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While there is a lot of good stuff here, the worksheet for developing assessments isn't my favorite layout...

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ACESSE Resource D: How to Craft 3D Classroom Science Assessments : StemTeachingTools (en-US)

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As the educational vision in the NRC Framework for K-12 Science Education is being implemented, it is crucial to design assessment practices to be coherent with its 3D model of learning. This session provides a step-by-step process to support participants as they design a 3D assessment task.

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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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Check out the guidance for the steps to designing a coherent NGSS aligned storyline. Explore unpacking, identifying phenomena, and sequencing investigations to help students build science ideas, step by step.

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CarbonTIME | Transformations In Matter and Energy

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Carbon: Transformations in Matter and Energy (Carbon TIME) is a program that includes publicly available teaching units, teacher professional development, and teacher networks based in local education agencies. The teaching units, designed for middle and high school science classes, focus on processes that transform matter and energy in organisms, ecosystems, and global systems: combustion, photosynthesis, cellular respiration, digestion, and biosynthesis.

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Model Based Biology Units

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A repository of the MBER-Bio curriculum used by high school biology teachers using Next Generation Science Standards (NGSS)

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University of Buffalo

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HS-PS1 Matter and its Interactions
HS-PS1 Matter and its Interactions

HS-PS1-1.

Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.] [

Unit(s)
Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond relative trends.]
Task(s)

Assessment(s)
How does the release of CO2 into the atmosphere cause ocean acidification and marine life's inability to survive? Why does Potassium Metal cause a Bigger Explosion than Sodium Metal when Dropped in Water?

HS-PS1-2.

Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. [Clarification Statement: Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.] [

Unit(s)

Task(s)

Assessment(s)
Assessment Boundary: Assessment is limited to chemical reactions involving main group elements and combustion reactions.]

HS-PS1-3.

Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. [Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite). Examples of bulk properties of substances could include the melting point and boiling point, vapor pressure, and surface tension.] [

Unit(s)

Task(s)
Assessment Boundary: Assessment does not include Raoult's law calculations of vapor pressure.]
Assessment(s)

HS-PS1-4.

Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. [Clarification Statement: Emphasis is on the idea that a chemical reaction is a system that affects the energy change. Examples of models could include molecular-level drawings and diagrams of reactions, graphs showing the relative energies of reactants and products, and representations showing energy is conserved.] [

Unit(s)

Task(s)
Assessment Boundary: Assessment does not include calculating the total bond energy changes during a chemical reaction from the bond energies of reactants and products.]
Assessment(s)

HS-PS1-5.

Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. [Clarification Statement: Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules.] [

Unit(s)
Assessment Boundary: Assessment is limited to simple reactions in which there are only two reactants; evidence from temperature, concentration, and rate data; and qualitative relationships between rate and temperature.]
Task(s)

Assessment(s)
How does the release of CO2 into the atmosphere cause ocean acidification and marine life's inability to survive?

HS-PS1-6.

Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.* [Clarification Statement: Emphasis is on the application of Le Chatelier's Principle and on refining designs of chemical reaction systems, including descriptions of the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways to increase product formation including adding reactants or removing products.] [

Unit(s)
Assessment Boundary: Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium constants and concentrations.]
Task(s)
How does the release of CO2 into the atmosphere cause ocean acidification and marine life's inability to survive? Algae Blooms/Red Tide Unit
Assessment(s)
Exploring a Chemical Equilibrium Demonstration

HS-PS1-7.

Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. [Clarification Statement: Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and the products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale. Emphasis is on assessing students' use of mathematical thinking and not on memorization and rote application of problem-solving techniques.] [

Unit(s)
Assessment Boundary: Assessment does not include complex chemical reactions.]
Task(s)
Houston we have a problem! Why was the amount of CO2 in the Apollo 13 spaceship the reason the astronauts wouldn't make it back to earth? How did the presence of LiOH help overcome this?
Assessment(s)
How does the release of CO2 into the atmosphere cause ocean acidification and marine life's inability to survive? Algae Blooms/Red Tide Unit

HS-PS1-8.

Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. [Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations.] [

Unit(s)
Assessment Boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive decays.]
Task(s)

Assessment(s)
Why can't you pet the puppies in Chernobyl today? Atomic Bombs and Nuclear Reactions

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HS-PS1 Matter and its Interactions HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.]

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EQuIP Reviewed Lessons | Teachers TryScience

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Through a project with the New York Hall of Science (NYSCI) and Achieve, Teachers TryScience now features a growing set of resources that demonstrate how existing K-12 science lessons can be evaluated and revised to more closely align to the NGSS, using the Educators Evaluating Quality in Instructional Products (EQuIP) rubric.

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The STEM Teaching Tools site has tools that can help you teach science, technology, engineering and math (STEM). We are currently focused on supporting the teaching of the Next Generation Science Standards (NGSS) . Each tool is focused on a specific issue and leverages the best knowledge from research and practice.

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We've all seen that blank stare on students' faces whenever you're teaching an abstract science concept like atoms or cells. They are either thinking to themselves, "Why does this matter to me?", or "I wonder what's for lunch today?"

A teacher's job is difficult enough as is. Using natural phenomena to introduce a science concept is a research-based method to increase student engagement throughout the entire lesson.

I've put together a list of 5 characteristics of natural phenomena for your science class.

1. A good natural phenomenon has an explanation that is more complex than can be answered in a quick Google search. The initial phenomenon typically leads to more questions rather than a single answer. For example, you could show a video about killer whales working together to find food. This one example should uncover dozens of questions about ecosystems. How do the organisms work together? What are the differences between predator and prey? What makes something biotic or abiotic? Do organism interactions play a larger role in the ecosystem? Are these interactions found in all ecosystems?

2. Phenomena are built on experiences which students may already have some context of. The old saying goes, 'meet students where they are at.' This is true of phenomena as well. Your students likely come from diverse backgrounds. It's important to keep that in mind when choosing a phenomenon to introduce a science concept. It's your job to bridge the gap between existing knowledge and new content.

3. Great phenomena include the overall impact on the community and stakeholder. A student is going to be much more engaged in the lesson if they can relate it back to their own community. The example of the killer whales above may not have the same impact on a student in Florida as one from the Pacific Northwest. A Florida teacher can easily adapt the phenomenon to a regional predator like the American alligator.

4. Phenomena could be a case study (ex. Why has the bat population in North America decreased over the last few decades) or simply a sense of wonder (Why does the moon look different each night?). Each of these formats allows the students to become invested in the science topic.

5. Phenomena which include a range of multimedia will have a greater impact than a text-based approach. Videos, animated gifs, infographics, interactive simulations, or hands-on discrepant events are all great ways to engage students at the beginning of a unit.

It's likely that one of your greatest challenges is trying to find good phenomena introductions for your class. I've put together a list of a few of high-quality resources where you can begin your search.

1. #Project Phenomena - https://sites.google.com/site/sciencephenomena/ - searchable database of phenomena, NGSS aligned, great descriptions and suggested uses

2. NGSS Phenomena - https://www.ngssphenomena.com/ - searchable database of phenomena, includes some animated .gifs but are lacking in their descriptions

3. 25 Cool Natural Phenomena - http://www.businessinsider.com/25-of-the-coolest-natural-phenomena-2016-6/#1-volcanic-lightning-1 - This list isn't searchable, but there are some really cool natural phenomena listed here.

4. Teacher Curated List - https://docs.google.com/document/d/1UOJFhs7zd0R__CYSSPRSFRDv2Z42Yww0JBdhZ7TbU8o - This list was curated by teachers in the Kesler Science Facebook Group.

Other Resources:

NGSS document - Using phenomena in NGSS lessons

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We've all seen that blank stare on students' faces whenever you're teaching an abstract science concept like atoms or cells. They are either thinking to themselves, "Why does this matter to me?", or "I wonder what's for lunch today?" A teacher's job is difficult enough as is.

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Science Dept Assessment Development and Evaluation Folder

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Science Dept Assessment Development and Evaluation Folder

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Data Nuggets | Bringing authentic research and data into K-16 classrooms

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Free activities that bring real scientific data into the classroom, guiding students through the process of science while building their quantitative abilities.

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Conceptual Storylines: Scaffolding Student Engagement Through Deliberate Planning and Assessment

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The Performance Assessment Resource Bank is an online collection of high-quality performance tasks and resources that support the use of performance assessment for meaningful learning. Resources include performance tasks, professional development tools, and examples of how schools, districts, and states have integrated performance assessment into their systems of assessment.

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Testing, Testing | Linda Darling-Hammond | TEDxStanford

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One thing is clear: if we want the public to understand and appreciate the science of evolution and climate change, we better start supporting teachers. Some of our current initiatives include:

NCSEteach: NCSEteach is our first program developed just for educators. We recognize that teachers are at the forefront of science education. Without them we would have no doctors, no researchers, and no citizens with a love and devotion to the scientific enterprise. We also recognize that there can be numerous challenges to teaching evolution and climate change that teachers must navigate, from angry and confused students, teachers, and administrators to a lack of available professional development. Teachers have a hard job, and NCSE wants to help any way we can.

Scientist in The Classroom: NCSEteach's marquee program brings scientists and teachers together to collaborate on presentations and activities. What better way to enhance your coverage of evolution or climate change than hearing from an expert trained to talk to your students?

Dealing with Denial: There is no scientific controversy about the basic facts of evolution or climate change, and yet they are often labeled as "controversial" subjects. Why? Because a vocal minority of people and special interests see evolution and climate change as threats to their personal worldview or priorities. At NCSE, our goal is to ensure that everyone has an opportunity to learn the science of evolution and climate change accurately, thoroughly, and uncompromisingly.

Classroom Resources: NCSE has a wealth of resources on teaching about socially contentious issues: from how to answer tough questions about evolution to how to testify at a school board meeting. Not finding what you need? Contact us and we'll help!

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One thing is clear: if we want the public to understand and appreciate the science of evolution and climate change, we better start supporting teachers. Some of our current initiatives include: NCSEteach: NCSEteach is our first program developed just for educators. We recognize that teachers are at the forefront of science education.

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Climate Generation ignites and sustains the ability of educators, youth, and communities to act on systems perpetuating the climate crisis.

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Current Materials for WISE Science Project

The database below presents all of the WISE Science materials grouped by category and lesson topic. Use the vertical and horizontal scroll bars to see all the rows and columns. The documents are downloadable using the links under the column "final document" and viewable under the column "attachment." Use the horizontal scroll bar to see all the columns.

The writing templates to be used with all lessons are available at the links below:

PDF version (to print and use as hard copy)

Word version (to use on a computer, graphs and photos may be added)

Google Docs version (to be used in Google classroom, you MUST put a COPY on your own Google drive)

The gallery below presents all of the WISE Science materials as individual entries with a preview of the document. Click each card for links to download or view the documents.

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Current Materials for WISE Science Project

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The database below presents all of the WISE Science materials grouped by category and lesson topic. Use the vertical and horizontal scroll bars to see all the rows and columns. The documents are downloadable using the links under the column "final document" and viewable under the column "attachment."

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MS storylines

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NextGenerationTeachers | Middle School Science

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NextGenerationTeachers | Middle School Science

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NextGenerationTeachers Creates Integrated Phenomenon-Driven Middle School Storylines for Your NGSS Classroom

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Landing Pages for Evolution, Genetics, and Ecology

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TED-Ed offers a set of tools that allow you to create interactive lesson pages around great YouTube video content. Follow these three steps to create your own!

1. To get started, visit our video search page to select a video. You can search by keyword, or paste in a YouTube URL. TED-Ed Lessons can be created around either public or unlisted YouTube videos. Note that the videos here have not been filtered or vetted by the TED-Ed team, so make sure that you review the contents of any video you're not already familiar with!

2. Once you have selected your video, click through into the TED-Ed Lesson editor. You'll be able to add multiple choice questions, open answer questions, discussion prompts, and additional resources to your lesson.

3. After you publish your lesson, you'll receive a unique URL for your lesson page. Only you have access to this link, so you can share it with your class in whatever way works for you. As students submit work on your lesson page, you'll be able to monitor their progress and view their answers.

You can also use any of the sample lessons that we provide in our public lesson library with your students. To do this, visit any of our lesson pages that you're interested in, and use the "Customize This Lesson" button at the bottom right to copy the lesson to your account. Keep any of our content that you like, or feel free to add your own! When you publish your copy of the lesson, you'll receive a link to your customized copy of the lesson - share this with your students to track their work.
You can manage the lessons you've created, return to editing your drafts, or access student work at any time by visiting your lesson activity page.

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How do I create a lesson page on TED-Ed?

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TED-Ed offers a set of tools that allow you to create interactive lesson pages around great YouTube video content. Follow these three steps to create your own! To get started, visit our video search page to select a video. You can search by keyword, or paste in a YouTube URL.

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All too often teachers use POGIL activities as worksheets when the teacher is absent, busy work to review a topic, or handouts for homework. However, using the POGIL activities in this manner does not allow the students to reap all the benefits of the activity. This article is designed to give you a glimpse into what the POGIL process can do for you.

POGIL stands for Process Oriented Guided Inquiry Learning. What makes POGIL different from other instructional techniques is that the POGIL materials are designed for use with self-managed teams. The POGIL activities guide students through an exploration to construct understanding of the content while developing higher-level thinking skills. The students learn from each other in their team to formulate personal connections to the material while developing teamwork, leadership, and analysis skills along with concept mastery.

In order to have students engaged and interacting during POGIL activities I start the year off with some student buy in efforts. I mention how the skills they will learn in a POGIL activity are skills used in the work force such as communication and team work. We work through our first POGIL activity together to discuss how teams should manage themselves and I model good (and sometimes bad) team behavior. We come up with expectations we have for team work, which can also be used during lab work. And I try to stress the idea that learning is so much better than memorizing information.

A group is a collection of individuals who coordinate their individual work. A team is a number of individuals working together interdependently on a common goal. During POGIL activities, my teams need to work together because they get graded together. They are assessed on their content as well as their process skills. I grade portions of their work (which is easy since you only need to grade one per team) and I give them rubrics intended to help them reflect on how well they worked in class on items such as communication, teamwork, problems solving, critical thinking, and more. Many teachers don't utilize or enforce the roles used during POGIL activities which results in less effective group work over more effective team work. You can use whichever roles work best for you. I use managers, ambassadors (recorder), readers, and analysts. I distribute a document to each team member that outlines their responsibilities. When each student is assigned a role in their team they are forced to work more interdependently. Team formation can be difficult. I tend to change teams every eight weeks or so. This way, the teams have time to settle in and get to know one another well and build up a good team dynamic, but also so the teams are always on their toes and get to know the whole class by the end of the year. Teams are always 3-4 students with varying abilities. That said, I suggest teachers avoid sitting their all-star student with the student who struggles the most. This will result in too much turmoil.

There is a lot to think about as a POGIL teacher. You want to ensure you do enough POGIL activities to reinforce the protocols you have set in place. But you do not have to do POGIL activities every day! I use only the activities created by the POGIL project because they have been field tested and formatted correctly and I only use the activities I love the most. When it is time to participate in a POGIL activity you have work to do! First, identify content knowledge goals and process skill goals and select or write the activity you would like to use. Plan how to promote process and content skill development through your facilitation and plan how you will ensure that students continue making progress. Last, plan how to bring closure to the class session. During the activity, circulate from team to team to listen to their communication and answers. Use a clipboard to keep track of good examples of team work and good responses. Moderate any disputes between team members. Don't give away answers: ask more questions and refer back to the model. And you can always have great conversations with your teams when you go back to previous questions and have students explain their answers. When it is time to evaluate the work remember to evaluate the team work as well as the content. You can have students hand in one copy per group, fill out information online, use whiteboards, or whatever you want!

One additional reason that I love POGIL activities so much is that they seem to align beautifully with NGSS. The Cross Cutting Concepts are patterns, cause and effect, scale proportion and quantity, systems and system models, energy and matter, structure and function, stability and change. POGIL activities highlight these concepts by having students explore models to create their own pattern recognition. The students will use the provided models, charts and graphs with in the activity to determine scales, changes, and develop concepts on their own. The Science and Engineering Practices are asking questions and defining problems; developing and using models; planning and carrying out investigations; analyzing and interpreting data; using mathematics and computational thinking; constructing explanations and designing solutions; engaging in argument from evidence; and obtaining evaluating, and communicating information. POGIL activities help students ask questions about the models, analyze and interpret provided data, use mathematics and computational thinking while solving questions, constructing explanations for those questions, and possibly planning investigations in the applications sections of the POGIL activity. While working in the cooperative teams, students ask questions and engage in arguments using the evidence from the models while evaluating and communicating effectively. The NGSS Science and engineering Practices mirrors the POGIL process skills seamlessly.

If you have questions, feel free to reach out and consider attending POGIL workshops with passionate and knowledgeable POGIL staff and implementers. You may meet amazing people with fresh ideas, learn how to improve facilitation techniques, learn how to write POGIL activities, obtain resources and activities, and implement POGIL labs! If you are interested in learning more about the POGIL Project and workshops please visit www.POGIL.org. Available workshops include the Northeast Regional Meeting on July 10-12th, 2018 at Manhattan College, NY; the Northwest Regional Meeting on July 10-12th 2018 at the University of Puget Sound, WA; the North Central Regional Meeting on July 16-18th, 2018 at the University of Illinois, Chicago; and the South Central Regional Meeting on July 17-19th, 2018 at the University of Texas, Dallas.
Kristen Drury is a trained POGIL facilitator in New York. She has attended POGIL facilitator training and the National Conference for Advanced POGIL Practitioners (NCAPP) in 2017. Since then she has provided professional development to new POGIL practitioners across New York State as well as at the 2017 Northeast Regional Workshop. This summer Kristen will also be attending the POGIL National Meeting (PNM) as well as facilitating more workshops across the state including New York City's 2018 Northeast Regional Meeting. Kristen was named the inaugural American Association of Chemistry Teachers (AACT) "Chemistry Teacher of the Year" award in the high school category.

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POGIL in the High School Chemistry Class: Objectives, Practices, and Outcomes

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All too often teachers use POGIL activities as worksheets when the teacher is absent, busy work to review a topic, or handouts for homework. However, using the POGIL activities in this manner does not allow the students to reap all the benefits of the activity.