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What happens when Charlie Rose attempts to interview a robot named "Sophia" for his 60 Minutes report on artificial intelligence

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Physical Science Units and Lessons for Grades 4-6

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Physical Science Units and Lessons for Grades 4-6

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Science Matters

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Create and share assignments aligned to College and Career Readiness standards with LDC CoreTools

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11 Ways the Haida Nation Protects Its Land and Heritage

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11 Ways the Haida Nation Protects Its Land and Heritage

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Rainforest Alliance

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Beauty isn't hard to find on Haida Gwaii, an archipelago located off the coast of northern British Columbia, Canada. It can be seen within the islands' dense forests, crashing ocean waves, and soaring seabirds, but also in the Haida people's reverence for this place they have called home for thousands of years.

After decades of successful fights against logging corporations and the Canadian government, the people of the Haida Nation put forth a Land Use Vision that sets up stringent restrictions to protect the land, forests, and wildlife of the islands.

The following are a few of the ways the Haida protect their land and traditions-while profiting economically-on sustainably managed, Haida-owned forestry operations. It is a delicate balance, but the Rainforest Alliance and Forest Stewardship Council (FSC) are proud to work with the Haida people to ensure that their land, traditions and livelihoods thrive.

1. The Overarching Spirit of Yah'guudang

Yah'guudang, a Haida phrase that means "respect for all living beings," has driven the cultural, environmental, political and business decisions of the Haida people since their beginnings on the islands over 13,000 years ago.

2. Protecting Culturally Modified Trees

An agreement between the Haida Nation, British Columbia and forestry companies, the Haida Land Use Order protects "Culturally Modified Trees," known as CMTs, which have been modified by the Haida as part of their traditions and rituals. Above, a hole was bored into a cedar to test the strength and health of the core for possible use as a canoe or totem pole.

3. Connecting Craft and Nature

Another type of CMT, the markings on the side of this cedar are from stripping bark to use for weaving traditional hats, baskets and other crafts. April Churchill, a Haida weaver says, "the annual [cedar] harvest is about making a commitment and promise between the forest, the tree, and yourself. So when you're accepting the harvest, you're saying, 'I'm here. I'll protect you no matter what.'"

4. Plants for Medicinal and Traditional Use

The Haida people have many reasons to protect and nurture plants-from their proven medicinal benefits to providing food sources for animals they share the islands with. Among the sacred plants and trees that receive special protection on Haida Gwaii, Devil's Club (above) is used medicinally for pain relief, arthritis, and general colds as well as for more spiritual protective powers.

5. Monumental Cedars for Traditional Haida Use

Also protected are "monumental cedars," old-growth cedar trees of high enough quality to be used in traditional Haida practices such as canoe and pole carving and the construction of traditional-style buildings. Seen above, a portion of the protected "monumentals," which are at least 100cm in diamater, are available only to people of the Haida Nation after obtaining a permit for traditional use.

6. Continuing the Carving Tradition

One of the cultural uses for monumental cedars is the ancient craft of pole carving. Above, a small team of carvers at the Haida Heritage Center, including master carver Garner Moody, work on a brand-new pole to be raised in the town of Skidegate. The design of this new pole features carvings that represent each of the clans on the island.

7. Rainforest Alliance/FSC-Certification

The Haida already enforce incredibly strict forestry policies in their land-use plan, which made it relatively easy for Taan, the forestry operation owned by the Haida Nation, to meet the criteria for Rainforest Alliance certification to the Forest Stewardship Council (FSC) standards, the benchmark of sustainability in the global timber marketplace.

8. Protecting Wildlife

The protection of wildlife on Haida Gwaii has deep roots in the native culture. The two main clans of the Haida people are Eagles and Ravens, two birds that call the archipelago home. The cultural ties to animals, including black bears (taan in Haida) whose dens are protected, are reflected in the many logging protections and reserves enforced through FSC and Haida Land Use Orders.

9. Spotlight on Northern Goshawk Breeding Grounds

One of the most stringent restrictions in the Land Use Order benefits the nesting and breeding grounds of the Northern Goshawk that soars above Haida Gwaii. When a Northern Goshawk nest is discovered outside of an existing reserve, no timber harvesting can occur within a minimum of 200 hectares (nearly 500 acres) to protect the bird's nesting and foraging habitat. (Photo: Steve Garvie)

10. Preserving Culture and Language

Throughout much of the 20th century, Haida children attended residential schools on the mainland and were forbidden to use their native Haida language. Today, the integrated schools (about half Haida and half non-Haida students) on the islands offer classes in Haida culture and language, which is regarded as an endangered language isolate. The photograph here shows one of two new poles raised in June 2015 at the Queen Charlotte Secondary School.

11. The Past and Future of Haida Sustainability

Armed with ancient traditions and modern business practices to protect the health and vitality of the land, the Haida people "can hold our heads up and know that we have taken the right steps in our day." The Rainforest Alliance is proud to play a small role in this sustainable future for Haida Gwaii.

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11 Ways the Haida Nation Protects Its Land and Heritage

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Beauty isn't hard to find on Haida Gwaii, an archipelago located off the coast of northern British Columbia, Canada. It can be seen within the islands' dense forests, crashing ocean waves, and soaring seabirds, but also in the Haida people's reverence for this place they have called home for thousands of years.

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Next Generation Standards (NGS) – Science

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Body1

Body2

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K-PS2-1   Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

K-PS2-1. | Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.  [Clarification Statement: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.] [Assessment Boundary: Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does not include non-contact pushes or pulls such as those produced by magnets.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

With guidance, plan and conduct an investigation in collaboration with peers.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to the Nature of Science

Scientific Investigations Use a Variety of Methods

Scientists use different ways to study the world.

Disciplinary Core Ideas

PS2.A: Forces and Motion

Pushes and pulls can have different strengths and directions.

Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it.

PS2.B: Types of Interactions

When objects touch or collide, they push on one another and can change motion.

PS3.C: Relationship Between Energy and Forces

A bigger push or pull makes things speed up or slow down more quickly. (secondary)

Crosscutting Concepts

Cause and Effect

Simple tests can be designed to gather evidence to support or refute student ideas about causes.

Connections to other DCIs in kindergarten:

N/A

Articulation of DCIs across grade-levels:

3.PS2.A ; 3.PS2.B

Common Core State Standards Connections:

ELA/Literacy -
W.K.7 | Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-PS2-1)
Mathematics -
MP.2 | Reason abstractly and quantitatively. (K-PS2-1)
K.MD.A.1 | Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (K-PS2-1)
K.MD.A.2 | Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. (K-PS2-1)

K-PS2-1   Motion and Stability: Forces and Interactions er

Students who demonstrate understanding can:

K-PS2-1. | Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.  [Clarification Statement: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.] [Assessment Boundary: Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does not include non-contact pushes or pulls such as those produced by magnets.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

With guidance, plan and conduct an investigation in collaboration with peers.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to the Nature of Science

Scientific Investigations Use a Variety of Methods

Scientists use different ways to study the world.

Disciplinary Core Ideas

PS2.A: Forces and Motion

Pushes and pulls can have different strengths and directions.

Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it.

PS2.B: Types of Interactions

When objects touch or collide, they push on one another and can change motion.

PS3.C: Relationship Between Energy and Forces

A bigger push or pull makes things speed up or slow down more quickly. (secondary)

Crosscutting Concepts

Cause and Effect

Simple tests can be designed to gather evidence to support or refute student ideas about causes.

Connections to other DCIs in kindergarten:
N/A

Articulation of DCIs across grade-levels:
3.PS2.A ; 3.PS2.B

Common Core State Standards Connections:

ELA/Literacy -
W.K.7 | Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-PS2-1)
Mathematics -
MP.2 | Reason abstractly and quantitatively. (K-PS2-1)
K.MD.A.1 | Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (K-PS2-1)
K.MD.A.2 | Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. (K-PS2-1)

K-PS2-1   Motion and Stability: Forces and Interactions er

Students who demonstrate understanding can:

K-PS2-1. | Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.  [Clarification Statement: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.] [Assessment Boundary: Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does not include non-contact pushes or pulls such as those produced by magnets.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

With guidance, plan and conduct an investigation in collaboration with peers.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to the Nature of Science

Scientific Investigations Use a Variety of Methods

Scientists use different ways to study the world.

Disciplinary Core Ideas

PS2.A: Forces and Motion

Pushes and pulls can have different strengths and directions.

Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it.

PS2.B: Types of Interactions

When objects touch or collide, they push on one another and can change motion.

PS3.C: Relationship Between Energy and Forces

A bigger push or pull makes things speed up or slow down more quickly. (secondary)

Crosscutting Concepts

Cause and Effect

Simple tests can be designed to gather evidence to support or refute student ideas about causes.

Connections to other DCIs in kindergarten:
N/A

Articulation of DCIs across grade-levels:
3.PS2.A ; 3.PS2.B

Common Core State Standards Connections:

ELA/Literacy -
W.K.7 | Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-PS2-1)
Mathematics -
MP.2 | Reason abstractly and quantitatively. (K-PS2-1)
K.MD.A.1 | Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (K-PS2-1)
K.MD.A.2 | Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. (K-PS2-1)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

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K-PS2-1 Motion and Stability: Forces and Interactions | Next Generation Science Standards

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K-PS2-1 Motion and Stability: Forces and Interactions

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Next Generation Standards (NGS) – Science

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Next Generation Standards (NGS) – Science

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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.