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HS Earth and Space Science

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Resources by practice

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How to read standards and other helpful resources relating to the framework and standards.

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NGSS-How to plan? What does it look like?

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NGSS-How to plan? What does it look like?

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Phenomenon, CDE Rollout Resources, planning websites and MUCH more.

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Questions, posters and other resources to drive the "big ideas" of science.

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Templates, sentence frames, and other resources relating to increasing the use of the domains of language in the classroom.

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Learn about NASA space and Earth science with our educational games for kids

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San Francisco Unified

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Draft Scope & Sequence 3.0: Chemistry.docx

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LA Unified

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NGSS aligned assessments are available on the LAUSD Interim Assessments Portal and on the High School Schoology Group

High School Science Curriculum Maps

The curriculum maps divide the performance expectations (standards) into instructional segments described in the California Science Framework (2017).

The Secondary Science Leadership Team composed of teacher leaders representing all Local Districts added instructional resources and created the curriculum maps.

CLICK ON THE IMAGE BELOW TO ACCESS THE CURRICULUM MAPS
Unit Samples
The Secondary Science Leadership Team (a group of teacher leaders) developed NGSS aligned instructional units for high school science courses:

Resources for teacher collaboration:
Student Resources

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Science / High School Science Instructional Resources

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NGSS aligned assessments are available on the LAUSD Interim Assessments Portal and on the High School Schoology Group High School Science Curriculum Maps The curriculum maps divide the performance expectations (standards) into instructional segments described in the California Science Framework (2017).

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IMPORTANT UPDATE:Effective July 1, 2020, the EEI Curriculum will be migrated to a password-protected SharePoint site. Here are the instructionsfor how to obtain access to the new EEI SharePoint site, for which you will need to have a Microsoft account(available to anyone). Contact us at eei@calrecycle.ca.gov if you need technical assistance with accessing the site.

The California Education and the Environment (EEI) Curriculum contains a wide array of resources to support your transition to the Next Generation Science Standards (NGSS). The EEI Curriculum uses the environment as an authentic, engaging, and highly effective context in which students can more readily see the relevance of science and engineering to their lives. Although the EEI Curriculum was based on California's 1998 science content standards, it contains diverse instructional resources that, if thoughtfully integrated, can enrich lessons and units of study focused on California's NGSS.

California's new Science Curriculum Framework provides several examples of how the EEI Curriculum can be integrated into NGSS-focused instruction.

New! Inventory of EEI Curriculum Resources Spreadsheet

The EEI Curriculum includes a vast array of readings, photos, maps, information cards, and activities on topics ranging from air to water. While the EEI Curriculum wasn't written for NGSS, you can "harvest" EEI resources for your NGSS lessons. Access this Google Sheet and search for resources to add to your NGSS units of study. For example, if you teach 5 th grade and are looking for a reading about rivers, you could add a filter to search for units at reading level 5. Then add another filter to look for readings. Then search for the term "river." Likewise, you could search for all resources related to the word "woodland" by searching on this term. Keep in mind that photos in a 1 st grade unit may still be useful for high school teachers and vice-versa so feel free to search beyond your grade level. This spreadsheet currently includes resources from the EEI science units. We will add resources from the history/social science units by fall of 2019.

EEI/NGSS Correlation Spreadsheet

Now you can search for EEI Curriculum content to support NGSS Performance Expectations (PE's). Access this Google Sheet and sort by: NGSS grade level, PE, EEI Unit, or unit reading level. The spreadsheet includes a brief EEI unit description and hyperlinks to the EEI unit webpages and correlation guides.

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Next Generation Science Standards Correlation Guides

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The California EEI Curriculum is a natural fit for supporting the Next Generation Science Standards (NGSS). In the summer of 2013, we created a focus group of K-12 teachers and administrators who advised us on the content and format of our correlation guides. We are now posting drafts of the correlation guides upon their completion.

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3 Course model - Evidence Statements

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NGSS Performance Expectations HS 3 Course

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Hundreds of Simulations

Explore physics, chemistry, biology,
biotechnology, and nanotechnology.

Embedded Assessments

Real-time reports provide a complete view of student learning progression.

Create and Customize

Customize any model or create one from scratch with powerful modeling tools.

Three Views of MW

Senior Scientist and Molecular Workbench Developer Charles Xie, Researcher and Manager Amy Pallant, and Technology and Curriculum Developer Dan Damelin describe the history of Molecular Workbench and our vision for the future.
Watch the Video
Selected Curriculum Modules

Transistor

STM

Semiconductor

Plasma

Molecular Rover

Chemical Bonding

Chemical Resp.

Diffusion

Heat & Temperature

Electrostatics

Phase Change

DNA to Protein

Mission: Immunity

Lipids & Carbs

Tree of Life

Proteins & DNA

Harvest Light

Quantum Mechanics

Crystallography

ELISA

STM

Transistor

Plasma

Semiconductor

Create Your Own Simulations

MW is not just a collection of simulations -do not be deceived by first glance. While it presents many existing simulations that are ready to use in the classroom, it is, however, also a modeling tool for teachers and students to create their own simulations and share them with collaborators. There are very sophisticated modeling capacities hidden behind its simple user interface that empower you to create new simulations and even explore the unknowns. (Because of the experimental and computational nature of this kind of simulations, we prefer to call them computational experiments.)

Create Your Own Curriculum Modules

A simulation without instructional support is difficult for students to use. An optimal way of using simulations is to embed them into curriculum materials. MW has an authoring system for teachers and curriculum developers to create or customize their own online lessons that use models and simulations. A typical MW module is a comprehensive learning package consisting of a series of scaffolded pages that contain text, simulations, tools, controls, graphs, navigation links, and embedded assessments. The user interfaces of simulations in MW can be customized for students of different levels (grades 6-16). This unique feature enables it to support a wide range of instructional strategies such as inquiry-based, discovery-based, and problem-based learning.

Fun Stuff

Electrostatic Maze

3D Maze

Roving Nanogear

Block Feeder

Probability Machine

Dainty Walker

Water Wheels

Pump Jack

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Molecular Workbench provides visual, interactive computational experiments for teaching and learning science.

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This site has been developed primarily as a resource for UO chemistry instructors, but high school and college chemistry and physical science instructors can find a lot of useful information here too. Come on in and look around! Let's do some demos. But remember...be careful and WEAR YOUR GOGGLES!
"Do not do demos unless you are an experienced chemist!"

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This site has been developed primarily as a resource for UO chemistry instructors, but high school and college chemistry and physical science instructors can find a lot of useful information here too. Come on in and look around! Let's do some demos. But remember...be careful and WEAR YOUR GOGGLES!

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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.

Chemistry resources for high schools impacted by COVID-19

The following free resources may be especially useful for online teaching of high school chemistry courses.

Open Learning Initative (OLI) General Chemistry I and II are complete online courseware for AP and college level chemistry. Each module includes short amounts of text, interactive worked examples, scaffolded practice problems, 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.

NGSS Chemistry Modules These online materials for a first course in chemistry aim to teach and reinforce chemistry concepts in the context of real-world scenarios, while incorporating virtual lab activities and strengthening student application of NGSS practices.

ChemCollective virtual labs The virtual labs hosted here allow students to design and carry out their own experiments. You can provide experimental procedures to your students or allow them to invent their own. The autograded labs create unknowns and provide feedback on students answers. Please contact for information on how to best use these with your students.

You can get immediate access to the open-and-free versions of General Chemistry I and General Chemistry II. To access the NGSS materials, please follow the instructions on chemvlab.orb. (At present, you need to sign up for an account and wait for approval, but we are working on ways to allow immediate access for evaluation. A single free account gets you free access to the NGSS materials along with General Chemistry I and II.)
A recording from our webinar on March 16 is available here. A discussion of the virtual lab starts at about 29:00. The earlier portions give an overview of the OLI General Chemistry I and II courseware. We also created an editable google doc to provide additional information on virtual labs, and help instructors collaborate on use of these labs.

Featured Resource

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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.

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Complete this very short survey to let us know how we can make MSC even better.

The NGSS and CCELA Standards

Sort by State Science Standards

Find lessons that align to your state standards.

Students are introduced to the idea that matter is composed of atoms and molecules that are attracted to each other and in constant motion. Students explore the attractions and motion of atoms and molecules as they experiment with and observe the heating and cooling of a solid, liquid, and gas.

Students help design experiments to test whether the temperature of water affects the rate of evaporation and whether the temperature of water vapor affects the rate of condensation. Students also look in more detail at the water molecule to help explain the state changes of water.

1. Heat, Temperature, and Conduction

2. Changing State-Evaporation

3. Changing State-Condensation

4. Changing State-Freezing

5. Changing State-Melting

Students experiment with objects that have the same volume but different mass and other objects that have the same mass but different volume to develop a meaning of density. Students also experiment with density in the context of sinking and floating and look at substances on the molecular level to discover why one substance is more or less dense than another.

1. What is Density?

2. Finding Volume-The Water Displacement Method

3. Density of Water

4. Density-Sink and Float for Solids

5. Density-Sink and Float for Liquids

6. Temperature and Density

Students look more deeply into the structure of the atom and play a game to better understand the relationship between protons, neutrons, electrons, and energy levels in atoms and their location in the periodic table. Students will also explore covalent and ionic bonding.

1. Protons, Neutrons, and Electrons

2. The Periodic Table

3. The Periodic Table & Energy Level Models

4. Energy Levels, Electrons, and Covalent Bonding

5. Energy Levels, Electrons, and Ionic Bonding

6. Represent Bonding with Lewis Dot Diagrams

Students investigate the polarity of the water molecule and design tests to compare water to less polar liquids for evaporation rate, surface tension, and ability to dissolve certain substances. Students also discover that dissolving applies to solids, liquids, and gases.

1. Water is a Polar Molecule

2. Surface Tension

3. Why Does Water Dissolve Salt?

4. Why Does Water Dissolve Sugar?

5. Using Dissolving to Identify an Unknown

6. Does Temperature Affect Dissolving?

7. Can Liquids Dissolve in Water?

8. Can Gases Dissolve in Water?

9. Temperature Changes in Dissolving

Students explore the concept that chemical reactions involve the breaking of bonds between atoms in the reactants, and the rearrangement and rebonding of these atoms to make the products. Students investigate reactions which produce a gas, form a precipitate, and cause a color change. Students also explore endothermic and exothermic reactions and do an engineering activity to design a device using an exothermic reaction.

1. What is a Chemical Reaction?

2. Controlling the Amount of Products in a Chemical Reaction

3. Forming a Precipitate

4. Temperature and Rate of a Chemical Reaction

5. A Catalyst and the Rate of Reaction

6. Using Chemical Change to Identify an Unknown

7. Energy Changes in Chemical Reactions

8. pH and Color Change

9. Neutralizing Acids and Bases

10. Carbon Dioxide Can Make a Solution Acidic

Project Based Lessons

1. Chemical Reactions & Engineering Design

2. Natural Resources & Synthetic Materials

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Complete this very short survey to let us know how we can make MSC even better. Find lessons that align to your state standards. Students are introduced to the idea that matter is composed of atoms and molecules that are attracted to each other and in constant motion.

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American Association of Chemistry Teachers

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American Association of Chemistry Teachers

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Classroom Resources | High School | AACT

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AACT is a professional community by and for K-12 teachers of chemistry

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Chemistry Course | New Jersey Center for Teaching and Learning

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Thank you to those who contribute to our ongoing cycle of improvement. Top contributors: Joan Yoon - Trenton, NJ

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The Multimedia Discovery Mission Demos are a series of 14 interactive multimedia presentations and learning activities that address topics ranging from Chemosynthesis and Hydrothermal Vent Life and Deep-sea Benthos to Food, Water and Medicine from the Sea.

NOAA's Submarine Ring of Fire Expeditions have helped illuminate the dynamic forces at work along mid-ocean ridges. The nearly continuous, global mid-ocean ridge system snakes across the Earth's surface like the seam on a baseball. It is clearly visible on this map of global topography above and below sea level. The ridge system forms the longest and largest mountain range on Earth. It winds its way between the continents and is more than 65,000 kilometers long and 1,500 km wide.

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The Multimedia Discovery Mission Demos are a series of 14 interactive multimedia presentations and learning activities that address topics ranging from Chemosynthesis and Hydrothermal Vent Life and Deep-sea Benthos to Food, Water and Medicine from the Sea. NOAA's Submarine Ring of Fire Expeditions have helped illuminate the dynamic forces at work along mid-ocean ridges.

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ChemEd X activities are student-centered resources intended to aid learning chemistry topics.

ChemEd X emphasizes inquiry-based activities where students pose questions (with direction from the teacher) and then attempt to discover the answers through scientific inquiry.

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ChemEd X activities are student-centered resources intended to aid learning chemistry topics. ChemEd X emphasizes inquiry-based activities where students pose questions (with direction from the teacher) and then attempt to discover the answers through scientific inquiry.

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Analyzing & Interpreting Data Across STEM Disciplines | CADRE

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In the age of Big Data, the ability to analyze and interpret data is becoming increasingly important. Explore a range of DRK-12 products-within and across STEM disciplines-that are designed to develop the knowledge, skills, and ways of thinking that students will need as data literate citizens and/or data-enabled professionals.

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GasSim - a gas law simulation app from ScienceBySimulation

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✔ Full Documentary Universe 2015 | Atom 1 ׃The Clash Of The Titans

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New BBC Documentary 2015. An introduction to the most modern astronomy's most important questions. The four sections of the course are Planets and Life in The Universe; The Life of Stars; Galaxies and Their Environments; The History of The Universe.

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Updated Oct. 2007: Click here for activity cards ready to print in pdf format! Cards 1 & Cards 2

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Balancing Chemical Equations Lab Station and Digital Scavenger Hunt

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Get your students engaged and moving around while utilizing their devices with these two activities.

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Class practical

A mixture of alcohol and air in a large polycarbonate bottle is ignited. The resulting rapid combustion reaction, often accompanied by a dramatic 'whoosh' sound and flames, demonstrates the large amount of chemical energy released in the combustion of.

Lesson organisation

This demonstration requires careful preparation, with strict adherence to the conditions required by the risk assessment provided. Schools are advised not to deviate from the details described in this risk assessment. If any variation is necessary, members should contact CLEAPSS for preparing a special risk assessment which is available via their website.

A single demonstration will take 5 - 10 minutes. Repeat demonstrations will require either the drying out of the reaction vessel used for the first demonstration or spare dry reaction vessels.

Eye protection

Reaction vessel, 1 or more (Note 1)

Rubber stopper or plastic cap (to fit the reaction vessel)

Beaker (250 cm³), 1 for each alcohol used

Wooden splints, as needed (Note 2)

Meter rule

One or more of the following alcohols, 40 cm³ of each one used:

Methanol (HIGHLY FLAMMABLE, TOXIC)

Ethanol (IDA, or Industrial Denatured Alcohol) (HIGHLY FLAMMABLE, HARMFUL)

Propan-1-ol (HIGHLY FLAMMABLE, IRRITANT)

Propan-2-ol (HIGHLY FLAMMABLE, IRRITANT)

Refer to Health & Safety and Technical notes section below for additional information.

Health & Safety and Technical notes

Both demonstrator and class should be wearing eye protection. Select a safe, level place for the demonstration, with at least 2.5 m clearance above the top of the vessel to the ceiling above, and no flammable materials above it. If the laboratory bench does not allow for this, four stable laboratory stools supporting a large wooden tray may give sufficient clearance and stability. Set out the bottles containing the alcohols and the beakers at least 1 m away from the demonstration. No flames within 1 m. Students at least 4 m away.

Methanol, CH ₃ OH(l), (HIGHLY FLAMMABLE, TOXIC) - see CLEAPSS Hazcard.

Ethanol (IDA, Industrial Denatured Alcohol), CH ₃CH ₂ OH(l), (HIGHLY FLAMMABLE, HARMFUL) - see CLEAPSS Hazcard.

Propan-1-ol, CH ₃CH ₂CH ₂ OH(l), (HIGHLY FLAMMABLE, IRRITANT) - see CLEAPSS Hazcard.

Propan-2-ol, CH ₃CHOHCH ₃(l), (HIGHLY FLAMMABLE, IRRITANT) - see CLEAPSS Hazcard.

1 The reaction vessel consists of a large polycarbonate bottle, as used in workplace water dispensers. These have a volume of 16 - 20 dm ³. A clean, dry bottle is required for each demonstration. It takes time to clean and dry once it has been used for a demonstration. For this reason, up to 4 bottles may be required. The bottle must be made of polycarbonate (marked PC) and of no other material.

If using empty but wet water cooler containers, stand them inverted to allow any remaining water to drain and then leave upright for several days until completely dry.

2 Attach a wooden splint to the end of the meter rule or stick using adhesive tape, angling the splint so that when the meter rule is horizontal, the splint is sloping downwards. Provide a lighter or matches well away from the alcohol bottles.

Procedure

a Pour about 40 cm ³ of the selected alcohol into a beaker and then transfer into the reaction vessel.

b Insert the rubber stopper and roll the reaction vessel on its side for 10 seconds, to and fro, allowing the alcohol to vaporise and the vapour to fill the vessel. Do not warm the alcohol.

c Pour surplus liquid alcohol back into the beaker, draining the vessel as completely as possible, and move the beaker back to the rest of the alcohol stock, away from any risk of catching fire. Surplus liquid left in the vessel may ignite and set fire to the vessel as well.

d Stand the reaction vessel securely inside the safety screens and remove the stopper. Light the wooden splint, and apply the lighted end of the splint to the open neck of the vessel. Do not lean over the screens to apply the ignition. It is dangerous to ignite by dropping a lighted match into the vessel when using ethanol or methanol. For both propanols, this method may be used providing the neck of the bottle is above head height

e The alcohol vapour should ignite with a loud 'whoosh', with flames shooting out of the top of the vessel.

Teaching notes

This demonstration is the subject of a Supplementary Risk Assessment by CLEAPSS, SRA06, which is available on their website. Schools which are unsure of the password should phone CLEAPSS on 01895 251496. Teachers should also, of course, consult their own employer's Risk Assessment.

The experiment demonstrates dramatically just how much chemical energy is released from such a small quantity of fuel.

The flame colour varies with the proportion of carbon in the alcohol molecule. With methanol and ethanol there is a very quick 'whoosh' sound and a blue flame shoots out of the bottle. With propan-1-ol and propan-2-ol, the sound is similar but the reaction is slightly slower, easier to observe, and blue and yellow flames may be observed 'dancing' in the bottle. The presence of water reduces the likelihood of dancing flames.

Credits

This Practical Chemistry resource was developed by the Nuffield Foundation and the Royal Society of Chemistry.

© Nuffield Foundation and the Royal Society of Chemistry

Websites

- a wide-ranging and up-to-date review of the production and use of alcohols for vehicle fuels, with links to a variety of related sites.

Page last updated October 2015

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The 'whoosh' bottle demonstration- Learn Chemistry

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Class practical A mixture of alcohol and air in a large polycarbonate bottle is ignited. The resulting rapid combustion reaction, often accompanied by a dramatic 'whoosh' sound and flames, demonstrates the large amount of chemical energy released in the combustion of.

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Lab

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Food science of M&M's

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M&Ms in a Hungry Dragon - Experiment Walkthrough

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Bradley shows you what happens when you put an M&M in a tube with some potassium chlorate... hint: it acts just like a fire breathing dragon. Have questions or want us to walkthrough a certain experiment? Let us know in the comments! Subscribe: http://bit.ly/subscribeflinn About FlinnScientific: FlinnScientific is the leader in science and lab safety.

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Planting cover crops and adopting no-till farming can minimize erosion and even regenerate soil. Check out why these advanced techniques are important.

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Careful observation is the foundation of science, leading to questions about what we have observed-how, what, why? The answers to these questions are sought in experiments, which may be described as observations made under controlled conditions. Observation and experiment are twin pillars of the scientific method.

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Various topics and resources relating to Biology and Chemistry of Soil

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Farmers and their advocates are making a concerted effort to keep Mother Nature's gifts right where they belong. We strive to use less. And data is helping the leaders of modern agriculture create the techniques and technologies to reduce our impact on the environment.

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Visalia Times-Delta and Tulare Advance-Register

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Tulare County ranchers and farmers are getting a little help from the sheriff's department in the form of water.

But it's not what you might think.

Sheriff Mike Boudreaux announced Wednesday a new investigative tool being used by the department's Agricultural Crimes Unit, SmartWater CSI.

Once sprayed on ag equipment, the liquid which is invisible, odorless, stays on a thief for up to five years without them noticing and is picked up using an ultra-violet light. The sheriff's department is the first agency in the western United States to take advantage of the technology.

"We will use this tool to protect our ag partners," Boudreaux said.

Boudreaux referred to the product as a "silent, invisible witness".

Antonio Arserio, general manager for SmartWater CSI, said the product is made up of water and solvent-based traceable liquids. Each vial has a unique chemical code that can be traced back to the farmer or person who registers it through a database.

According to the sheriff's department, there are more than one billion one-of-a-kind forensic codes available from the manufacturer.

When sprayed on a surface, the liquid is not visible without the use of UV light. The items marked can be traced for up to five years, unless washed thoroughly. The spray is transferable to those who touch it.

The sheriff also plans to use mist devices that are motion-censored. This will spray thieves and leave footprints and fingerprints at the crime scene.

SmartWater was developed by a retired police officer and his chemist brother in the United Kingdom more than 19 years ago. However, detectives with the Ag Unit heard about the product from an Australian college professor, Alistair Harkness.

Harkness was researching ag crimes and explained to detectives the benefits of using a product in ag-related crime. They brought the research back to Boudreaux.

"We have great people assigned to the unit," he said. "They grew up in this community and they understand the ag world."

In areas where it's been used, SmartWater CSI has reported double-digit reductions in property crime - between 35 and 45 percent.

"The Tulare County Sheriff's Department is on the cutting edge of technology, as evident by their recent investment in the SmartWater CSI theft deterring and tracking technology," said Tricia Blattler, executive director of Tulare County Farm Bureau. "As an organization that works with thousands of farmers each year, we are excited to see the sheriff's department embrace this new technology, and expect that it can play an important role in deterring ag theft and rural crimes."

The total cost to the sheriff's department for the kits and equipment was roughly $58,000.

SmartWater vials will be issued to roughly 1,200 farmers and ranchers who are members of the Farm Bureau. Those interested can register with the sheriff's department at the Tulare County Ag Expo, Feb. 14-16.

There is a total of 5,000 farmers and ranchers in the county.

Farmers and Ranchers will fill out a registration form linking them to a unique forensic code only found in their vial. The kit will be free of charge from the sheriff's department and each kit can mark up to 50 items.

The department will provide training to business owners on how to use the product and what items should be tagged.

Billboards will go up warning potential thieves about the use of SmartWater to protect ag partners, Boudreaux said.

In 2016, there were more than 1,000 ag- and nonag-related property crimes assigned to detectives. Of those, only 214 were closed. In an effort to deter and reduce ag crime, Ultra Violet lights will be placed in Tulare County jails.

"When a thief comes through the jail that ultra violent light, lights up," he said. "Someone who comes in has no right to privacy."

The department is working with the District Attorney's Office on how to prosecute cases using SmartWater.

"SmartWater is able to show a person was in an area where a crime occurred," Boudreaux said.

This helps detectives work backward to solve the case, he added.

Once the sample is collected by deputies, it is sent to the Florida International University for testing. Results can take between three to 10 business days, Arserio said.

Read or Share this story: http://vtd-tar.co/2k1QdI6

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Sheriff introduces ag theft prevention tool

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Tulare County ranchers and farmers are getting a little help from the sheriff's department in the form of water. But it's not what you might think. Sheriff Mike Boudreaux announced Wednesday a new investigative tool being used by the department's Agricultural Crimes Unit, SmartWater CSI.

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CA Science Academy Lesson Resources Grades 9-12

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CA Science Academy Lesson Resources Grades 9-12

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It seems JavaScript is either disabled or not supported by your browser. To view this site, enable JavaScript by changing your browser options and try again.

Jump to main content

Welcome back!

The Academy is now open to the public. All guests, including members, must reserve timed-entry tickets in advance.

We've implemented some new health and safety measures for your protection:

Masks must be worn by all guests ages 3+.

Physical distancing is required at all times.

Some exhibits, including the planetarium, remain temporarily closed.

Click the link below to view complete safety information and reserve tickets. We hope to see you soon!

Ready, Set, Science!

Give science some staying power.

While the Academy is thrilled to reopen, the impact of our 7-month closure will be felt for years to come. You can help us inspire new audiences, protect threatened ecosystems, and bring science to students around the world by making a tax-deductible gift today.

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Lesson plans and worksheets for high school science classrooms: 9th grade, 10th grade, 11th grade, and 12th grade.

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We appreciate your feedback and any suggestions on additional resources. Please complete the google form.

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Chemistry Phet Interactive List by Topic

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Bundling the NGSS: An Example of Chemistry Standards

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"Bundling" is an important strategy for implementing standards, as it brings coherence to instruction and can allow more efficient use of instructional time. This video describes one example of bundling NGSS performance expectations within one course in high school. For more information, visit https://www.nextgenscience.org/bundling

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CaMSP Cohort 13 - Lesson Modules (Year 1)

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Students begin the lesson series by investigating where energy comes from through a series of sense-making and questioning activities, and then are assigned a specific power plant type to research through guided readings, and internet research. Students then locate and create an engineering design(blueprint) for their own power plant which is aesthetically pleasing, animal/plant friendly, and more green than prior designs.

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CA Framework author discusses topics and rational for design.

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CA NGSS Framework, 3 Course Model: Chemistry in the Earth System