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Possibly look at reducing the number of standards we focus on for Science and Socials as part of UOI so that these "focus" standards can be completed at a greater depth.

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Time Allocation - Something to Think About

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Time Allocation - Something to Think About

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According to the guidelines, we should be teaching 5 periods of Science a week. As we only have 5 periods of UOI in a week (when we don't lose teaching time), how do we teach the essential skills and standards and allow sufficient inquiry while fitting everything in?

I know we are all doing the best we can.

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Slides from the work we did at the NGSS workshop and building storylines, phemomena driving questions, and looking at the terminology

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I wonder where we report Science objectives?

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Used as a way to generate, keep track of and revisit student questions that drive the investigation of the anchoring phenomenon and related phenomena.

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What were your key takeaways from the certification? How can these ideas be implemented within our current teaching and learning? Are there any resources, tools, or strategies you would recommend for us to explore as a team? What potential impact could these have on student learning and engagement? How has this experience shaped your understanding of STEAM education? What challenges do you foresee, and how might we overcome them together?

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What were your key takeaways from the certification? How can these ideas be implemented within our current teaching and learning? Are there any resources, tools, or strategies you would recommend for us to explore as a team? What potential impact could these have on student learning and engagement? How has this experience shaped your understanding of STEAM education? What challenges do you foresee, and how might we overcome them together?

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Students should work on a project that takes them through the entire engineering design process including remake at the end of each phase i.e. in Grade 2 and Grade 5.

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The format is predictable and easy to follow for each subject, video followed by a diffrentiated quiz and a range of follow up activities. Once students have used it a few times they can work on tasks independently. t also has diffrentiated tasks whih can be tailored to individuals needs.

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BrainPOP Jr. topic is aligned to Common Core, US State, and NGSS standards. Videos can easily be linked into units as they are already aligned with the standards. an be used as whole class teaching or to supplememnt information.

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Video's will need to be checked before using them. We encountered some materials in our explorers units that included religious symbols. The majority of videos are ok but there may be a few that need to be avoided.

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Builds Early Literacy & Listening Comprehension

Narrated text and read-aloud options help develop vocabulary, phonics, and listening skills.

Content often introduces sight words that align with the words we are using in class.

Encourages Critical Thinking & Inquiry

Promotes curiosity through question prompts before and after videos.

Helps students make connections between prior knowledge and new information.

Easy Integration with Lessons

Teachers can assign content based on individual student needs, supporting differentiated instruction.

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Includes lessons on feelings, friendships, and personal responsibility, which aligns with our monthly values.

-BrainPOP Jr. is aligned with major educational standards, including:

1. Common Core State Standards (CCSS)

Covers standards in English Language Arts (e.g., reading informational texts, speaking and listening, writing) and Mathematics (e.g., counting, operations, and measurement concepts).

Next Generation Science Standards (NGSS)

Offers content on scientific practices and core ideas (e.g., life science, earth science, and physical science).

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Next year we should renew. We can add differentiated lessons that align with our units to our lesson plans. Great for introducing research skills and working in small collaborative groups. At the beginning of the year, we should have a refresher on the use of BrainPOP Jr. and add the lessons that would align with UOI to our notes.

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BrainPop and BrainPop Jr. are great resources for bringing the Next Generation Science Standards (NGSS) to life in the classroom. They make science feel fun and approachable while still focusing on those big NGSS ideas - like getting students to think like scientists and engineers. The videos and activities help students understand real-world phenomena and encourage them to ask questions, build models, and explain their thinking. It’s a great way to support hands-on, minds-on learning and build strong STEM skills.

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BrainPop and BrainPop Jr. are great tools for teaching digital citizenship in a way that really connects with students. The fun, animated videos and interactive activities help students understand important topics like online safety, being respectful online, and protecting their privacy. It’s all presented in a way that’s easy to understand and gets them thinking. Plus, it supports teachers in helping students become more responsible and thoughtful digital citizens.

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The concept of a 6-week rotation schedule for specials is interesting and makes a lot of sense. This may be a solution to the "extra" time that students need for foundational skills in the English and Math classrooms

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Many links to free websites and free resources.

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Journal of Conceptual and Applied STEM Education -

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The Journal of Conceptual and Applied STEM Education organization homepage on Authorea.

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Fun way tolink fractions to a unit: https://www.authorea.com/users/838515/articles/1231716-stem-org-capstone-project-fractional-garden-design

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This article has some great summative ideas on how teachers can blend a STEM classroom / activities with innovative additives to enhance the traditional educational landscape. It reminds us to consider funding, digital platforms, flexible curriculum, PD, community initiatives, etc.

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STEM for the Free Thinker: Education That Defies Conformity

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Empowering Innovation through Building Parallel Systems