# data[].attributes.body
Interactive and engaging online activities with NSDL & Carnegie Melon University

# data[].attributes.attachment_link.readable_text
OLI Chemistry free for COVID-19 impacted institutions

CMU's OLI Chemistry may be helpful to educators moving courses online due to coronavirus. These materials are free for use by Covid-19 impacted institutions. The courseware covers General Chemistry I and General Chemistry II. Each module includes short amounts of texts, worked examples (including interactive worked examples), a multitude of thoughtfully scaffolded practice problems (with adaptive and targeted feedback), and assessments. The integration of these components provides a seamless and interactive learning experience for your students. The courseware also provides instructors with data on student performance, which they can use to adapt their instruction to student needs.

We will be holding webinars to give an overview of the courseware and discuss ways this free resource may help with the rapid transition to online instruction necessitated by Covid-19. The first webinar is scheduled for Friday, March 13 at 1 pm EST. Please RSVP to if you would like to attend, or if you have any other questions.

ChemCollective Resources

The ChemCollective is a collection of virtual labs, scenario-based learning activities, tutorials, and concept tests. Teachers can use our content for pre-labs, for alternatives to textbook homework, and for in-class activities for individuals or teams. Students can review and learn chemistry concepts using our virtual labs, simulations, and tutorials. The ChemCollective is organized by a group of faculty and staff at Carnegie Mellon who are interested in using, assessing, and creating engaging online activities for chemistry education.

Featured Resource

# data[].attributes.attachment_link.description
CMU's OLI Chemistry may be helpful to educators moving courses online due to coronavirus. These materials are free for use by Covid-19 impacted institutions. The courseware covers General Chemistry I and General Chemistry II. Each module includes short amounts of texts, worked examples (including interactive worked examples), a multitude of thoughtfully scaffolded practice problems (with adaptive and targeted feedback), and assessments.

# data[].attributes.body
Regional links to current work

# data[].attributes.attachment_link.title
CSMP - California Subject Matter Project

# data[].attributes.body
Edutopia

# data[].attributes.attachment_link.readable_text
Teachers have long known that rote memorization can lead to a superficial grasp of material that is quickly forgotten. But new research in the field of neuroscience is starting to shed light on the ways that brains are wired to forget-highlighting the importance of strategies to retain knowledge and make learning stick.

In a recent article published in the journal Neuron, neurobiologists Blake Richards and Paul Frankland challenge the predominant view of memory, which holds that forgetting is a process of loss-the gradual washing away of critical information despite our best efforts to retain it. According to Richards and Frankland, the goal of memory is not just to store information accurately but to "optimize decision-making" in chaotic, quickly changing environments. In this model of cognition, forgetting is an evolutionary strategy, a purposeful process that runs in the background of memory, evaluating and discarding information that doesn't promote the survival of the species.

"From this perspective, forgetting is not necessarily a failure of memory," explain Richards and Frankland in the study. "Rather, it may represent an investment in a more optimal mnemonic strategy."

The Forgetting Curve

We often think of memories as books in a library, filed away and accessed when needed. But they're actually more like spiderwebs, strands of recollection distributed across millions of connected neurons. When we learn something new-when a teacher delivers a fresh lesson to a student, for example-the material is encoded across these neural networks, converting the experience into a memory.

Forgetting is almost immediately the nemesis of memory, as psychologist Hermann Ebbinghaus discovered in the 1880s. Ebbinghaus pioneered landmark research in the field of retention and learning, observing what he called the forgetting curve, a measure of how much we forget over time. In his experiments, he discovered that without any reinforcement or connections to prior knowledge, information is quickly forgotten-roughly 56 percent in one hour, 66 percent after a day, and 75 percent after six days.

So what can be done to preserve the hard work of teaching? After all, evolutionary imperatives-which prune our memories of extraneous information-don't always neatly align with the requirements of curriculum or the demands of the Information Age. Learning the times tables doesn't avail when running from lions, in other words, but in the modern world that knowledge has more than proved its mettle.

The Persistence of Memory

The same neural circuitry appears to be involved in forgetting and remembering. If that is properly understood, students and teachers can adopt strategies to reduce memory leaks and reinforce learning.

MIT neuroscientists, led by Richard Cho, explain the mechanisms for synaptic strengthening in a 2015 article, also published in Neuron. When neurons are frequently fired, synaptic connections are strengthened; the opposite is true for neurons that are rarely fired. Known as synaptic plasticity, this explains why some memories persist while others fade away. Repeatedly accessing a stored but fading memory-like a rule of geometry or a crucial historical fact-rekindles the neural network that contains the memory and encodes it more deeply.

Researchers have also learned that not all new memories are created equal. For example, here are two sets of letters to remember:

For readers of English, the second set of letters is more memorable-the more connections neurons have to other neurons, the stronger the memory. The seven letters in NPFXOSK appear random and disjointed, while ORANGES benefits from its existing, deeply encoded linguistic context. The word oranges also invokes sensory memory, from the image of an orange to its smell, and perhaps even conjures other memories of oranges in your kitchen or growing on a tree. You remember by layering new memories on the crumbling foundations of older ones.

5 Teacher Strategies

When students learn a new piece of information, they make new synaptic connections. Two scientifically based ways to help them retain learning is by making as many connections as possible-typically to other concepts, thus widening the "spiderweb" of neural connections-but also by accessing the memory repeatedly over time.

Which explains why the following learning strategies, all tied to research conducted within the past five years, are so effective:

1. Peer-to-peer explanations: When students explain what they've learned to peers, fading memories are reactivated, strengthened, and consolidated. This strategy not only increases retention but also encourages active learning (Sekeres et al., 2016).

2. The spacing effect: Instead of covering a topic and then moving on, revisit key ideas throughout the school year. Research shows that students perform better academically when given multiple opportunities to review learned material. For example, teachers can quickly incorporate a brief review of what was covered several weeks earlier into ongoing lessons, or use homework to re-expose students to previous concepts (Carpenter et al., 2012; Kang, 2016).

3. Frequent practice tests: Akin to regularly reviewing material, giving frequent practice tests can boost long-term retention and, as a bonus, help protect against stress, which often impairs memory performance. Practice tests can be low stakes and ungraded, such as a quick pop quiz at the start of a lesson or a trivia quiz on Kahoot, a popular online game-based learning platform. Breaking down one large high-stakes test into smaller tests over several months is an effective approach (Adesope, Trevisan, & Sundararajan, 2017; Butler, 2010; Karpicke, 2016).

4. Interleave concepts: Instead of grouping similar problems together, mix them up. Solving problems involves identifying the correct strategy to use and then executing the strategy. When similar problems are grouped together, students don't have to think about what strategies to use-they automatically apply the same solution over and over. Interleaving forces students to think on their feet, and encodes learning more deeply (Rohrer, 2012; Rohrer, Dedrick, & Stershic, 2015).

5. Combine text with images: It's often easier to remember information that's been presented in different ways, especially if visual aids can help organize information. For example, pairing a list of countries occupied by German forces during World War II with a map of German military expansion can reinforce that lesson. It's easier to remember what's been read and seen, instead of either one alone (Carney & Levin, 2002; Bui & McDaniel, 2015).

So even though forgetting starts as soon as learning happens-as Ebbinghaus's experiments demonstrate-research shows that there are simple and effective strategies to help make learning stick.

# data[].attributes.attachment_link.title
Why Students Forget-and What You Can Do About It

# data[].attributes.attachment_link.description
Teachers have long known that rote memorization can lead to a superficial grasp of material that is quickly forgotten. But new research in the field of neuroscience is starting to shed light on the ways that brains are wired to forget-highlighting the importance of strategies to retain knowledge and make learning stick.

# data[].attributes.headline
NGSS Standards and Unit Planning - California Version

# data[].attributes.subject
NGSS Standards and Unit Planning - California Version

# data[].attributes.body
Jennifer Weibert, Fresno County Science Coordinator

# data[].attributes.attachment_link.title
Case Study Collection - Search Results - National Center for Case Study Teaching in Science

# data[].attributes.attachment_link.description
The case study method of teaching applied to college science teaching, from The National Center for Case Study Teaching in Science

# data[].attributes.body
Current Draft Copy.

# data[].attributes.attachment_link.readable_text
The California Department of Education is committed to making its educational materials accessible to all.

This 2016 Science Framework for California Public Schools has been designed to be accessible to assistive technologies that are often used by persons with disabilities. Most of the framework is compliant with federal Section 508 of the Rehabilitation Act of 1973 (as amended).

A few components could not be altered to be compliant without changing the intent and functionality of the original document as approved by the California State Board of Education. Where possible, mitigating features or content have been added to improve accessibility to noncompliant components. Any person having difficulty in accessing the 2016 Science Framework for California Public Schools is encouraged to contact Curriculum Frameworks and Instructional Resources Division at CFIRD@cde.ca.gov or 916-319-0453 to make an American’s with Disabilities Act (ADA) accommodation request.

State Board of Education Policy on the Teaching of Natural Sciences (PDF)

Front Matter (PDF)

Foreword (PDF)

Acknowledgments (PDF)

Chapter 1: Overview of the California Next Generation Science Standards (PDF; 3MB)

Chapter 2: Transitional Kindergarten (PDF)

Chapter 3: Kindergarten Through Grade Two (PDF; 4MB)

Chapter 4: Grades Three Through Five (PDF; 8MB)

Chapter 5: Preferred Integrated Course Model for Grades Six Through Eight (PDF; 11MB)

Chapter 6: Discipline Specific Course Model for Grades Six Through Eight (PDF; 9MB)

Chapter 7: High School Three-Course Model (PDF; 20MB)

Chapter 8: High School Four-Course Model (PDF; 23MB)

Chapter 9: Assessment (PDF; 3MB)

Chapter 10: Access and Equity (PDF; 1MB)

Chapter 11: Instructional Strategies for CA NGSS Teaching and Learning in the Twenty-First Century (PDF; 2MB)

Chapter 12: Implementing High-Quality Science Instruction: Professional Learning, Leadership, and Supports (PDF; 1MB)

Chapter 13: Instructional Resources to Support the Next Generation Science Standards for California Public Schools (PDF)

Appendix 1: Progression of the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts in Kindergarten Through Grade Twelve (PDF)

Appendix 2: Connections to Environmental Principles and Concepts (PDF)

Appendix 3: Computer Science in Science (PDF)

Appendix 4: High School Three-Year Model: Every Science, Every Year (PDF; 3MB)

Appendix 5: Recommended Literature for the Science Classroom (PDF)

Glossary Part 1 (PDF)

Glossary Part 2 (PDF)

Science Resources (PDF)

Science Framework Long Descriptions

Science Framework Resources Links

Questions:

Curriculum Frameworks and Instructional Resources Division | CFIRD@cde.ca.gov | 916-319-0881

Last Reviewed: Tuesday, December 28, 2021

# data[].attributes.attachment_link.description
The curriculum framework was adopted by the State Board of Education on November 3, 2016. This is the final published version.

# data[].attributes.body
STEM Lessons and Resource

# data[].attributes.attachment_link.readable_text
STEM Lessons and Resources for Educators

Teachers TryScience is a web site for teachers. This site provides free and engaging lessons, along with teaching strategies and resources, which are designed to spark students' interest in science, technology, engineering and math (STEM). What's more, the site features collaboration tools to enable teachers to discuss and share effective instructional practices.

# data[].attributes.attachment_link.description
Teachers TryScience is a web site for teachers. This site provides free and engaging lessons, along with teaching strategies and resources, which are designed to spark students' interest in science, technology, engineering and math (STEM). What's more, the site features collaboration tools to enable teachers to discuss and share effective instructional practices.

# data[].attributes.body
NGSS Resource

# data[].attributes.attachment_link.title
Home - TryEngineering.org Powered by IEEE

# data[].attributes.attachment_link.description
TryEngineering Inspires the Engineers of Tomorrow . TryEngineering aims to empower educators to foster the next generation of technology innovators. We provide educators and students with resources, lesson plans, and activities that engage and inspire.

# data[].attributes.body
Jennifer Weibert

# data[].attributes.attachment_link.description
Taught at the NGSS Early Implementer Summer Institute

# data[].attributes.body
Why Notebooks?

# data[].attributes.body
Math, graphing, calculators, and more.

# data[].attributes.attachment_link.description
Desmos offers best-in-class calculators, digital math activities, and curriculum to help every student love math and love learning math.

# data[].attributes.body
Niels Bohr Museum

# data[].attributes.attachment_link.readable_text
The Niels Bohr Library & Archives is a repository and clearinghouse for information in the history of physics, astronomy, geophysics and allied fields.

In-house holdings include an outstanding collection of textbooks, monographs and related publications; over 30,000 photographs and other images; over 1,500 oral histories with many of the outstanding figures in the fields that we cover; and archival records of AIP and its Member Societies along with other archival records and personal papers of a select number of scientists.

In our International Catalog of Sources (ICOS) we have over 10,000 collections from over 900 repositories worldwide.

Visiting the Library | Access application | Item request form

Hours
8:30 AM to 5:00 PM
Monday through Friday
Except for federal holidays

Search the International Catalog of Sources

# data[].attributes.attachment_link.description
The Niels Bohr Library & Archives is a repository and clearinghouse for information in the history of physics, astronomy, geophysics and allied fields.

# data[].attributes.body
Science education resources

# data[].attributes.body
Earth science resources

# data[].attributes.attachment_link.description
Si vous voulez partir en Afrique pour vivre un safari hors du commun, il va falloir choisir avec soin votre destination. Le Kenya fait...

# data[].attributes.body
Primary sources and PD oon how to use them in your clssroom

# data[].attributes.attachment_link.readable_text
The Library of Congress offers classroom materials and professional development to help teachers effectively use primary sources from the Library's vast digital collections in their teaching.

Find Library of Congress lesson plans and more that meet Common Core standards, state content standards, and the standards of national organizations.

Go to the blog

Using Primary Sources

Discover quick and easy ways to begin using primary sources in your classroom, with teachers' guides, information on citing sources and copyright, and the Library's primary source analysis tool.

TPS Partners

The Teaching with Primary Sources Program builds partnerships with educational organizations to support effective instruction using primary sources. TPS partners deliver Library of Congress professional development locally.
Learn about TPS partners

The Teaching with Primary Sources Journal

The TPS Journal is an online publication created by the Library of Congress Educational Outreach Division in collaboration with the TPS Educational Consortium.
Read The TPS Journal

Professional Development

The Library of Congress provides primary source-based, ready-to-use resources for teachers and facilitators:

Or consider training with Library of Congress staff:
About Professional Development
@TeachingLC

Follow us on Twitter

Civics Interactives

Projects from Congress, Civic Participation, and Primary Sources partners explore history, government, and civic life using Library of Congress primary sources.

# data[].attributes.attachment_link.description
The Library of Congress offers classroom materials and professional development to help teachers effectively use primary sources from the Library's vast digital collections in their teaching. Find Library of Congress lesson plans and more that meet Common Core standards, state content standards, and the standards of national organizations.

# data[].attributes.body
Classroom resources

# data[].attributes.attachment_link.description
The NSTA Next Generation Science Standards Hub offers information, resources, news, professional learning opportunities, and expert advice in understanding and implementing the Next Generation Science Standards - NGSS

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.title
Home Page | Next Generation Science Standards

# data[].attributes.attachment_link.description
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.

# data[].attributes.body
Teacher and student Earth science resources

# data[].attributes.attachment_link.readable_text
Engaging all learners to explore and understand our changing world

View our collection of K-12 educational resources to support teachers and parents with distance learning and homeschool.

Check out our K-12 virtual field trips and programs including science experiments you can do at home and Meet the Experts! chats with science experts.

# data[].attributes.attachment_link.description
Engaging all learners to explore and understand our changing world View our collection of K-12 educational resources to support teachers and parents with distance learning and homeschool. Check out our K-12 virtual field trips and programs including science experiments you can do at home and Meet the Experts! chats with science experts.

# data[].attributes.body
National digital science library

# data[].attributes.attachment_link.readable_text
Search through collections curated by our digital librarians

Collections

Browse an alphabetical list of all participating providers

Providers

Search our extensive library and find exactly what you need

Advanced Search

# data[].attributes.attachment_link.description
Search through collections curated by our digital librarians Collections Browse an alphabetical list of all participating providers Providers Search our extensive library and find exactly what you need Advanced Search

# data[].attributes.body
Implementation, tutorials, examples, and more

# data[].attributes.attachment_link.readable_text
This page is intended as a resource for teachers who are interested in going paperless in their classroom and using digital notebooks. Check out these posts to get some ideas for your own classroom, and then please join in the conversation- we need more trailblazer educators to re-invent education in our digital world!

Why go digital?

How to set up digital notebooks?

How do digital notebooks affect teaching and learning?

Additional resources and examples of digital notebooks

# data[].attributes.attachment_link.description
This page is intended as a resource for teachers who are interested in going paperless in their classroom and using digital notebooks. Check out these posts to get some ideas for your own classroom, and then please join in the conversation- we need more trailblazer educators to re-invent education in our digital world!

# data[].attributes.body
Science Resources

# data[].attributes.attachment_link.title
Local District Northeast / Secondary Science

# data[].attributes.attachment_link.description
Local District Northeast - Parent & Community Engagement Center

# data[].attributes.body
resources for secondary science and history courses

# data[].attributes.attachment_link.readable_text
Loading...

# data[].attributes.attachment_link.description
From balancing chemical reactions to analyzing famous literature, never before has one collection offered such an awe-inspiring range of content. Since 2011, brothers John and Hank Green have pioneered digital education with their series Crash Course on YouTube. From Science to Social Studies, Crash Course offers it all in quick-paced, imaginative videos aimed at learners of all ages.