# data[].attributes.body
Activities, lessons, and ideas!

# data[].attributes.attachment_link.description
A database for identifying and selecting science phenomena for NGSS aligned instruction. A criteria for selecting good phenomenon tool is provided. Scientific phenomena are occurrences in the natural or man-made world that cause one to ask questions.

# data[].attributes.body
How to...Video Lessons

# data[].attributes.attachment_link.description
Vimeo Video School is a fun place for anyone to learn how to make better videos. On this account, we'll post original lesson videos. For the full learning experience...

# data[].attributes.body
CAL TPA Tip

# data[].attributes.attachment_link.description
Sorry, the clips make this too big to upload with clips - get them from the links provided.

# data[].attributes.body
IDEA: turn this information into an info graphic.

# data[].attributes.attachment_link.readable_text
If there is one language engineers can speak indirectly (way indirectly), it would be the ancient language of Greek. Why? Simply because Greek letters are a daily part of an engineer's life and it comes out of their mouth like it's part of their normal grammar. Engineers use Greek letters as an alternative for numbers or to describe an object's characteristic. So, let's go through all of the 24 Greek letters and what they mean in the world of science, maths, and engineering.

Just a warning though, if you belong to an engineering branch that is not civil or structural then you may have other uses for these alphabets. Please feel free to tell us what you use these letters for in the comments section. Moreover, lowercase and uppercase symbols are selected as they are the typical format when used in a technical context.

You can consider this as a mini handbook of all the Greek letters which you are most welcome to use to impress your engineering friends, family, or perhaps your crush. Without any further delays, here are the Greek letters in geek dialect.

Alpha (α)

First up, the lowercase Alpha is often used to represent the alpha rays or alpha particles in physics. It has many other uses in sciences and engineering but this lowercase is usually applied in nuclear physics.

In physics, the lowercase Beta is used to denote a beta particle or more commonly known as a beta ray which is a high-energy and high-speed electron.

Gamma (γ)

You guessed it, another radiation letter - Gamma radiation. This is one of the most common uses of this lowercase alphabet and the uppercase is used to annotate a boundary limit when doing a 2D finite element analysis.

Delta (Δ)

Used in many engineering fields and in physics, the uppercase Delta usually denotes the difference between any types of measurement. For example, if you want to find out what the difference between length 1 and length 2, you would write it out as ΔL. The interesting thing about this Greek alphabet is that the lowercase can denote two kinds of mathematical functions. They are known as the Dirac and Kronecker Delta functions. I won't go into this, I just wanted to say Dirac and Kronecker.

Epsilon (ε)

Maybe I'm being biased here because I belong to the structural branch of engineering but I often use the lowercase Epsilon to denote a material's strain. And to follow up from the uppercase Delta, the basic material strain is calculated using the following formula.

Zeta (ζ)

In engineering dynamics, Zeta represents the damping ratio of an oscillating system. It can also be used for other mathematical and physics applications.

The lowercase Eta has many physics and astronomical applications like for representing conformal time in cosmology.

Theta (θ)

I would assume that everyone who is reading this would be familiar with this Greek letter as we all would have done basic trigonometry in high school. You know, when you have a triangle and you're asked to find the missing length using Pythagoras's Theorem. This letter comes in when you have to annotate a triangle's missing angle - you call it Theta!

Iota (Ι)

If you like matrices you would know that uppercase Iota is used as the identity matrix. However, I find that that the lowercase is rarely used in engineering or maybe I've just never used an equation before with lowercase Iota. Let us know if you have.

Kappa (κ)

Einstein's constant of gravitation is symbolized as the lowercase Kappa and in Cosmology, the curvature of the universe is denoted by small Kappa.

Lambda (λ)

Another letter you may be familiar with. Lambda is often used as the symbol for wavelength in both science and engineering. But my favorite use of the lowercase Lambda is its denotation of an eigenvalue in linear algebra. The Eigenvalue problem is such a simple yet powerful calculation you can do in vibration problems.

Mu (μ)

Now, Mu can mean a variety of things in physics and engineering. Usually, Mu is used to express 'micro' in terms of measurement. So, if you want to say micrometer you would write it as μm.

Nu (ν)

In the world of structural and mechanical engineering, Nu embodies the Poisson's ratio, which is the ratio of how much a material reduces in width and increase in length when it is stretched out.

Xi (ξ)

Another greek letter that is an engineering dynamics hero - the lowercase Xi. Instead of writing out the full damping ratio, it can be simplified by using this lowercase alphabet. It helps when you have a really long equation.

This Greek letter tends to have a more astronomical use as it represents the fifteenth star in a constellation group.

Pi (π)

Perhaps the most iconic and well-known Greek letter out there is this infinite number called Pi or 3.14159... and so on. Pi is vastly used in geometry as it is the ratio of a circle's circumference and diameter. Regardless of a circle's size, the circumference to diameter ratio always equals Pi.

Rho (ρ)

This one confused me a lot when I was a young high school student. It basically looks like a lowercase P and the variance of how people write it is insane. Is it P, is it Rho, is it a fancy F, who knows. Rho is the Greek letter used to stand for density.

Sigma (σ)

If there is one Greek letter that would describe an engineer's life it would be the lowercase Sigma which stands for stress in most engineering branches. Bearing stress, thermal stress, elastic stress, vonMises stress, and any other types of stress engineers can think about is commonly denoted as Sigma. The uppercase Sigma, however, is most popular for denoting the "sum of" any values.

Tau (τ)

More stress! Tau is typically used to denote a specific type of stress called shear stress. Let's not get into the stress talk again.

Uppercase Upsilon is often used in astrophysics and represents the mass-to-light ratio.

Phi (φ)

When dealing with circular objects like pipes, Phi is commonly used to denote its diameter.

Chi (χ)

Chi lowercase is commonly used in structural analysis to represent the reduction factor of buckling loads.

Psi is often used in physics to denote wave functions in quantum mechanics and is even used to represent the planet Neptune!

Omega (ω)

Save the best for last. This is by far my favorite Greek letter as it stands for frequency in the world of structural dynamics. This basic dynamics formula will get you far in structural dynamics and earthquake engineering should you come face to face with such demons.

Of course, the uppercase is also used to denote Ohm in electrical engineering - I wouldn't miss it out.

There you go, a quick rundown of the science, mathematics, and engineering importance of all the 24 Greek letters. Let us know if we've missed a significant use of any of these alphabets through the comments section.

# data[].attributes.attachment_link.title
The Most Common Uses of All the Greek Letters in Science, Maths and Engineering

# data[].attributes.attachment_link.description
If there is one language engineers can speak indirectly (way indirectly), it would be the ancient language of Greek. Why? Simply because Greek letters are a daily part of an engineer's life and it comes out of their mouth like it's part of their normal grammar.

# data[].attributes.attachment_link.readable_text
Chemistry experiments and demonstrations can capture a student's attention and spark an enduring interest in science. Chemistry demonstrations are also "stock in trade" for science museum educators and mad science-style birthday parties and events. Here's a look at ten chemistry demonstrations, some of which use safe, non-toxic materials to create impressive effects. Be sure you're ready to explain the science behind each of these demonstrations to students who are ready to try the chemistry for themselves.

These chemistry demonstrations are intended for use by trained educators, not unsupervised children or even adults without proper safety gear and experience. Demonstrations involving fire, in particular, always carry some degree of risk. Be sure to wear proper safety gear (safety goggles, gloves, closed-toe shoes, etc.) and use appropriate precautions. For fire demonstrations, be sure to have a working fire extinguisher handy. Maintain a safe distance between demonstrations and the class/audience.

# data[].attributes.attachment_link.title
10 Cool Chemistry Demonstrations That Will Impress Your Students

# data[].attributes.attachment_link.description
Chemistry experiments and demonstrations can capture a student's attention and spark an enduring interest in science. Chemistry demonstrations are also "stock in trade" for science museum educators and mad science-style birthday parties and events. Here's a look at ten chemistry demonstrations, some of which use safe, non-toxic materials to create impressive effects.

# data[].attributes.body
NGSS Web Resources

# data[].attributes.attachment_link.readable_text
NGSS

Next Generation Science Standards - K-12 science content standards
A Framework for K-12 Science Education (2012) - the first step in the creation of new science standards

Assessments

Next Generation Science Assessments - formative assessments for classroom use
STEM Gauge - supports classroom instruction in the transition to the NGSS
Stanford NGSS Assessment Project - high-quality performance assessments that can support NGSS implementation
Draft Assessments - draft assessments aligned to the standards

Unit Building / Storylining

NGSS Bundles - Groups of standards arranged together for units of instruction
California Learning Progressions

Next Generation Science Storylines - strongly aligned NGSS materials in classrooms
Appendix K - Model Course Mapping in Middle and High School

Phenomenon

#Project Phenomenon - Google phenomenon database
TJ McKenna's Phenomenon for NGSS

Rubrics

Instructional Leadership for Science Practices - Investigating, Critiquing, Sense-making
Stanford SCALE and LDC Rubrics

Science and Engineering Practices

Asking questions and defining problems

Question Formulation Technique - Teach students to ask their own questions

Developing and using models

American Modeling Teachers Association - professional organization of modeling teachers
Modeling instruction

Planning and carrying out investigations

Science Cubes - a scaffold for independent and dependent variables
Argument-Driven Inquiry - Promoting science proficiency by transforming lab activities
Inquiry Lab Form - A generic lab framework for inquiry science

Analyzing and interpreting data

CODAP - Common Online Data Analysis Platform

Using mathematics and computational thinking

PhET - Fun, interactive, research-based simulations of physical phenomena from the PhET™ project at the University of Colorado.
NetLogo - A multi-agent programable modeling environment
Next Generation Molecular Workbench - Visual simulations for teaching and learning
SageModeler - a systems modeling tool to facilitate the building of dynamic models.
Loopy - a tool for thinking in systems.

Constructing explanations and designing solutions
Engaging in argument from evidence

Edutopia Introduction on CER
Katherine L. McNeill (Author), Joseph S. Krajcik (Author) - Grades K-5 - Grades 5-8
Argumentation Toolkit - a collection of resources designed to help teachers with argumentation
Argument-Driven Inquiry - Promoting science proficiency by transforming lab activities

Obtaining, evaluating, and communicating information

Miniposters - Authentic peer review
HHMI Data Points - Interpret and discuss figures from primary literature
Posterpresentation.com - Scientific poster templates
Plos One - Accelerating the publication of peer-reviewed science

Resources

The NSTA NGSS Hub - The NGSS standards with curated resources
EQuIP Rubric - NGSS rubric for lessons and units
Sample Teacher Lessons - Wayne RESA
Better Lesson - search by performance expectation

Early Childhood Science

NSTA Position Statement: Early Childhood Science Education
Taking Science to School (2007) - Learning and Teaching Science in Grades K-8

IB and the NGSS
Connecting IB to the NGSS
Miscellaneous

Bozemanscience.com - all of Paul's videos organized by topic
Blended Learning Cycle - Paul's classroom design
AAAS Project 2061 Science Assessment Website - Data on how well U.S. students are doing in science and where they are having difficulties

# data[].attributes.attachment_link.description
Next Generation Science Standards - K-12 science content standards A Framework for K-12 Science Education (2012) - the first step in the creation of new science standards Next Generation Science Assessments - formative assessments for classroom use STEM Gauge - supports classroom instruction in the transition to the NGSS Stanford

# data[].attributes.body
Paradigm Shift from Traditional Grading

# data[].attributes.body
By standard

# data[].attributes.attachment_link.description
The Wonder of Science website aggregates the work of Paul Andersen around the NGSS (Next Generation Science Standards)

# data[].attributes.headline
ACS Chem Simulations and Virtual Chemistry

# data[].attributes.subject
ACS Chem Simulations and Virtual Chemistry

# data[].attributes.attachment_link.readable_text
Your browser is looking a little out of date...

To get the best possible experience using our website, we recommend that you upgrade to latest version of this browser or install another web browser. See our Browser Support/Compatibility page for supported browsers list.

Chemistry moves from the lab and the classroom to the computer, as working in a virtual chemistry laboratory and viewing simulations provide additional ways of learning chemistry.

PhET Interactive Simulations
PhET, based at the University of Colorado at Boulder, offers over four dozen chemistry-based simulations. Users can search by subject and grade level. Many have been translated into different languages.

Chemistry Solutions: Featured Simulations
Each issue ofChemistry Solutions, the periodical of the American Association of Chemistry Teachers, contains a simulation. This page collects and describes simulations from past issues.

MERLOT Simulation Collection
The Multimedia Educational Resource for Learning and Online Teaching (MERLOT) at the California State University has collected descriptions and links to a huge number of simulations, with peer review ratings and comments, and information on their appropriateness for various levels.

ChemCollective
The ChemCollective, organized by a group from Carnegie Mellon, shares virtual labs, simulations, and molecular level visualizations for chemistry.

Mixed Reception
This ChemCollective activity might be described as a murder mystery for chemistry students. Students can "interview" suspects by viewing videos, investigate the crime scene using images, and analyze evidence from the crime lab.

CK-12 Chemistry Simulations
Nearly two dozen simulations cover topics like average atomic mass, solubility with rock candy, and freezing point depression with salting icy roads.

Titration Screen Experiment
Get students ready for a hands-on titration by allowing them to run one virtually first.

goREACT Virtual Chemistry Lab
This drag-and-drop lab environment from Chicago's Museum of Science and Industry lets you experiment with different reactions.

ChemReaX
Users can model and simulate chemical reactions, focusing on thermodynamics, equilibrium, kinetics, and acid-base titrations. It is designed for Advanced Placement high school and undergraduate students and teachers.

Molecular Workbench
The Molecular Workbench offers simulations in multiple sciences, along with tools for both teachers and students to create their own simulations. Teachers can also create their own curriculum modules with embedded simulations.

Virtual Chemistry Experiments
Professor David N. Blauch of Davidson College presents several interactive experiment simulations on topics such as equilibrium, kinetics, crystal structure, phase changes, gases, and more.

General Chemistry Interactive Simulations
This page, maintained by chemistry professor William Vining, has simulations that cover a wide range of chemistry concepts, keyed to chapters in a general chemistry text.

Electrolyte Solution Simulation
A version of an electrolyte solution simulation from John Wiley and Sons is available at the General Chemistry Online! page. It allows the user to select different cations and anions. Data can be logged and downloaded as an Excel spreadsheet.

Simulations for Chemistry
Professor Gary L. Bertrand's (University of Missouri-Rolla) page offers many simulated experiments, such as "The Case of the Five Droppers," a virtual presentation of five reagents being mixed in different ways to produce various precipitates and gas bubbles, and a coffee cup calorimeter activity.

Virtual Laboratory: Ideal Gas Law
A virtual lab from the University of Oregon allows one to perform three experiments. The user controls the action of a piston in a pressure chamber filled with an ideal gas, illustrating relationships between temperature, volume, pressure, and molecular weight.

# data[].attributes.attachment_link.title
Virtual Chemistry and Simulations - American Chemical Society

# data[].attributes.attachment_link.description
To get the best possible experience using our website, we recommend that you upgrade to latest version of this browser or install another web browser. See our Browser Support/Compatibility page for supported browsers list. Chemistry moves from the lab and the classroom to the computer, as working in a virtual chemistry laboratory and viewing simulations provide additional ways of learning chemistry.

# data[].attributes.attachment_link.readable_text
This website uses cookies to ensure you get the best experience. By continuing to browse the site you consent to the use of cookies. Learn more

cookie message ok

Create or play exciting online puzzles and mind games

Online Puzzles & Brain Games

Are you ready to challenge your brain? Play exciting online puzzles and brain games at ProProfs or create a unique one. You can also make your own brain teasers, trivia or online puzzle games and share it with friends. Combine fun with learning, challenge and enhance your brain's processing speed and performance. You'll love it!

We believe software should make you happy.

Our games software is easy to use and backed by 24/7 awesome support.

Why ProProfs Brain Games & Puzzles

Brain Fitness

A fit brain means faster thinking, enhanced memory and quicker reactions. Keep your brain fit with online games.

Have Fun

Absorb information in a fun way. Playing games online gives you a chance to learn complex ideas in a way that is engaging.

Take a Break

Take on a new challenging game and break out from your routine. Exercising the brain keeps it fresh & alive.

Featured In

We've Received Great Press & Awards!

# data[].attributes.attachment_link.description
This website uses cookies to ensure you get the best experience. By continuing to browse the site you consent to the use of cookies. Learn more cookie message ok Create or play exciting online puzzles and mind games Are you ready to challenge your brain?

# data[].attributes.body
Resource Videos

# data[].attributes.body
Accessible textbooks, audiobooks, and online courses.

# data[].attributes.attachment_link.readable_text
"I guess everybody's got a dream and we're all hoping to see it come true," muses Giovanni Mimmo Mancusou, a philosophical native of Calabria, the lovely, sun-drenched region forming the toe of Italy's boot, above. "A dream coming true is better than just a dream."

Filmmakers Jan Vrhovnik and Ana Kerin were scouting for subjects to embody "the very essence of nostalgia" when they chanced upon Mancusou in a corner shop.

A lucky encounter! Not every non-actor - or for that matter, actor - is as comfortable on film as the laidback Mancusou.

(Vrhovnik has said that he invariably serves as his own camera operator when working with non-actors, because of the potential for intimacy and intuitive approach that such proximity affords.)

Mancusou, an advocate for simple pleasures, also appears to be quite fit, which makes us wonder why the film's description on NOWNESS doubles down on adjectives like "aging", "older" and most confusingly, "wisened."

Merriam-Webster defines "wizened" with a z as "dry, shrunken, and wrinkled often as a result of aging or of failing vitality" ... and "wisened" not at all.

Perhaps NOWNESS meant wise?

We find ourselves craving a lot more context.

Mancusou has clearly cultivated an ability to savor the hell out of a ripe tomato, his picturesque surroundings, and his ciggies.

"Serenity, joy, ecstasy" is embroidered across the back of his ball cap.

His manner of expressing himself does lend itself to a "poetic thought piece", as the filmmakers note, but might that not be a symptom of struggling to communicate abstract thoughts in a foreign tongue?

We really would love to know more about this charming guy... his family situation, what he does to make ends meet, his actual age.

Home movies accompany his nostalgic reverie, but did he provide this footage to his new friends?

Did they hunt it down on ebay? It definitely fits the vibe, but is the man with the eyebrows Mancusou at an earlier age?

Our star pulls up to a small petrol station, declares, "All right, here we go," and the next frame shows him wearing a headlamp and magnifier as he peers into the workings of a pocket watch:
Time out of mechanical. It's magic.

Is this a hobby? A profession? Does he repair watches in a darkened gas station?

The filmmakers aren't saying and the blurred background offers no clues either. Curse you, depth of field!

We're not even given his home coordinates.

The film, part of the NOWNESS series Portrait of a Place, is titled Paradiso, and there is indeed a village so named adjacent to the town of Belvedere Marittimo, but according to census data we found on line, it has only 14 residents, 7 male.

If that's where Mancusou lives, he's either 45-49, 65-69, 70-74, or one of two fellows over age 74...and now we're really curious about his neighbors, too.

No shade to Signor Mancuso, but we're glad to know we're not the only viewers left unsatisfied by this portrait's lack of depth.

One commenter who chafed at the lack of specificity ("this video is a random portrait of basically anyone in the world that is happy with the little he has") suggested the omissions contribute to an Italian stereotype familiar from pasta sauce commercials:

People in Italy actually work and have ambitions you know? And often are very well-educated and hard-working. The perspective of Italy that you have comes from the American media and Italian post-war neorealism. Indeed, Oscar-winning Italian people complained about the fact that what the media wants is seeing Italians wearing tank tops doing nothing if not mafia or smelling the roses.

Watch more entries in the NOWNESS Portrait of a Place series here.
Related Content What Are the Keys to Happiness? Lessons from a 75-Year-Long Harvard Study A Guide to Happiness: Alain de Botton's Documentary Shows How Nietzsche, Socrates & 4 Other Philosophers Can Change Your Life Positive Psychology: A Free Online Course from Harvard University The Science of Well-Being: Take a Free Online Version of Yale University's Most Popular Course

# data[].attributes.attachment_link.title
Open Culture - The Best Free Cultural and Educational Media on the Web.

# data[].attributes.attachment_link.description
"I guess everybody's got a dream and we're all hoping to see it come true," muses Giovanni Mimmo Mancusou, a philosophical native of Calabria, the lovely, sun-drenched region forming the toe of Italy's boot, above. "A dream coming true is better than just a dream."

# data[].attributes.attachment_link.readable_text
Crap.. I said a bad word!! We all know, as teachers, that the 'D' word is one of the most feared words in education. Yes, we all know its a must do - but it truly is one of the hardest elements to incorporate into your every day classroom routine and lessons. Many teachers feel more comfortable differentiating (eek! I said it again) when the students are in small groups. That seems and feels like the most natural way to differentiate, and rightfully so! But what about when the class is together in whole group? Whether we like it or not that has to happen at some point in our day. So I've gathered 20 different whole group differentiation techniques that can be applied to any classroom, any grade, and any subject! There's a printable copy of all of these ideas at the bottom of the post. I have mine printed and in my teaching binder so I can refer to it when writing my lesson plans and sometimes even when I'm teaching! I hope you can find one or two that you've never tried! 🙂

After asking a question, give the students a choice on whether they want to write their answer in a sentence (or two) OR if they want to sketch out their answer. This gives the students a little more freedom and takes the pressure off of those who don't like to write. Make sure though, that everyone gets a chance to explain their drawing to check for accuracy!

You've all probably heard of Blooms Taxonomy - but the 'new' up and coming questioning technique is asking a variety of DOK (Depths of Knowledge) questions. There are 4 different levels. Most elementary classrooms will be asking mostly level 1 & 2 with a push for level 3. Upper grades need more level 3 & 4. DOK is different from Blooms because Blooms is all about the verb. DOK is what you do AFTER the verb. Here's a quick visual for reference. If you want more info on DOK, let me know! By asking a variety of DOK questions during your whole group time, you can easily differentiate for each of your learners.

During your model and core teaching, assign a few students with specific roles or jobs that they have to accomplish by a certain point in the lesson. I usually think of the students that I know will either struggle paying attention OR those that will or have been struggling on a specific part of this concept. These roles can be as simple as "Brandon, I want you to watch me model and when I'm done, tell me what the first thing I did was." This gives Brandon a specific thing to be watching and listening for! It could also be a question you want a student to answer. Example: "Carrie, when I'm done modeling I want you to tell me what the word product means." Giving these roles can be very powerful!

This is one you probably already do well in practice. Grouping during whole group for small discussions can help bring those lower level students out of their shell when talking with others either on their own level, or talking to those above them. This can be done in a turn and talk or a stand up - pair up technique. But get them talking!

One of the most important pieces of a strong lesson is the teacher's model. This is when the teacher shows the students the thinking behind how to solve the problem in front of them. This thinking is usually done on the level of the students that you're modeling for. But if you have a variety of levels in your room for the model - it isn't fair that you cater to one level or the other. So why not do two models!? Start by modeling something more on or below level. Then give those specific students a task to practice that concept with a partner back at their desk for 3-4 minutes. Then with everyone who is left with you, do another quick model but with a harder problem. Then send them back to their seats to practice for 3-4 minutes. During this time you can check in on the first group you sent back and now you're all ready to move more into the lesson.

Choice boards are very simple to make and very fun for students to complete. On the board you can have a variety of tasks, problems, or even questions about a specific text in reading, science, or social studies. You can even go as far as labeling the difficulty of each box. Let the students know that these boxes are easy, these are doable, and these are harder. Then guide them as you walk around to which boxes they should probably be completing.

This example works best when working on a unit or nonfiction type topic. For example: Let's say you're studying Dr. Martin Luther King. In the unit, expose the students to a variety of text levels regardless of their level. Use an excerpt from a more difficult text and an excerpt from an easier text and require that all readers use all levels of text for their activity or question. Exposure to all levels of text is a great way to show students what's out there and where they can be striving for as a reader. This can work in math too with exposing them to a variety of difficulty in the types of questions and problems. It is OKAY to ask a question that only maybe 1-2 students in the class can answer. That is great exposure for them!

Again, this is one you all probably use on a daily basis - but it has so much potential to be a truly powerful differentiation tool. A good teacher will use the discussion coming from the back and

'forthness' of questions and answers between teacher and students or students and students to help guide where their conversations with each person go. Discussions can be very differentiated if the teacher is receiving the data back from the students correctly and responding appropriately.

This idea goes right along with #8. Giving academic feedback to a student is a wonderful and easy way to differentiate for each student individually even when whole group. When a student gives an answer - the teacher's response needs to be academic based as opposed to just 'good job' or 'you're right!'. We are all guilty of it and yes, we can say that sometimes, but to get a true discussion the teacher needs to respond to a student's answer with appropriate academic based feedback. So for example if a student, when asked what's the main idea of the article, says "I think the main idea is about how penguins survive in the winter." The teacher would respond with "Excellent, how do you know that?" (Making them justify their answer). The student would say, "I know this because throughout the text the headings all referred to penguins and they all had the same topic in common of everything they do to survive in the winter." This is where academic feedback can be powerful. Instead of saying "Good job" and move on - validate that student's thinking not only for them, but for the rest of the class to hear. Teacher would say "I love how you were able to find those commonalities throughout the headings of the article and use them to find the main idea. That's a great reminder to use those text features when trying to find what the entire article is about." In those two sentences you've validates that child but also TAUGHT the class how to find main idea. Feedback is powerful!

Sentence Frames are an easy way to help differentiate for the lower level students when being asked to verbally or write a written answer to a question. This allows the student to do more of a 'fill in the blank' but still left to fill in the most important parts of the question as well as have a model to format their answer both verbally and written.

Such a fun and easy way to differentiate - use visuals throughout the lesson you're teaching. Remember though, that it is important to teach the students HOW to anchor their learning to the visual. You can't just have it up and expect the students to use it. In your model, show them when it is appropriate to use it and how it can be helpful. This can help any level of learner!
#12: Using Text Excerpts
This is a grand idea to help all learners feel included in on a discussion of a specific text. Find a text that meets more of your higher level of students and from that, find an excerpt or two and cut those out. This is what you will give to your lower level of students. Your discussion and questions will come from primarily the two excerpts you've taken but the higher students can pull from the entire article to help answer and justify their answers. Everyone feels apart of the discussion and you've used one text but easily given everyone something they can handle!
#13: Talking Chips/Colored Cotton Balls
My teachers went CRAZY over this idea when I presented it to them! Talking chips are a great way to hold students accountable. Each student is given a certain number of talking chips and by the end of the given time, the chips must be gone. For each time they contribute to the discussion or answer a question they can put their chip back. The colored cotton balls are a twist on this idea! Give each student the same number of cotton balls, each student a different color. Same rules as above with the talking chips - but with this idea, you can monitor who has been talking more and who needs to contribute more!

Learning Contracts are similar to choice boards. The nice thing about a learning contract and the way you can differentiate for your students. On learning contracts you can have different sections of difficulty and then assign the students to do a certain number of questions or problems from each section. So your higher students will have more to do in the harder section but your lower students might have more on the easier side - but both getting exposure both all types of problems. This also allows them to have choice even though they have been told the number of problems in each area to do.

Task cards are very popular right now and can be a very simple way of differentiating. Have a variety of leveled cards for your students to pick from to give them a wide exposure to different questions. OR you can color code the task cards and assign specific students to a specific color of card allowing everyone to participate in the activity at once, but having differentiated problems!
#16: Side by Side Reading
Side by Side reading is very similar to the variety of text levels. The only difference is that you have the texts copied next to one another creating (hopefully) one large text or article for the students to read. Then when you assign the article you are making it look like specific sections are being assigned to specific students when in fact you're really assigning specific levels to specific students. This idea may take some prep work and some cutting and pasting to create your perfect article. This can work in math to by mixing up the level of problems throughout the page but knowing which problems are which levels when you assign them to students!

If you haven't done a jigsaw text activity in your class you need to RIGHT NOW! It's a fantastic activity! Take an article or page and give it to everyone but break it down into manageable sections. Then number your students off into the number of groups that equals the number of sections. (5 sections means 5 people in each group) Have them get into their groups and then have each person take a section of the text. When they know which section that they are responsible for - they then
break out into their 'specialist' groups - meaning if I'm in charge of section 1 then I'm going to meet with everyone else in the class that's also in charge of section one. While in the specialist groups - they read the text or solve the problems and become experts on that section. When time is up - they go back to their original groups and present their findings on their sections. This allows students to focus on small portions of texts or pages but still have collaboration and exposure to the entire text. Jigsaw baby!

#18: Graphic Organizers
G.O's are one of the most common way to differentiate. Take any concept you're teaching and find a way to push your higher and assist your lower with the way the G.O. is organized & the types of questions that are on the G.O. Everyone is working on the same topic but being pushed where needed!

#19: Weather Reports
Also known as checking for understanding, have a specific type of weather report somewhere in the lesson. This can be having a thumbs up or down, a fist or five, or my favorite - using unifix cubes in red, yellow, and green for the students to show me what they are feeling throughout the entire lesson. You can read more about that idea HERE! This can help differentiate by knowing how the students are feeling and getting the concept, which will help with questioning and grouping your students!

#20: Open Ended Exit Tickets
Exit tickets are great, but having something open ended will truly get a feel for what the students are capable of doing and give them a chance to shine. Put a few different questions and give them a choice for which question to solve to make their ownership even more.

Whew! That was a long one, but I hope you got an idea or two out of it. I would LOVE to hear your ideas on whole group differentiation. Please let me know if you have any question about anything. If you'd like to have all of these ideas on one document, you can download that HERE! Happy Teaching!

# data[].attributes.attachment_link.title
20 Whole Group Differentiation Techniques for ANY Grade! - Adventures of Room 129

# data[].attributes.attachment_link.description
Crap.. I said a bad word!! We all know, as teachers, that the 'D' word is one of the most feared words in education. Yes, we all know its a must do - but it truly is one of the hardest elements to incorporate into your every day classroom routine and lessons.

# data[].attributes.attachment_link.title
2016 Science Framework - Science Framework (CA Dept of Education)

# 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
Biology -> Chemistry -> Physics

# data[].attributes.attachment_link.description
Hands-On Chemistry Activities With Real-Life Applications contains over 300 intriguing investigations designed to engage students in a genuine pursuit of science. Because of the favorable response to Hands-On Physics Activities, the authors used the same approach and philosophy in writing this resource.

# data[].attributes.body
Chemistry

# data[].attributes.attachment_link.readable_text
High School * Gas Laws * Legacy Series

These videos are part of a Legacy Series, meaning that they were produced earlier than the other case studies you see on this website. These have been so popular with our viewers that we've included them here.

This is a high school Chemistry class and Bethany is teaching a unit on the Gas Laws.

Traditionally in Chemistry students learn about the behavior of gasses through investigating gas laws. But a law is a description of a phenomenon and if taught through a "lens of laws" students focus their attention on correlations among variables. For example, as pressure increases volume decreases. Theories provide explanations for laws. Explaining gas laws requires a keen understanding of molecular movement and how energy influences this movement. One of the challenges is that many of the gases we interact with on a daily basis are not visible. For this unit of instruction Bethany chose to have students reason with familiar gases first. She posed a puzzling phenomenon about a railroad tanker car that collapsed after being steam-cleaned and sealed.

Students developed initial models about what could cause the tanker to collapse and then did experiments with pop cans crushing with the aid of steam to add to the initial models. The pop can experiments helped students link an observable phenomenon with theoretical components such as the role of phase changes and the speed of gas molecules- but to reason with the role of pressure inside and outside of a system students did additional experiments and read about pressure. Over time students constructed a rich explanation for the oil tanker collapsing, while also considering similar phenomena. Students were then ready to apply what they learned to less similar observable phenomena. Bethany chose a set of relevant phenomena to students' lives and had students explain modifications made to race cars based on their understandings of the gas laws. Students could choose to think about modifications to tires or engines.

We get oriented to the teacher, her students, and to the unit she is about to teach.

Here we get oriented to the teacher, her students and school, and to the unit she is about to teach. Bethany explains her goals and how she intends to shape the unit.

Bethany's practice is characterized by a constant press for why explanations. Each activity aims to add to an explanation and each interaction with students either starts with a press for why or help students first explain what, and how, then why. Students constantly transition back and forth between observable and unobservable features of an explanation.

Eliciting students ideas about gas behavior

Activities:

1) Elicitation of student ideas. Describe what you already know about how gasses behave. (Think about: How do they move? What affects their movement? What is a gas?)
2) Explaining an oil tanker crushing phenomenon. Students watch video. Unprompted they start thinking about why this happened. Students then record initial ideas. Students then work in groups to draw before, middle and after pictures.
3) Whole‐class debrief. Students share posters of their initial ideas.
4) Homework: Students did a reading about the behavior of gases.
Discussion questions for teachers: 1) What general ideas do most students seem to have about the behavior of gasses? Which of these ideas can be built on? 2) How does Bethany uncover students' ideas? What kinds of questions does she ask when students give incomplete responses or reveal an alternative conception? What does she do when she first enters a group/ exits a group?

Activities
1) Warm-up Yesterday you heard different groups present their ideas about why the tanker crushed. You also read about the behavior of gases as homework. What are 3 new ideas you have about why the tanker is crushing? Teacher reviews student ideas from previous day.

2) Making an initial consensus model. Teacher reviews student posters using 2 guiding questions: A) Make a list of what's causing the tanker to crush. B) Does anything seem to be linked together? Does one thing happening seem to cause another thing to happen?
3) Pop Can Activity: Back pocket questions are used to a) help students link together parts of the causal story b) identify gaps in the students' causal stories and c) help students begin to think about how they could further study the phenomenon.
Discussion question for teachers: In the video Bethany works with two groups as they consider the relationship between phase changes and pressure changes. How does she tailor her back‐pocket questions in response to each group's line of thinking?

Explaining pop can crushing.

1) Warm‐up, Day 3. "How is the pop can similar to the crushing tanker? How is it different?"
2) Examining variables. Teacher helps students hypothesize about 5 experiments inspired by student ideas from the previous day.
3) Pop can Activity II. As students conduct experiments the teacher poses back pocket questions to a) help students link together parts of the causal story b) help students identify gaps in their causal stories.

Experiment #1: Amount of water in the can

Experiment #2: Temperature of the water bath

Experiment #3: Amount of time on the hot plate

Experiment #4: Volume of the can

Experiment #5: Amount of seal

4) Warm‐up, Day 4. Teacher prompts students to consider 4 key ideas in their explanations. The warm‐up asks students to "Choose one of the following ideas and explain how it relates to the experiment you did yesterday.

Temperature change‐ speed of molecules

Temperature change‐ phase of matter

Pressure inside

Pressure outside

5) Complete pop can Activity II. As students finish experiments the teacher poses back pocket questions to a) help students link together 4 parts of the causal story.

Day 5. Think back to your experiment with the cans.State your results as a rule. How did changing the manipulated variable affect the amount of crushing? When _________________the can crushed more because ____________________.

Reporting out and connecting experimental findings. Teacher coordinates discussion of findings across groups. Teacher describes what happens and presses student to say why.
Discussion questions for teachers: 1) Record the questions Bethany asks, group them into conceptual categories, and then consider her reasoning for asking these rounds of questions in this particular order. 2) Which questions seemed to be most productive for helping students move their thinking forward?

This video continues activities from the previous scenes...

Increasing content understanding about air pressure

Increasing content understanding about air pressure (as opposing forces) and relationships with volume, and temperature.
PV=nRT

1) Increasing content understanding about air pressure. Students struggled to reason with internal and external air pressure. Teacher reviews homework assignment about pressure. Teacher has students show work to class as a way to "work on student ideas." Then teacher helps students reason with forces and pressure.

2) Balancing Act. Teacher asks students to reason with number of molecules, temperature, volume, and pressure (in terms of pulling and balancing internal and external pressure) throughout 4 experiments.

Station 1 Balloon Blow up

Station 2 Marshmallow vs. Pebble

Station 3 Expanding Balloon

Station 4 Balloon in Flask

3) Warm‐up, day 6. Draw a diagram to explain why this tire would inflate. Draw the air molecules outside the tire, draw the air molecules inside the tire. Use arrows to indicate where pressure is higher or lower .

4) Returning to air pressure experiments and explanations. Students completed diagrams and questions for the air pressure experiments.
Discussion questions for teachers: 1) What are different strategies Bethany uses to plan for as well as in‐the‐moment work on students' ideas? 2) What kinds of ideas do students wrestle with during the experiments? Do the conversations move beyond procedural talk? When, how?

Applying new ideas to a model

1) Warm up, day 7.
Students review air pressure experiments. Specifically the relationships between pressure and the a) number of molecules, b) volume and c) temperature.

2) Adding to the model. Teacher facilitates a whole class discussion about the information that needs to be added to their initial model. Then students work in small groups to add to their models of the can crushing for the experiment they conducted. NOTE: The teacher notices students are trying to apply ideas about kinetic molecular theory to the can crushing experiment. They reason with partial understandings about the speed of molecules, how the temperature influences speed, why the space is important to molecular movement. The teacher helps students link these ideas to the experiment but also directs their focus to a different but related underlying explanation (the number of molecules) to explain why the can crushes.

Applying new ideas to a model

Warm up, day 8
1) In response to how students were reasoning with molecules, the teacher designed a warm up to help students think about the number of molecules at each stage in the can crushing. "Say I started with 10 water molecules (X's) in the bottom of the can and 20 air molecules (O's) in the can and then I heated it up to boiling and let it boil for 2 minutes. Draw a picture of a can and mark where you think the X's and O's would be after these 2 minutes."

2) Adding to the model. Students return to diagrams and continue to add information to their models using a checklist with key concepts for the students to include.

Discussion questions for teachers a) How is the explanation check list developed How is it used? b) Generally speaking, compared to days 1 & 2 how have students built on their original ideas? And what new ideas are they entertaining now?

Using mathematics to understand gasses

Increasing content understanding about number and speed of molecules and relationships with pressure, volume, and temperature.
PV=nRT

1) Warm up. The teacher asks a warm up that helps connect ideas about kinetic molecular theory with the gas laws. "When you flip over the can into cold water, describe what happens to the phaseand speed of the gas molecules (both X's and the O's) inside."

2) Pressure and Collisions. Students talk about correlations between pressure and number of collisions on a container and then reason with three ways the pressure/number of collisions can decrease-the amount of space (V), the number of molecules (n) and the temperature (T). Students then look at these relationships in a computer simulation. http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=25

3) Can you compress water? Teacher helps student reason with the differences between air molecules and water molecules. Need to think about pressure of water in can puts on the can and why this is an important part of the explanation for why the can does not crush.

4) Return to posters to add new knowledge. Teacher highlights 2 parts of the explanation checklist that students are generally not attending to in their explanations. She also provides each group with 3 sheets of fill in the blank sentences to make sure students are reasoning with a full explanation for each of the 3 can crushing stages.
Discussion questions for teachers 1) Bethany adds an additional scaffold to the check list by giving students sentence starters. How does this shift the ways students participate in class?

Generalizing to the behavior of all gases

Piecing it all together.

1) Teacher facilitates whole class conversation of a full explanation of the tanker Generalizing to the crushing.

2) Review of learning. Teacher has students refer back to initial explanations. behavior of all gasses.

3) The Behavior of Gases. Teacher reviews general ideas about what influences the behavior of gases and bridges to scientific language. Then the teacher introduces the Ideal Gas Law.

4) Focus on correlation between P & V. Pressure Volume Student do activity with syringe and scale to Pressing students for evidence examine the relationship between P & V. Students graph results and talk about an inverse relationship. based explanations

5) Warm up, Day 11. Explain from data the previous day how we know that pressure and volume are considered inversely proportional.

6) Review lab and introduce Boyle's Law. Teacher introduces the idea of P1V1=P2V2. Teacher asks questions that help students reason conceptually and mathematically with the equation. Students then record notes on a master table with the ideal gas law broken down in to 3 different relationships.

7) Volume and Temperature. Teacher introduces the idea of Kelvin by having students think back to volume and pressure lab and whether or not 0 pressure or 0 volume is possible. Students then do mathematical calculations to examine the relationship.

8) Warm up, Day 12. Your car tire ahs 10L of air and it's 0 degrees Celsius outside. Later that day the temperature has increased to 26 degrees Celsius. What will happen to the volume of the tire? Why? 9) Review of Volume and Temperature. Students take notes on Charles's Law. V1/T1=V2/T2.

10) Pressure and Temperature. Students take notes on P1/T1=P2/T2 and then do practice problems.
Discussion questions for teachers: 1) Thought experiment: Typically in Chemistry students learn each gas law and do calculations. Compare this to Bethany's "concept first" approach. Also think about the difference between learning about a theory about the behavior of gasses versus laws.

Continues from the previous video...

This video picks up from the previous one.

Applying gas behavior principles to car engines

Applying gas behavior principles to car engines.

1) Warm up, Day 13. What are the gases in the engine? What gas(es) are present during intake, compression, combustion, and exhaust?

2) Engine Modification Challenge. Students select 3 modifications and describe why each modification helps a car have more power. They also need to describe why a pressure sensor is needed on tires. Students read background information on each modification and complete a fill in the blank form that helps students reason with P,V,T and n. tire pressure monitoring system bore out cylinders cold air intake high performance exhaust system intercooler nitrous oxide system turbocharger supercharger

3) Warm up, Day 14. Why is getting more oxygen into the engine beneficial? (Think about the combustion reaction).

4) Summative assessment. Gas Quiz.

Final interview with Bethany

Final interview with Bethany

# data[].attributes.attachment_link.description
High School * Gas Laws * Legacy Series These videos are part of a Legacy Series, meaning that they were produced earlier than the other case studies you see on this website. These have been so popular with our viewers that we've included them here.

# data[].attributes.body
GUHSD Space and Earth Science Course Resources

# data[].attributes.body
Cool Idea! Can do something like this for review type of activities.

# data[].attributes.attachment_link.readable_text
I mentioned in my Music Escape Room posts how I am using escape rooms with our homeschool co-op to help the kids learn critical thinking and cooperative learning skills. But I'm not stopping there! I am using the escape rooms I design to introduce the kids to new information or at least as a review if it is something they happened to already have learned.

So, even though I have tweens in my class, I created a Chemistry themed escape room. I also got the response I expected from them, "but we don't know chemistry!"

See this was part of the plan. Not only did I want to introduce them to chemistry, but I wanted them to see that they could think their way out of the room without any previous chemistry knowledge.

And you know what? They did!

In this escape room, the students needed to find a password to shut down a program that would blow up the lab of Dr. K. A. Boom (yeah, I'm pretty proud of that name.)

Supplies Needed for a Chemistry Escape Room

Setting Up the Chemistry Escape Room

There are quite a few printable clues, so start by printing and laminating (if desired.)

The full sheet clues, atom, periodic table, close up of element, and the 2 handwriting pages, I hung on the wall.

I do want to note that I changed the font of the 2 "handwritten" clues because the font was difficult for the kids to read. So don't be concerned if the download looks a little different, it should be much easier to read!

The shopping list, I left in the pocket of a lab coat I brought, and the other clues were just left sitting around the room.

Next you need to set up the acid base section. Pour red cabbage indicator into a graduated cylinder (or other clear container you can pour). Then pour a small amount of liquid detergent in one test tube, a similar amount of vinegar in a second test tube, and a similar amount of milk in a third.

I placed all the test tubes into a beaker and all the chemistry equipment into a cake pan just in case of spills. I added the piece of tape that says 6.7 to the pan as well as putting tape around the beaker and writing 6.7 on it as well.

How to Solve the Chemistry Escape Room

In this chemistry escape room there are 4 puzzles the kids will need to solve to come up with the parts of the password: EsCaPEs (and yes those do represent element symbols.)

These puzzles can be solved in any order, and the final clue will need to be unscrambled. There is a clue given that you must repeat one of the element symbols to get the final word.
1. The first and most obvious puzzle is the acid/ base indicator. The students will need to realize that they need to pour indicator into each test tube and observe the color. The pouring part seemed to come quite naturally to the kids, but be sure they know not to taste the mystery liquids!

They will need to match the colors to the indicator chart and choose the one closet to 6.7. This is the milk. If they find the grocery list they will find milk listed with Ca next to it.

2. The second puzzle is math using the atomic weights. They will need to recognize that they are using atomic weights. Then using the periodic table they can find the needed weights for the final problem and find the element that matches their final calculation: Es.

3. The third puzzle uses the other "handwritten" sheet. This is balancing a chemical equation which proved the most difficult for the kids. This is where we had a lot of trouble with the font because 0 and O looked too similar, They also need to match this with the final small clue (both have an explosion on them to help the kids connect the two.) With some help, they were able to fill in the final equation with P.

4. Now they are left with Es, Ca, and P. They must unscramble and repeat the Es to get the final answer.

Of course, I also have informational clues available that can be given to the kids when they are stuck or placed in the room for them to use as needed.

Overall, the kids enjoyed this introduction to chemistry escape room, and they loved the experiment they did as a part of it. I'm telling you, mixing mystery substances is irresistible to kids. Do tell them not to taste though!

# data[].attributes.attachment_link.keywords[]
engage kids with a chemistry escape room

# data[].attributes.attachment_link.keywords[]
life with moore babies: engage kids with a chemistry escape room

# data[].attributes.attachment_link.title
Life with Moore Babies: Engage Kids with a Chemistry Escape Room

# data[].attributes.attachment_link.description
I mentioned in my Music Escape Room posts how I am using escape rooms with our homeschool co-op to help the kids learn critical thinking and cooperative learning skills. But I'm not stopping there! I am using the escape rooms I design to introduce the kids to new information or at least as a review if it is something they happened to already have learned.

# data[].attributes.body
Wide range of quizzes for each topic

# data[].attributes.attachment_link.description
Chemistry help: Chemistry general topics help

# data[].attributes.body
Great resource for a catalog of demonstrations

# data[].attributes.attachment_link.title
Mr. Kent's Chemistry Regents Help and AP Chemistry Exam Review Pages

# data[].attributes.attachment_link.description
Kentchemistry.com is the premiere chemistry education website on the internet for college and high school students. The sites main purpose is to simplify chemistry, so every student can succeed.

# data[].attributes.attachment_link.title
FREE Chemistry Materials, Lessons, Worksheets, PowerPoint for High School Chemistry

# data[].attributes.attachment_link.description
chemistry, high school chemistry, powerpoint, powerpoint presentations, chemistry worksheets, chemistry labs, chemistry materials, free chemistry materials, unit5.org/chemistry

# data[].attributes.attachment_link.title
Classroom Resources | High School | AACT

# data[].attributes.attachment_link.description
AACT is a professional community by and for K-12 teachers of chemistry

# data[].attributes.attachment_link.description
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.

# data[].attributes.body
open-source

# data[].attributes.attachment_link.title
Search | MIT OpenCourseWare | Free Online Course Materials

# data[].attributes.attachment_link.description
MIT OpenCourseWare is a web based publication of virtually all MIT course content. OCW is open and available to the world and is a permanent MIT activity

# 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.body
Chemistry Class

# data[].attributes.attachment_link.description
General Chemistry is the first year chemistry course in Visalia Unified School District. Pre-requisites include successful completion of Algebra 1, so it is possible for freshman and sophomores to enroll in the course. General Chemistry fulfills University of California requirements for a laboratory science.

# data[].attributes.attachment_link.readable_text
***I am going to be using the following website for

the 2017-2018 school year

**********************************************************************

Welcome to Chemistry! You will be learning many new concepts and ideas this

year,

not all of which are easy! I recommend that you

stay on top of your chemistry work, ask questions in class, and get help when it's needed!

This site contains information and documents that you may find helpful during the school year. Class worksheets, notes and labs are posted on these pages for your use. Announcements and homework will also be posted on a regular basis, in addition to being talked about and posted in class. Should you miss a day(s), you may access what was missed in class from home.

This page summarizes some of the main questions that you may have while in chemistry.

Topics to be covered this year:

3) Atomic Structure & Theories

7) Stoichiometry & Chemical Reactions

Classroom grade = points earned /total points x 100 =80% of grade
Make-Up Work
Students are responsible for getting the notes and work missed when absent from a classmate or teacher. All handouts can be found in the bin at the front of my desk, or on this website.

- If you miss class for any reason, any assignment that was due on that day missed is to be turned in immediately upon your return to school. If the graded assignment has not been turned in by the end of the day of your return to school, a zero will be entered into the gradebook.

- When absent on the day of a test or quiz, arrangements must be made to take the assessment either during a student study hall or 10 th period during office hours.

- For extended absences your parents need to call in to the attendance office to have work prepared for someone to pick up at the main office at the end of the day. To ensure that there is enough time to prepare material for you, your parents should call at least 24 hours in advance of the pick-up time.

*Reminder: If an absence is an excused absence, students have 5 school days in which to make up the assignment for full credit and to remove the zero that is in the gradebook.

- Review your notes nightly.

- Complete all homework on time.

- Complete labs fully and turn them in on time.

I am available for help during activity periods Monday and Wednesda y. You can come in for help, makeup missing labs and assignments, work on homework, etc. anytime on these days. Should you need to contact me outside of school hours, my e-mail address is jkeil@starpointcsd.org

# data[].attributes.attachment_link.description
I am going to be using the following website for the 2017-2018 school year ********************************************************************** Welcome to Chemistry! You will be learning many new concepts and ideas this year, not all of which are easy! I recommend that you stay on top of your chemistry work, ask questions in class, and get help when it's needed!

# data[].attributes.attachment_link.description
My core principles are the values that I model and teach in my biology classroom: ​caring, creativity, and courage.

# data[].attributes.body
Various methods and strategies through student-centered approaches to make sure students are understanding the content that is being taught.

# data[].attributes.attachment_link.title
5 Keys to Successful Social and Emotional Learning

# data[].attributes.attachment_link.description
Studies show that sustained and well-integrated social and emotional learning (SEL) engages students and improves achievement. Explore classroom practices that make up the most effective SEL programs.

# data[].attributes.body
1. Self-Awareness
2. Self-Management
3. Social-Awareness
4. Relationship Skills
5. Responsible Decision Making

# data[].attributes.body
Passion and perseverance inventory

# data[].attributes.attachment_link.readable_text
Here are a number of statements that may or may not apply to you. There are no right or wrong answers, so just answer honestly, considering how you compare to most people. At the end, you'll get a score that reflects how passionate and persevering you see yourself to be.

# data[].attributes.attachment_link.description
Want to know how gritty you are? Find out by using the Grit Scale.

# data[].attributes.attachment_link.description
ILA is a global advocacy and membership organization of more than 300,000 literacy educators, researchers, and experts across 86 countries.

# data[].attributes.body
Only Lab Safety

# data[].attributes.attachment_link.title
High School Labs - American Chemical Society

# data[].attributes.attachment_link.description
American Chemical Society: Chemistry for Life.

# data[].attributes.attachment_link.readable_text
We empower educators to reimagine and redesign learning through impactful pedagogy and meaningful technology use. We achieve this by offering transformative professional learning, fostering vibrant communities, and ensuring that digital tools and experiences are accessible and effective.

# data[].attributes.attachment_link.description
We create practical, timely, affordable professional learning to help educators and instructional leaders provide students with a modern, equitable, and quality education.

# data[].attributes.body
Pre-assessment Ideas

# 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.attachment_link.readable_text
CCSS.ELA-Literacy.RST.9-10.1
Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

CCSS.ELA-Literacy.RST.9-10.2
Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

CCSS.ELA-Literacy.RST.9-10.3
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

CCSS.ELA-Literacy.RST.9-10.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.

CCSS.ELA-Literacy.RST.9-10.5
Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

CCSS.ELA-Literacy.RST.9-10.6
Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

CCSS.ELA-Literacy.RST.9-10.7
Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

CCSS.ELA-Literacy.RST.9-10.8
Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.

CCSS.ELA-Literacy.RST.9-10.9
Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

CCSS.ELA-Literacy.RST.9-10.10
By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.

# data[].attributes.attachment_link.title
English Language Arts Standards " Science & Technical Subjects " Grade 9-10

# data[].attributes.attachment_link.description
CCSS.ELA-Literacy.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. CCSS.ELA-Literacy.RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

# data[].attributes.body
Various modules, case studies, activities, and exercises for teacher development.

# data[].attributes.attachment_link.readable_text
The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2024 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

# data[].attributes.attachment_link.description
The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this website do not necessarily represent the policy of the U.S.

# data[].attributes.body
Great resource to integrate scholarly articles in your classroom. These articles are designed for students of all ages and can support you in providing your students with an opportunity to read and analyze content texts.

# data[].attributes.attachment_link.description
Hundreds of scientific articles. Written for kids. Approved by scientists.

# data[].attributes.body
USe this resource to make great infographics, flyers, and organizers for students!

# data[].attributes.body
Make engaging and quality images for your classroom!