colour' to play a role.)

A next step is to come up with experiments to test the different possible effects, with access to a number of different balls, e.g. as shown in figure 1(a). Students may need hints that rolling pairs of balls next to each other, as shown in figure 1(b), gives a more direct comparison than measuring the time required for individual balls.

Investigating balls rolling down an inclined plane can be used in many different educational contexts, from traditional lecture demonstrations to enjoyable playground outings [ 1], with different types of instructions, as discussed below. Although the mathematical treatment involves concepts, such as moment of inertia, angular momentum and torque, that may not be introduced until high school or introductory university courses, an intuitive and conceptual understanding is possible much earlier. The investigations can give practice in dealing with several variables, as well as combining results from different investigations.

As a PhD student, I was involved with supervision of inquiry-based experiments, where first-semester engineering physics students were asked to find relations between different factors influencing e.g. oscillation periods of springs or beams or irregular pegboard shapes, or liquid flow in thin tubes. Students typically had two 4 h sessions in the lab to come up with an expression for the relation, converting it to a linear relation between suitable combinations of variables and then insert all their measured data into a single graph, to demonstrate how well the data were described by their mathematical formula.

One of the most fascinating experiments to supervise was the study of the acceleration of cylinders rolling down an inclined plane. The students had access to steel cylinders with different radii and lengths, both solid cylinders and sets of nesting cylinders. In addition, one brass cylinder and one aluminium cylinder were available with the same dimensions as one of the steel cylinders.

That neither mass nor dimension played a role for solid cylinders was an unexpected result, that often took students quite a long time to discern. This important result is related to the principle of equivalence between gravitational and inertial mass, which is relatively unknown among new students, but can be introduced long before a mathematical treatment [ 1]-[ 4].

In the year 2000, I was invited as a guest teacher to be involved with the development of a science teacher program at University College of Skövde, where the rolling cylinder experiment setup was not available. Instead we utilised a nearby playground, with variety of object to roll or slide down a long slide. The classical 'soup can race' between cans of mushroom soup and chicken broth is easily performed outdoors-although we discovered that repeated rolling of the mushroom soup can down a long slide exposed thixotropic properties of the soup, thus reducing the difference between the behaviour of the cans. An alternative for this demonstration is to use bottles or jars filled with sand and water, respectively, as illustrated in Figure 2. Students may also discover that the bottles do not take notice of their pre-experiment voting on the outcome of the race.

For later occasions, more rolling objects have been added to the bag taken to the playground. Depending on the background of the students, the types of variation in objects may be restricted. A selection of balls with different sizes and materials offers opportunities for systematic investigations, as discussed in this paper. Participating in a workshop on ISLE-Investigative Science Learning environment [ 5] inspired the current format, where students are first asked to come up with as many factors as possible and then plan investigations together.

Traditional labs often involve performing independent measurements for different objects and recording the data in a table. However, comparing two balls starting together from the top of a slide gives a more direct visual comparison, as in figures 1(b) and 2. This can also give more direct hints if some differences occur in the first part of the slide. Whatever procedure is chosen, a discussion is necessary to establish what constitutes a difference and what results should be considered 'nearly equal' [ 2]. A first indication about uncertainty can be obtained by letting two identical balls roll together and observe possible differences in their motion. It can also be worth repeating the comparison a couple of times, including swapping places to compensate for any unevenness in the slide surface.

After having established what differences can be expected for identical balls, it is time for students to find pairs of balls to test the different factors, suggested in the initial discussion. An additional hint for the students can be to ask them to create groups of balls that have essentially the same acceleration down the slide, instead of treating each race as a competition between the balls.

A complication with common student choices of variables is that it is impossible to change one of the variables mass, size and density without changing (at least) one of the others. However, the collection of balls taken along to the playground slide should preferably include pairs of balls of the same size but with different density and balls of the same material but of different size.

Comparing a bouncing ball and a heavy marble with the same diameter should lead student to realise that mass and density have very little effect on the acceleration of the ball. Depending on the group, this conclusion may be forgotten when the students are asked to predict whether a small or large bouncing ball will reach the ground first, or whether they will come down together. Observing a small marble and a large bouncing ball rolling down side-by-side can still be surprising.

All balls in figure 1(a) roll without sliding on typical playground slides. The different friction coefficients for different surfaces of the balls thus do not lead to differences in motion.

At this point, students may wonder whether there is anything that can influence the acceleration. The collection in figure 1(a) includes also a few balls that are filled with air (See also figure 3). Finally, there are some balls that clearly lag the bouncing balls! The students may be left to discuss reasons for a while before being encouraged to compare different air filled balls-only to find that these balls form another group sharing essentially the same acceleration.

At this stage students may need some scaffolding discussion to help them connect the behaviour of the balls to their experiences on a carousel or a pirouette, where the rotational speed increases as the mass shifts closer to the rotation axis. In discussing the rotational energy, I have also on many occasions found it useful to hold a large ball in one hand and indicate with a finger on the other hand how a point close to the edge moves compared to points closer to the centre and compare their velocity, related to the kinetic energy. For teachers from primary to lower secondary school, this level of theory may be sufficient. At higher levels, these investigations can serve as an introduction to a more formal treatment of moment of inertia and angular momentum, discussed in section 4.

The investigations can, of course, also be done indoors, using a shelf plane or a table as inclined plane. This paper focuses only on the factors relating to the balls, but if desired the investigations can be expanded to a quantitative study, by measuring times to travel a given distance for different slopes, and the slope can be determined in terms or the ratio between elevation and length, or by using a protractor or the inclinometer on a smartphone. The motion of the balls can also be compared to bottles, jars or other cylinders.

This section presents a theoretical analysis, as a support for teachers' dialogues with students. Unavoidable energy losses are discussed in section 5.1.

Friction causes a ball to rotate as it moves down an inclined plane. For a ball rolling without slipping, the centre of the ball moves a distance 2 πR for a full turn of the ball (i.e. an angle 360 ° = 2 π). This gives a relation v =  ωR between the translational speed v and the angular velocity ω. The rotation around the centre of mass also involves kinetic energy, which can be expressed in terms of a moment of inertia, as

The total kinetic energy for an object rolling without slipping is a sum of the translational kinetic energy and the rotational energy:

The total kinetic energy can also be expressed in terms of a moment of inertia with respect to the contact point: , where (parallel-axis theorem).

Figure 4 shows the forces on a ball accelerating down an inclined plane. Since the ball stays on the plane, the size of the normal force is given by . The size of the acceleration, , and of the friction force, , are not known before a closer analysis of the motion, but the vector sum of the gravitational force, the normal force and the friction force must be equal to according to Newton's second law.

4.1. Torque and angular momentum

The torque on the ball with respect to the point of contact is given by

The torque results in a change of angular momentum:

where the angular momentum is given by L =  Iω, where ω is the angular velocity and I is the moment of inertia.

For motion around the centre of mass for a compact ball and for a thin shell with radius R. However, in this case the motion is around the contact point at a distance R from the centre, which is accounted for by adding a term mR ² to the respective moments of inertia as discussed above: . This gives and for the moments of inertia relative to the contact point.

Combining equations ( 3) and ( 4) gives

Using the relation v =  ωR, the expression 5 for the angular acceleration dω/ dt can be used to obtain an expression for the linear acceleration, a =  dv/ dt, giving

The acceleration for a rolling object can thus be written as a =  C g sin θ, where . For a compact ball the acceleration becomes

and for spherical shell

It is worth noting that these expressions involve neither mass nor radius.

Newton's second law then gives the size of the friction force for these two cases: and . Since the friction force points upward along the slope, the friction force can also be written in terms of the coordinate system indicated in figure 4 as and , where e is a unit vector pointing downhill along the plane. For a general rolling object the friction force can be expressed as .

4.2. Educational challenges and opportunities

The motion of a ball of radius R rolling down an inclined plane is a standard problem in physics text books. Still, student conceptual difficulties in analysing forces on objects rolling on an inclined plane are well documented, even at university level, as discussed e.g.  by Rimoldino and Singh [ 7]. As seen above, working out the size of the friction force on the ball to ensure that the forces in the free-body diagram are drawn to scale, as in figure 4, requires a few steps. Sometimes free-body diagrams are instead drawn with all forces the same length, e.g. by [ 8] and [ 9] in their discussions of challenges involving friction on rolling objects.

An important role for the teacher is to help students discern the relevant aspects of the motion and to provide additional representations. Carvalho and Sousa [ 8] discuss teaching of friction and rotation in secondary school. Modern technology enables additional representations. E.g. Arnone et al [ 10] use a GeoGebra applet to visualise some of Galileo's experiments and Phomarach et al [ 9] demonstrate how video analysis of the rolling motion gives results in good agreement with theory.

The focus in the present work is however on qualitative observation of the motion and the importance of different factors. This can be initiated long before working through a mathematical treatment.

Investigating balls rolling down a slide has been part of playground activities for teacher events in many different forms [ 1]. Figure 5 shows one group of teachers discussing their plans for investigating balls on one of the slides of a large playground.

Even small playgrounds usually include swings, climbing racks and slides is some form, which are sufficient for a small group of teachers, who can be divided in 2-3 groups of 4-5 teachers, taking turns at the different stations.

The instructor then moves between the groups to listen to their suggestions and conclusions, and to provide scaffolding questions if needed. Typically a group spends 15-20 min at each station and should check in with the instructor for a concluding discussion before getting a bag with material for the next station. (It is thus useful to have bags for a couple of extra stations so that not all groups need to switch at the same time.)

A large playground may have several swing sets, slides and climbing racks, as well as other equipment that can be useful for physics investigations, such as carousels [ 11], and possibly small trampolines [ 12- 14].

On occasions we have had groups of up to 6  ×  6 teachers-who must, of course, recognise that the playground is primarily intended for children, not for physics experiments. An early morning start is advisable to have maximum access to popular playground devices. However, students often discover that children are curious and happy to assist with experiments. Bringing a couple of extra booklets with experiments to give to interested parents or preschool teachers can be a way to share the joy of physics!

It is also worth emphasising that for use with a class in school or a preschool group, it makes more sense to use one activity at a time, with preparation and follow-up in the classroom, as described for example by the teachers who planned experiment on friction in slides [ 2] and investigations of falling objects [ 3].

5.1. Small effects

In the theoretical discussions above, no account was taken of inevitable energy losses, which may obscure the intended result. Reality can be more complex, and instructors need to be prepared to discuss small effects that may influence or obscure the results. For very light balls air resistance cannot be neglected relative to the force of gravity, causing pingpong balls to roll slower than tennis balls. Softer balls move slower, due to increased rolling friction [ 15, 16] and bouncing balls may lag slightly behind marbles.

One group of students noted that the sand seemed to move around in bottle that was not completely filled with sand, causing it to move differently from a small sand-filled jar. They quickly made use of the sand on the playground to top up the bottle for a better result.

Sometimes the slide is not perfectly even and, in any case, repeating the experiment is a good practice, possibly also with position interchanges. Many teachers have student use video clips as parts of the documentation [ 2, 3], which is also helpful in cases where students may have failed to let go of both balls at the same time.

Balls rolling down an inclined plane is one of the few experiments that Richard Feynman could find in a textbook discussed to in 'Surely you are joking, Mr Feynman' [ 17]-although he discovered that the results presented were fake-having failed to take moment of inertia into account, and obviously not representing real experiments.

What is the role of experiments in physics teaching? In a review about 'Varieties of Labwork' [ 18] Millar et al note that in many cases 'the real task for the student is to 'produce the phenomenon', that is, to succeed in producing the outcome that is predicted by a well-established scientific explanation'. There are of course many traditional ways to perform investigations or rolling on inclined planes, including 'confirmation of theory', as part of the implicit 'didactic contract'.

On one occasion a lecturer had chosen to work through the theory during the lesson preceding the investigation of rolling objects, which was intended to be open-ended. Still many of the students were surprised to discover that small and large balls rolled side by side: Although the mass and radius are not present in the equations ( 7) and ( 8), the intuitive expectation that mass influences motion often remains. After some reflection, one student exclaimed with delight that 'Oh, they have the same C!'. However, once the theoretical expression had been 'confirmed', these students showed no interest in continued investigations.

In the open-ended investigations of the influence of various factors, students should be encouraged to generate many possible explanations for their observations. Etkina and Planinšič [ 6] note that 'These multiple explanations naturally appear as students work in groups' and continue 'The students need to accept all explanations as "correct" for the time being even if they do not like some of those, and then design experiments whose outcomes they can predict using all of the explanations (testing experiments). Thus, they need to learn to differentiate between the explanations and the predictions of the outcomes of the experiments.'

In the investigations of the influence of various factors discussed in this paper, the non-influence of mass first appears as an observation of two balls with different masses rolling together. After the students describe this observation, they could formulate a hypothesis and investigate if it holds for other object they could investigate. Starting with a selection or marbles and bouncing balls of different size should help them realise that neither mass nor density nor radius plays a role. At this stage, the instructor may suggest a comparison with hollow ball, possibly by handing one to them. Often, some of the students in a small group will suggest that the lower mass accounts for the slower motion. Scaffolding discussions with an instructor can then be useful to remind them of their earlier conclusion about the non-influence of mass.

A playground offers many opportunities to illustrate the principle of equivalence between gravitational mass (in ) and inertial mass (in ), by noting that mass has no (or very limited) influence, for example as you swing together with an empty swing or drop objects from a climbing rack [ 3, 4], or observe different objects sliding down an inclined plane [ 2]. This gives students a chance to develop an early intuitive grasp of topics that involve well-documented difficulties also for university students [ 7]. The deep significance of mass not influencing acceleration by gravity is more likely to be appreciated by students who reach this conclusion from scaffolded investigations than by students who just confirm a theoretical formula where mass does not appear.

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Balls rolling down a playground slide: What factors influence their motion?

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0031-9120/56/1/015005 Take a selection of balls and marbles along to a nearby playground slide and let students investigate factors that may influence how balls accelerate down an inclined plane. Students can make hypotheses in small groups, plan investigations to test multiple possible explanations and draw conclusions about the importance of different variables.

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Place paper plate on floor, ask student to hit paper plate with one end of broom, while you push broom in opposite direction. This shows concept of opposing forces.

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Have volunteer stand against a wall, with their heels toughing the wall and feet together. Place dollar foot in front of them. Ask them to pick up dollar without moving feet or knees. Next ask another to put heels, hips, and shoulders against wall. Ask them to jump without leaning forward. Lastly, ask another to turn their right side toward the wall and place their right foot, right shoulder, and right cheek against the wall. Ask them to lift their left foot off the ground. When they can't do this explain, the need to shift their center of gravity away from the base of support, which will have them either fall, or their sense of balance won't let them.

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Put together a story about a plant or animal. Explaining their characteristics, habitat, ecosystem and other important facts.

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Your StoryMap account currently has content from an older version of the StoryMap editor which will not work due to changes in the Google Drive API. In order to continue editing these older entries, please do the following:

1. Find the folder on your Google Drive called KnightLabStoryMap/public

2. Share the contents of that folder with the gmail user: [email protected]

3. Click the error report link below and send the resulting email to report this issue and to initiate the migration process

Your StoryMap account currently has content from an older version of the StoryMap editor which will not work due to changes in the Google Drive API. In order to continue editing these older entries, please do the following:

1. Find the folder on your Google Drive called KnightLabStoryMap/public

2. Share the contents of that folder with the gmail user: [email protected]

3. Click the error report link below and send the resulting email to report this issue and to initiate the migration process

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Your StoryMap account currently has content from an older version of the StoryMap editor which will not work due to changes in the Google Drive API. In order to continue editing these older entries, please do the following: 1. Find the folder on your Google Drive called KnightLabStoryMap/public 2.

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Let's users create a "story" about a plant or animal about their migration patterns.

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Harness the power of maps to tell stories that matter. ArcGIS StoryMaps has everything you need to create remarkable stories that give your maps meaning.

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Quick Access to NextGen Science Standards

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Quick Access to NextGen Science Standards

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Improving Science Education Through Three-Dimensional Learning

Quick Search Next Generation Science Standards

THE THREE DIMENSIONS OF SCIENCE LEARNING

Within the Next Generation Science Standards (NGSS), there are three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard-or performance expectation-and each dimension works with the other two to help students build a cohesive understanding of science over time.

Crosscutting Concepts help students explore connections across the four domains of science, including Physical Science, Life Science, Earth and Space Science, and Engineering Design.

When these concepts, such as "cause and effect", are made explicit for students, they can help students develop a coherent and scientifically-based view of the world around them.

Science and Engineering Practices describe what scientists do to investigate the natural world and what engineers do to design and build systems. The practices better explain and extend what is meant by "inquiry" in science and the range of cognitive, social, and physical practices that it requires. Students engage in practices to build, deepen, and apply their knowledge of core ideas and crosscutting concepts.

Disciplinary Core Ideas (DCIs) are the key ideas in science that have broad importance within or across multiple science or engineering disciplines. These core ideas build on each other as students progress through grade levels and are grouped into the following four domains: Physical Science, Life Science, Earth and Space Science, and Engineering.

More about 3D Learning

GET TO KNOW

The Next Generation Science Standards (NGSS) are K-12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students.

A goal for developing the NGSS was to create a set of research-based, up-to-date K-12 science standards. These standards give local educators the flexibility to design classroom learning experiences that stimulate students' interests in science and prepares them for college, careers, and citizenship.

Get to Know the Standards

IMPLEMENT

The NGSS call for a three-dimensional approach to K-12 science instruction. This represents a significant transition from previous state standards. That's why effective implementation demands a great deal of collaboration and patience among states, districts, schools, teachers, and students.

Thoughtful and coordinated approaches to implementation will enable educators to inspire future generations of scientifically literate students. That is the vision of the NGSS. This website provides a range of high-quality resources that empower educators, administrators, parents, and the general public to help bring this vision to life.

Find Tools and Resources

WHY

Science-and therefore science education-is central to the lives of all Americans.

A high-quality science education means that students will develop an in-depth understanding of content and develop key skills-communication, collaboration, inquiry, problem solving, and flexibility-that will serve them throughout their educational and professional lives.

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Home Page | Next Generation Science Standards

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Improving Science Education Through Three-Dimensional Learning Quick Search Next Generation Science Standards Within the Next Generation Science Standards (NGSS), there are three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard-or performance expectation-and each dimension works with the other two to help students build a cohesive understanding of science over time.

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Welcome to dese.mo.gov. We hope you enjoy the site, and we welcome your feedback.

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Unbalanced Force - The Effect of Mass on the Distance a Ball Travels

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Unbalanced Force - The Effect of Mass on the Distance a Ball Travels

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Website article, discusses the set up for a project where students can test how different masses impact the distance a ball travels

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Science Project: The Effect of Mass on the Distance a Ball Travels

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Conducting a simple science project to show how the mass of a ball affects how far it will travel after rolling down a ramp reveals an important fact about gravity.

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PDF of an activity related to balanced forces. Students try to find the center of gravity on an object (yardstick) to examine how there is one point it can balance

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One canvas - Missouri Online | Office of eLearning | UM System

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SkySafari iOS Android
Like a pocket planetarium, SkySafari lets students explore, locate, and identify millions of celestial objects, from satellites to planets to constellations. Try the voice control feature, or use it in augmented reality mode to combine a simulated sky chart with the real view of the night sky.

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MarcoPolo Weather iOS Android
Kids learn all about weather by controlling 9 different weather conditions and playing with mini games and interactive elements. Three humorous characters who respond to users’ weather choices add to the fun.

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The Human Body by Tinybop iOS Android
Detailed interactive systems and models help kids learn human anatomy, physiology, vocabulary, and more. A free handbook provides interaction hints and discussion questions to support learning in the classroom or at home.

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The Elements by Theodore Gray iOS
Animated by detailed, high-quality 3D graphics, The Elements by Theodore Gray brings the periodic table to life. With its strong visual appeal, it’s ideal for engaging science learners of any age, while older students will benefit from the depth of information presented.

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Science Practical Simulator is an engaging educational app that allows both the modelling and completion of science practical activities in a safe and innovative way. The app covers a vast range of experiments typically taught across the three different sciences: Biology, Chemistry and Physics.