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Lead teacher from Fresno

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http://www.sciencephenomena.com

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This site is a curated collection of science phenomena for the NGSS, along with phenomenon based learning resources and help for how to use phenomenon to drive student questions in the classroom centered around 3 dimensional teaching and learning.

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Recorded Experiments

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Engage Students

Go from teaching science through lectures, slides & drills alone to inviting students to actively participate in the process of science.
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As a teacher, nothing is more draining than unengaged students. Pivot Interactives allows students to explore scientific phenomena first-hand so you can ignite their passion for science and your love for teaching.

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The only platform for authentic, interactive video-based science activities, so you can transform your classroom and teach with active learning through real scientific phenomena and the science practices.

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We have a diverse group of innovators who are truly amazing. They are collaborative, creative, and fully dedicated to our core mission. And they combine bucketloads of disciplinary knowledge, educational experience, and technological expertise in marvelous ways, all in the name of showing educational technology's true potential to the world.

We imagine a deeply digital future, where teaching and learning seamlessly incorporate the best features of digital technology to dramatically improve education.
More about our mission and vision

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Cultivating curiosity to bring out the inner scientist in everyone. We're a nonprofit organization dedicated to creating innovative educational technology for STEM learning. Our pioneering work brings technology's promise into reality for education worldwide.

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Simulations

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Hi there. We're ExploreLearning!

We're an education technology company creating seriously fun solutions for the most critical challenges in K-12 STEM learning.

What's this serious fun business all about? Tell me more...

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We're an education technology company creating seriously fun solutions for the most critical challenges in K-12 STEM learning.

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Try using the TRE Simulation scenario as it was administered to students in the study (requires Flash 5 plug-in and may take up to two minutes to load). The text below is intended to describe the interface for users who cannot access the Simulation scenario in Flash.

Simulation Interface and Tutorial

After responding to a set of prior knowledge questions, students were presented with the Simulation scenario introductory pages. The pages described the purpose of the Simulation scenario generally, what kind of simulation tool the students would be working with during the course of the scenario, and how students would be working with the tool. Students were told that they would be solving three simulation problems. "Back" and "Next" buttons on the lower right-hand side of the screen allowed students to navigate among the Simulation scenario pages, so they could review the introductory pages.

Moving at their own pace (with the understanding that they had 60 minutes to complete the scenario), students were given some definitions and conditions to keep in mind as they proceeded. Students were told that the simulated scientific helium balloon they were working with carries equipment called a "payload" that collects information about the environment and conditions in space. They were also told that the balloon could hold a maximum volume of 3,083 cubic feet of helium.

Next, students were guided through a tutorial that introduced them to each component of the Simulation tool interface. They were then directed to run an experiment and make a prediction about the results, with the option of repeating the various steps of the tutorial. (Note that the screen clearly indicated "Practice" in the upper left-hand side, so students knew they were not yet being scored for their performance.)

The simulation tool interface in many ways resembled instructional software and simulation games students might already have encountered. For example, the top of the interface featured a task bar for designing, running, and interpreting experiments, and the "Back" and "Next" buttons enabled students to navigate among screens.

The problem to solve was always displayed in the upper right-hand corner. The practice problem presented in the tutorial section was as follows:

How do different payload masses affect the altitude of a helium balloon?

To design an experiment to explore this relationship, students clicked on the Choose Values button in the Design Experiment task bar area. They could then make a prediction about the results of the experiment. Although making predictions was optional, the interface alerted students that they could not make predictions without having first chosen values for experiments. When students were ready to run an experiment, clicking Try It on the task bar caused the instrument display to activate and caused the balloon in an animated display, or flight box, to rise or remain stationary, depending on the value of the payload mass chosen.

Students were able to watch the balloon inflate and rise in the flight box, and could observe changes in the values of dependent variables (altitude, balloon volume, and time to final altitude) in the instrument panel below that box. Values for the independent variables (payload mass and amount of helium) were also displayed in the instrument panel.

Students could construct tables or graphs if they wished to keep track of experimental results by clicking on the appropriate task bar buttons under Interpret Results. The interface then presented results for all experiments run to that point.

When students were ready to draw conclusions based on their experimentation, they clicked on the Draw Conclusions button on the task bar under Interpret Results to bring up a text window where they could enter a response to the question featured on the upper right-hand part of the screen. Students could continue to experiment and use tables and graphs while they responded to the question.

Buttons in the lower right-hand corner offered three forms of help. These buttons brought up a Glossary of science terms, Science Help, and Computer Help. Science Help gave hints about the substance of the problem. Computer Help described the buttons and functions of the simulation tool interface.

Simulation Problem 1

After students completed the tutorial, they were asked to complete the problem presented in the tutorial on their own for Simulation problem 1. The problem read as follows.

For problem 1, you will use the simulation tool to experiment by changing the mass of the payload the balloon carries. The balloon is partially filled with 2,275 cubic feet of helium. (Remember: the balloon cannot hold more than 3,083 cubic feet of helium.) You will use the tool to solve this problem: How do different payload masses affect the altitude of a helium balloon? Think carefully about what experiments to run to help you solve the problem.

In the first problem, the only available independent variable was payload mass, and the values of mass that the student could select were restricted. (The balloon held a constant amount of 2,275 cubic feet of helium.) These constraints were imposed because of assessment time limitations and concern that the problem might otherwise be too difficult for significant numbers of eighth-graders. Note that the directions reminded the students that the balloon could hold only 3,083 cubic feet of helium.

After choosing a value for the payload mass, students could choose to make a prediction. By comparing the current experiment to the previous one, the options were intended to encourage students to think in terms of patterns of results: in this case, how varying the payload masses affected the altitude of the balloon.

To help interpret data, students could make a graph, a table, or both. Clicking on the Make Graph button on the task bar opened a dialog box that asked students to select a variable for the vertical axis and then, in a subsequent screen, for the horizontal axis. Note that students had leeway to get into trouble, as they could choose less relevant or incorrect variables for either graph axis; this design allowed an opportunity to determine whether students created interpretive tools related to the problem they were supposed to be solving.

Similarly, students could construct a table by choosing from the variables tracked in the instrument display on the flight box. The resulting displays, therefore, might contain relevant information, some relevant and some irrelevant information, or only irrelevant information. If, for example, a student chose to include all five variables, the table would show Payload Mass, Amount of Helium, Balloon Volume, Time to Final Altitude, and Altitude. A more helpful table for problem 1 might be limited to the dependent and independent variables necessary to solve the problem-altitude and mass. For each subsequent experiment that students chose to conduct, a line of data was added to the table automatically. Students could sort the table on any variable by clicking on the appropriate table column heading.

The relationship to be discovered in problem 1 was a virtually linear negative one: as mass increases, the altitude the balloon can achieve decreases. Proficient students would have been expected to conduct enough experiments, and spread the range of masses sufficiently, to confirm this relationship. (Note that in the context of TRE performance, the term "proficient" is used to mean "skilled" or "capable," and does not denote the NAEP Proficient achievement level.) Too few values or too narrow a spread would have failed to confirm with sufficient certainty that the underlying relationship was linear throughout the range of masses.

When ready, students could click on the Draw Conclusions button on the task bar to bring up a text-entry box. This box called for students to construct a response to the question about the relationship between payload mass and altitude and to support the answer with experimental observations. Before completing the response, students could choose to revisit an existing table or graph, construct new tables or graphs, or conduct more experiments.

Having completed their written responses, students were required to respond to a multiple-choice question, which provided an alternative measure for those individuals unable to express their understanding of the mass-altitude relationship in writing. The multiple-choice question was as follows:

Based on your experiments, which statement most accurately and completely describes how different payload masses affect balloon altitude? A. The less the payload mass, the lower the altitude reached by the balloon. B. The greater the payload mass, the lower the altitude reached by the balloon. C. Changing the payload mass does not change balloon altitude. D. Increasing payload mass increases balloon volume and therefore balloon altitude. E. The greater the payload mass, the greater the altitude reached by the balloon for any amount of helium. F. The less the payload mass, the greater the altitude reached by the balloon for any amount of helium.

The correct answer is B; the greater the payload mass, the lower the altitude reached by the balloon.

Simulation Problem 2

Simulation scenario problem 2 asked students to determine the relationship between the amount of helium put in the balloon and the altitude that the balloon could reach. This time, the payload mass the balloon carried was fixed. Problem 2 read as follows:

How do different amounts of helium affect the balloon's altitude?

Problem 2 was conceptually more difficult because the relationship students had to discover was not linear. Rather, the relationship took the form of a step function. That is, until a critical amount of helium was put in the balloon, the balloon did not leave the ground. Once that critical amount of helium was achieved, the balloon would rise to a maximum altitude, then go no higher regardless of how much more helium was put into it, as shown in the graph in the figure below. To recognize the relationship, students had to choose a sufficient number and range of values and not draw conclusions prematurely; a premature conclusion would lead them to assume falsely either that the balloon would not rise at all or that it would continue to rise higher as it was filled with more helium.

As in problem 1, after completing their experiments students could draw conclusions by answering the constructed-response and multiple-choice questions. The text of the multiple-choice question was as follows:

Based on your experiments, which statement most accurately and completely describes how different amounts of helium affect balloon altitude? A. The less the payload mass, the greater the altitude reached by the balloon. B. The greater the amount of helium in the balloon, the greater the altitude reached by the balloon. C. Changing the amount of helium in the balloon changes balloon volume but does not affect balloon altitude. D. Changing the amount of helium does not affect altitude until there is enough helium in the balloon to lift the payload mass, after which the more helium placed inside the balloon the higher the balloon rises. E. Changing the amount of helium does not affect altitude until there is enough helium in the balloon to lift the payload mass, after which the balloon rises to a maximum altitude and no higher.

The correct answer is E, changing the amount of helium does not affect altitude until there is enough helium in the balloon to lift the payload mass, after which the balloon rises to a maximum altitude and no higher.

Simulation Problem 3

Problem 3, the final simulation problem, was the most conceptually complex, as it required students to discover how payload mass and amount of helium worked together to determine the altitude that the balloon could reach. Problem 3 read as follows:

How do the amount of helium and payload mass together affect the altitude of a helium balloon?

Thus, students not only had to think about which experiments to run and how many, but also had to demonstrate an ability to control for one independent variable while manipulating the other. To limit the complexity of the problem, the number of masses students could vary was reduced to three.

In problem 3, students had to discover a nonlinear relationship that took the form of a series of step functions, one for each mass. Note that the maximum altitude for each step function decreased as payload mass increased, as shown in the graph in the figure below.

As with the two previous problems, students could draw conclusions by responding to the constructed-response question and answering a multiple-choice question. The text of the multiple choice question was as follows:

Based on your experiments, which statement most accurately and completely describes how different amounts of payload mass and helium together affect balloon altitude? A. The less the payload mass, the greater the altitude reached by the balloon for any amount of helium. B. The greater the amount of helium in the balloon, the greater the altitude reached by the balloon for all payload masses. C. The greater the amount of helium in the balloon, the greater the altitude reached by the balloon up to the maximum altitude for all payload masses. D. The less the payload mass, the more helium required to lift the mass, and the lower the maximum altitude reached by the balloon. E. After enough helium is in the balloon to lift the payload mass, the balloon rises to a maximum altitude and no higher, and that maximum altitude is lower the heavier the payload mass. F. After enough helium is in the balloon to lift the payload mass, the balloon rises to a maximum altitude and no higher, and that maximum altitude is higher the heavier the payload mass.

The correct answer is E, after enough helium is in the balloon to lift the payload mass, the balloon rises to a maximum altitude and no higher, and that maximum altitude is lower the heavier the payload mass.

When students finished entering their constructed responses and answering one multiple-choice question for problem 3, they were asked to respond to three additional multiple-choice questions to see how well they grasped the physics behind the Simulation scenario. To respond to these questions, students needed to have grasped that, short of increasing the size of the balloon, the only way to get the balloon to achieve a higher altitude would be to attach a payload mass smaller than any of the masses available to students in the Simulation.

After completing the synthesizing questions, students could read an explanation of the physics behind helium balloons, but they could not reenter the scenario after reading this explanation. The explanation was included because the TRE project team believed it was important that students leave the scenario with an accurate description of the science underlying the questions they had addressed. Finally, students responded to background questionnaires, as students did at the conclusion of the Search scenario.

Read about the Search scenario.

For more information, see the Technology-Rich Environments overview page.

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NAEP: Technology-Rich Environments - Simulation Task Description

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order online

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Live data on tracking sharks and other sea animals

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OCEARCH is a data-centric organization built to help scientists collect previously unattainable data in the ocean.

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Learn about Sequoia and Kings Canyon National Parks! We offer ranger-led field trips, in-person classroom visits, and virtual programs.

Rangers in the Classroom programs will begin January 2023.

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Education - Sequoia & Kings Canyon National Parks (U.S. National Park Service)

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Learn about Sequoia and Kings Canyon National Parks! We offer ranger-led field trips, in-person classroom visits, and virtual programs. Rangers in the Classroom programs will begin January 2023.

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Engaging activities from conceptual to AP.

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Engaging Physics, Chemistry & STEM curriculum for students on any level.

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NetLogo is a multi-agent programmable modeling environment. It is used by many hundreds of thousands of students, teachers, and researchers worldwide. It also powers HubNet participatory simulations. It is authored by Uri Wilensky and developed at the CCL. You can download it free of charge. You can also try it online through NetLogo Web.

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Getting Started with NetLogo

Are you new to NetLogo or programming in general? We have resources to help!

When you're ready to dive deeper into NetLogo programming, check out the full NetLogo manual. Of particular note are:

We also have mailing lists you can join to ask questions of other users and keep up to date with NetLogo.

NetLogo Models

NetLogo comes with a large library of sample models. Click on some examples below.

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Home Download Help Resources Extensions FAQ NetLogo Publications Contact Us Donate Models: Library Community Modeling Commons Beginners Interactive NetLogo Dictionary (BIND) NetLogo Dictionary User Manuals: Web Printable Chinese Czech Farsi / Persian Japanese Spanish NetLogo is a multi-agent programmable modeling environment. It is used by many hundreds of thousands of students, teachers, and researchers worldwide.

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Great for videos

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The Mission of ARKive

ARKive was a unique global initiative with the mission of

"promoting the conservation of the world's threatened species, through the power of wildlife imagery".

It served as a centralized digital archive for films, photographs, and audio recordings of the world's species. The primary goal of ARKive was to complete audio-visual profiles for the approximately 17,000 species on the IUCN Red List of Threatened Species. By gathering and organizing these valuable resources, ARKive aimed to raise awareness and promote conservation efforts for these endangered species.

Creation and Launch

ARKive was an initiative of Wildscreen, a UK-registered educational charity, and was technically created by Hewlett-Packard as part of the HP Labs' Digital Media Systems research program. The project was officially launched on May 20, 2003. ARKive received backing from leading conservation organizations, including BirdLife International, Conservation International, the International Union for Conservation of Nature (IUCN), the United Nations' World Conservation Monitoring Centre (UNEP-WCMC), and the World Wide Fund for Nature (WWF). It also had the support of leading academic and research institutions, such as the Natural History Museum, Royal Botanic Gardens, Kew, and the Smithsonian Institution. ARKive had a significant global reach, with over half a million people every month from over 200 countries using the platform to learn about and discover the wonders of the natural world. It became the world's biggest encyclopedia of life on Earth, featuring multi-media fact-files for more than 16,000 endangered species.

Closure of ARKive

Despite its success and impact, ARKive was closed on February 15, 2019, due to funding issues. The website was replaced with a short statement, and the complete collection of over 100,000 images and videos is now being stored securely offline for future generations. The legacy of ARKive continues to live on, even after its closure. The vast collection of wildlife imagery serves as a valuable resource for future generations, and the project's mission continues to inspire and inform conservation efforts worldwide. ARKive's content was rich and diverse, featuring multimedia fact-files for more than 16,000 endangered species. These fact-files were freely accessible to everyone, providing a comprehensive look at the world's threatened biodiversity. The content included high-quality photographs, videos, and audio recordings, offering an immersive experience for users.

Contributors to ARKive

Over 7,000 of the world's best wildlife filmmakers, photographers, conservationists, and scientists contributed to ARKive. Their collective efforts resulted in a vast and unparalleled archive of wildlife imagery. These contributors played a crucial role in bringing the wonders of the natural world to the fingertips of people around the globe.

Challenges

Despite its success, ARKive faced significant challenges. The primary issue was funding. Wildscreen was unable to raise sufficient funds to support the year-round costs of keeping ARKive online. As a result, the charity had to use its reserves to keep the project online, and it was unable to fund any dedicated staff to maintain ARKive, let alone future-proof it, for over half a decade.

End of ARKive

Despite appeals for support, just 85 of ARKive's 5.6 million users in 2018 made a donation. As a small conservation charity, Wildscreen eventually reached the point where it could no longer financially sustain the ongoing costs of keeping ARKive free and online or invest in its much-needed development. Therefore, a very hard decision was made to take the ARKive website offline in February 2019. The complete ARKive collection of over 100,000 images and videos is now being stored securely offline in perpetuity for future generations. While the website is no longer accessible, the valuable resources it gathered continue to exist and can potentially be used in future conservation efforts. The story of ARKive serves as a reminder of the importance of preserving our natural world and the challenges that conservation initiatives face.

Educational Role

Beyond its conservation mission, ARKive also played a significant educational role. It provided a wealth of free and engaging, curriculum-linked educational resources. These resources were used by teachers and students alike to learn about the world's biodiversity, fostering a sense of wonder and respect for the natural world in the younger generation. ARKive's legacy is a testament to the power of collective effort in the face of global environmental challenges. It stands as a beacon of what can be achieved when scientists, conservationists, photographers, filmmakers, and the public come together with a shared vision. Despite its closure, the spirit of ARKive lives on in every individual it inspired and every conversation it sparked about the importance of biodiversity and conservation.

The Lasting Impact of ARKive

In conclusion, ARKive was more than just a digital archive; it was a global initiative that brought the plight of endangered species to the forefront of public consciousness. Its closure marked the end of an era, but its impact continues to resonate. The story of ARKive is a poignant reminder of our responsibility to the natural world and the urgency of conservation efforts. As we move forward, let us carry the lessons learned from ARKive and continue to strive for a world where biodiversity is valued and protected.

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The world's largest encyclopaedia of life on Earth "Arkive". Over 16,000 endangered species with multi-media fact-files, now stored offline for future generations. Stay tuned for the news in 2023.

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Over 1.1 billion simulations delivered

160interactive simulations

97language translations

3001teacher-submitted lessons

Founded in 2002 by Nobel Laureate Carl Wieman, the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.

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Founded in 2002 by Nobel Laureate Carl Wieman, the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.

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Skype a Scientist matches your classroom, scout troop, or library with scientists for Q&amp;A sessions for free!

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lots of resources

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Viewable with any web-enabled device, this platform's assets have been built as a sequence of activities with a storyline, but also presented so that teachers can sample these materials a la carte as best suits their lesson plans.
Browse all units and activities
Previous PDF Version also available:
2016 teacher and student PDFs
What is the difference between the SciGen Teacher Dashboard and the previous version of Science Generation?

This new version of SERP's Science Generation materials has been made in a very different way than the previous version. Instead of materials in the form of student booklets with teacher editions, we have instead made digital lesson plans for teachers. The lesson plans contain visuals for teachers to project, interactive activities to share with students, labs, and some PDF handouts as well. There are no student booklets, per se. Also in this version are "teacher tune-ups" that address content-related questions that teachers told us would be helpful.

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Viewable with any web-enabled device, this platform's assets have been built as a sequence of activities with a storyline, but also presented so that teachers can sample these materials a la carte as best suits their lesson plans.

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Join Explorer Classroom - a live interactive session that connects young people with National Geographic Explorers - to hear behind-the-scenes stories and interact with cutting-edge scientists, researchers, and powerful storytellers from around the globe. All events are free, open to the public, and include an instructional guide to help learners get the most out of the experience.

Events Schedule: Events for ages 4-8 are Mondays at 11am ET, events for ages 9-14 are Thursdays at 10am & 2pm ET, with special events added on a rolling basis.

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Explorer Classroom | National Geographic Society

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Explorer Classroom is a live interactive session that connects young people with National Geographic Explorers for short lessons and Q & A.

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Graphs, maps and charts from The Times — and an invitation to students to discuss them live.

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We offer a number of products to help you explore the microscopic world. From simple paper microscopes (with incredible capabilities) to slides, t-shirts, tote bags, and more - explore our store today!

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Conference

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Data to embed in lessons

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

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

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NSF Funded

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Instructional Leadership for Science Practices

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Instructional Leadership for Science Practices

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This website includes resources to support the successful integration of the 8 Science Practices in NGSS into K-8 classrooms. This includes descriptions of the 8 practices, case studies, and tools such as a continuum for the eight practices.

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NGSS - Next Generation Science Standards - bozemanscience

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Anatomy and Physiology AP Biology AP Chemistry AP Environmental Science AP Physics Biology Chemistry Earth Science Educational NGSS - Next Generation Science Standards Physics Statistics & Graphing

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They have developed cards for students to use in labs.

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Make science, math, and engineering education in your district or school more meaningful, rigorous, and equitable for all students.

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Ancient Earth is an iOS app for investigating Earth History, Plate Tectonics, and Sea Floor Spreading

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100 high school stem lessons

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NGSS Literacy Resources

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American Association for the Advancement of Science (AAAS)

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Science Learning Goals and Curriculum. Through its two-volume Atlas of Science Literacy, as well as Benchmarks for Science Literacy and Science for All Americans, Project 2061 provided a coherent set of K-12 learning goals that serve as a foundation for state and national science education frameworks and standards. The program developed innovative and engaging curriculum materials that supported students' achievement of these science learning goals and tools for evaluating the alignment of curriculum and instruction to standards and the quality of support provided for teachers and students.

Assessment. Project 2061 produced assessment items and instruments that were effective and accurate measures of students' understanding of science learning goals and could be used to diagnose students' conceptual difficulties. With support from the National Science Foundation, Project 2061 developed an online bank of high-quality test items and related assessment resources for use in middle and early high school science. They developed an NGSS-aligned, scenario-based assessment tasks for evaluating students' understanding of energy concepts from elementary through high school. The assessment tools can now be found at BSCS Science Learning.

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Project 2061 was a long-term research and development initiative focused on improving science education so that all Americans can become literate in science, mathematics, and technology. To achieve that goal, Project 2061 developed tools and services that educators, researchers, and policymakers could use to make critical and lasting improvements in the nation's education system.

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Interactives

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Have you tried a Concept Builder lately? You should. This growing collection of cognitively-rich exercises will focus student attention on discrete learning goals. Filled with interactive elements, this section is the perfect tool for getting students thinking about the meaning of concepts. Perfect for students and 1:1 classrooms using iPads, Chromebooks, and the like. And for Chemistry types, we've added a large collection of Chemistry Concept Builders.

Minds On Physics - Version 5 is the HTML5 version of Minds On Physics that replaces our App and Legacy versions. Relying on a large bank of carefully crafted questions, Minds On Physics seeks to improve students' conceptions of physics. "MOPs" combines interactive questioning modules with a thorough, question-specific Help system to engage students in an exercise in thinking, reflecting and learning. Version 5 is our best-yet version of Minds On Physics. There is a fully functional free version and a paid version that integrates seamlessly with our Task Tracker system and offers some rather enticing features.

Version 2 of the Calculator Pad is now available. Our newest version includes >2500 Physics and Chemistry problems organized into >250 ready-to-use problem sets. Numerical information is randomly-generated. An answer box allows students to solve and check their answers. Most problems are accompanied by an audio-guided solution that explains how to solve a similar problem while hilighting the habits that can be adopted for solving any problem. Teachers with Task Tracker accounts can modify problems and problem sets and even create their own problems. Task Tracker also allows teachers to assign problems to their students and track their progress.

Concept Checkers were built to coordinate with the Physics Interactives section of our website. Relying upon our Task Tracker tool to deliver questions, check answers, and track student progress, a Concept Checker is designed to coordinate with an interactive simulation. Use it as a follow-up check to understanding after exploring the simulation. Most sims are accompanied by a Concept Checker. Some sims have Task Tracker code built into the simulation. But not all sims will have a Concept Checker. Concept Checkers can be used with or without a Task Tracker account.

The Science Reasoning Center is our most recent upgrade. This section (once complete) will include more than 50 activities that are perfect for encouraging scientific reasoning skills. Students use science and engineering practices, combined with cross cutting science concepts and core ideas from the disciplines of physics (and chemistry) to analyze phenomenon, experiments, and data presentations. NOTE: We broke ground in April of 2023; we should have a large portion of content available by August of 2023. We will continue work throughout the 2023-24 school year.

A collection of pages with questions and answers/explanations which serve as reviews or practice. Each review complements a chapter from The Physics Classroom Tutorial.

A variety of question-and-answer pages which target specific concepts and skills. Topics range from the graphical analysis of motion and drawing free body diagrams to a discussion of vectors and vector addition.

Calling all high school juniors: You've trusted The Physics Classroom to help prepare you for that unit exam in physics. Why not trust us to help prepare you for the biggest test of the year - the ACT test? That's right. Let the TPC help you with the ACT.

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The Physics Classroom serves students, teachers and classrooms by providing classroom-ready resources that utilize an easy-to-understand language that makes learning interactive and multi-dimensional. Written by teachers for teachers and students, The Physics Classroom provides a wealth of resources that meets the varied needs of both students and teachers.

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Science 1 Curriculum!!

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The Interactions curriculum introduces students to science as an endeavor, a process we engage in, rather than solely a set of discoveries by others. Through engaging in modeling and scientific explanation students explore curious aspects of the everyday world, discovering how the unseen world of atomic level interactions and energy transformations are responsible for much of what we observe around us.

Designed from the ground up to support the Next Generation Science Standards (NGSS) and three dimensional learning.

For 9th grade physical or integrated science students.

Curriculum Overview

Fundamental forces, unseen yet felt in every moment of our existence, govern the interactions of matter and energy that in turn shape our lives. By understanding these forces, we create a foundation that supports doing and understanding modern sciences and technologies. Why do clothes stick together when they come out of the dryer? How is it that a tiny spark can trigger an explosion? Working from these and other questions, students start their explorations by asking their own questions and discussing what they already know. They observe phenomena, engage in hands on activities and use online simulations to collect evidence. From their evidence, they construct mental models of the forces that drive interesting phenomena and test their models by predicting further events. Learn more "

The Interactions curricular materials are provided under the terms of the Creative Commons CC BY-NC-SA 4.0 license. If redistributing the materials you must give appropriate credit and indicate if any changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the materials for commercial purposes. If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original. As noted within the materials, some images, videos, and simulations may have different licensing, either more restrictive or more open than the CC-BY-NC-SA license.

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Curricular materials are available below. Sign up for access to comprehensive teacher guides and pre-post assessments.

Featured in NSTA Video Series

Watch these eight videos to discover important strategies on the Framework for K-12 Science Education and the Next Generation Science Standards (NGSS). Learn about major shifts in science instruction and the new role of the teacher.
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NGSS Design Badge

Awarded To: Interactions Unit 1 - Why do some clothes stick together when they come out of the dryer?
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Students explore how interactions of matter and energy at the atomic level explain phenomena across physics, chemistry, and biology.

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App for body systems, weather and machines

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‎Learn about collection For tiny scientists featuring Mammals by Tinybop, The Human Body by Tinybop, Weather by Tinybop and many more on App Store. Enjoy these apps on your iPhone, iPad and iPod touch.

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Tectonics/evolution/relative dating/etc

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Visible Geology is an interactive online educational tool for visualizing 3D geologic block models. You can create your own topography and show the outcrop pattern of geologic beds, folds, dykes, or faults in seconds!

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Complete lesson plans with outstanding graphs

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

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Tools and Lessons for NGSS

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Tools for

Ambitious
Science
Teaching

Companion Book available now on Harvard Ed Press

Pressing for evidence- based explanations

Planning for engagement with important science ideas

Supporting on-going changes in thinking

Eliciting students' ideas

What is Ambitious Science Teaching?

Great teaching can be learned. This web site provides a vision of ambitious science instruction for elementary, middle school and high school classrooms. Ambitious teaching deliberately aims to support students of all backgrounds to deeply understand science ideas, participate in the activities of the discipline, and solve authentic problems.

We feature 4 core sets of teaching practices that support these goals. These core sets make up the Ambitious Science Teaching Framework. The framework has been based on classroom research from the past 30 years-research that has asked, "What kinds of talk, tasks, and tools do students need in order to fully engage in meaningful forms of science learning?"

If you are a member of a group of science educators committed to the improvement of teaching, the vision, practices, and tools here will furnish a common language for you about teaching. You will be able to identify "what we will get better at" and how to get started.

Become Part of a Community That Shares a Common Vision of Excellence in Teaching.

Because ambitious science teaching focuses on doing four things really well in the classroom (the core practices), members of our community can speak a common language about how to continually improve instruction and support student learning. We can frame problems together and work towards solutions with help from each other. The expertise of our community comes from our members (teachers, instructional coaches, teacher educators) as well as from extensive empirical classroom research. On this site you can explore how other professionals are using core practices and the tools that go with them.

Explore New Tools That Support Student Learning

This site provides a constantly evolving set of tools to help improve student participation and learning. Some of these tools will help you plan for student engagement with "big" science ideas. Some will help students reason publicly with each other about science ideas. Others will help students engage in scientific modeling, explanation and argument with evidence. Still others will scaffold science-specific writing and talk. We have unique sets of tools for teachers, instructional coaches, and teacher educators.

But here's what is really important about our tools-they belong to the community, meaning that they need to be continually tested under different classroom conditions in order to be improved and diversified.

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Pressing for evidence- based explanations Planning for engagement with important science ideas Supporting on-going changes in thinking Eliciting students' ideas Great teaching can be learned.

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Arts & Culture Expeditions - Google Arts & Culture

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Go on a virtual field trip with Google Arts & Culture

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

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Listenwise | Listening Comprehension Matters

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Listening comprehension matters | Listenwise

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Explore the best podcast lessons for grade-level rigor. Curriculum aligned lessons with literacy & language supports, great for English Learners. Free sign up!

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Scan notebook pages to a digital portfolio

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Seesaw | Elementary Learning Experience Platform

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Seesaw | Elementary Learning Experience Platform

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Elementary Learning Experience Platform | Seesaw

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Seesaw is a Learning Experience Platform with 25M+ users, enhancing elementary education, engagement, and school culture while improving academic success.

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Make videos and record answers

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We express ourselves in different ways. On Flip, you can use our simple and fun built-in camera to record your thoughts, add effects and share within your Flip group as video, audio only or text in your web browser or mobile app.

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Flip is a video discussion and sharing app, free from Microsoft.

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Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

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Vocab taught through songs

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Educational Hip-Hop Songs & Videos for All Subjects, K-12

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Flocabulary is a library of songs, videos and activities for K-12 online learning. Hundreds of thousands of teachers use Flocabulary’s educational raps and teaching lesson plans to supplement their instruction and engage students. Our team of artists and educators is not only committed to raising test scores, but also to fostering a love of learning in every child.

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Multimedia Lessons

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Teach and Learn Science by Doing Science

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Welcome to the science instructional solution: Science Bits is a research-based science curriculum designed to enhance learning with understanding.

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High School Chemistry Lessons

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Great science magazine to learn about jobs

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Find Your STEM Career Here Welcome to the STEM Hiring Network, Your Source for Science, Technology, Engineering and Math Jobs Find Your STEM Career Here Find a Job Find an Internship

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It's time for Back to School organization! One thing I absolutely hate doing is collecting homework. See my earlier post here: No HW assignments for 2016? Can it be done? Assuming you assign homework, what should be done with it? Collect, Grade, Every day? The paper piles up!

If your bag is stuffed with student work, you may want to check out BerryWing's Scan to Spreadsheet smart phone app which sells for a few dollars. This could be your new workflow:

1. Walk around the class, verify assignment completion.

2. With your phone, scan a QR code taped to each student's notebook to record credit.

3. Email the created excel spreadsheet to your work account.

To easily create the unique, student QR codes, go to the BerryWing.com and type each name into the QR code generator.

After each QR code is created, it can be copied (screenshot) into Word and printed for distribution to each student. Students can tape the code onto their notebooks. My example class has only 2 students.

Next, using your phone, set up your spreadsheet. My example covers assignments for three days in September. With September 5 checked, I am now ready to record that day's homework compliance.

Now your ready to walk around the your classroom and scan the QR codes of students who completed the assignment. The app will make a pleasant noise verifying the data is collected. (If you are recording who didn't do the assignment, you might want to turn the sound off!) When your done, email the Excel spreadsheet (XML file) to your work account or send it to cloud storage.

Paperless homework! Love this!

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Got the Homework Blues? - Be your best teacher!

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It's time for Back to School organization! One thing I absolutely hate doing is collecting homework. See my earlier post here: No HW assignments for 2016? Can it be done? Assuming you assign homework, what should be done with it? Collect, Grade, Every day? The paper piles up!

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Use data from real scientific studies

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Building for a data literate future. Making data exploration, analysis, visualization, and interpretation human and accessible to all.

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BSCS Science Learning is an independent nonprofit offering science education research & leadership programs & curriculum across the US.

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Science Lesson Plans

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A collaboration with Patrick Brown, this new book links formative assessment probes to an Explore-Before-Explain instructional sequence for K-5 classrooms. Eleven model lessons illustrate how a probe is used to launch students into an investigation to figure out the phenomenon and use their evolving science concepts and ideas to construct an explanation. Stay tuned for the 6-8 version coming next year! The book is available through NSTA Press or Amazon.

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A collaboration with Patrick Brown, this new book links formative assessment probes to an Explore-Before-Explain instructional sequence for K-5 classrooms. Eleven model lessons illustrate how a probe is used to launch students into an investigation to figure out the phenomenon and use their evolving science concepts and ideas to construct an explanation.

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San Diego County Science

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Welcome to the SDCOE Science Resource Center

The San Diego County Office of Education Science Resource Center has been developed to guide educators as they implement the California Next Generation Science Standards (CA NGSS). This website contains information about the three dimensions of the standards, searchable versions of the CA NGSS Performance Expectations, descriptions of the various K-12 course models for CA NGSS, a framework for planning and monitoring quality science programs, and other tools to support professional learning in science.

Provide Feedback on CA NGSS in Spanish

The documents below are draft versions of the CA NGSS in Spanish and may contain errors in spelling, grammer, and/or phrasing. They are provided to gather public feedback. Please complete the CA NGSS in Spanish Feedback Form to help make this resource as accurate as possible.

To aid in the review and feedback process, the performance expectations documents are organized by Disciplinary Core Idea. They are not in final form or organization.

Classroom Posters for the SEPs and CCCs Available
Use the Science Icon Posters order form to purchase a set of these posters for your classroom or school.

Updates and revisions to the SDCOE Resource Center have been funded partially through the Standards Implementation Project and made possible by a collaboration between CCSESA, the California Department of Education, the State Board of Education, and the S.D. Bechtel, Jr. Foundation.

contact us

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Home - San Diego County Office of Education

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Home - SDCOE serves our county's most vulnerable students and supports school leaders, teachers, and students across the county.

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We believe in the power of individuals to advance science through research and science education, making discoveries that benefit humanity. Learn more about how we move science forward.

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Activate Learning - Science Curriculum for your classroom

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Investigation-Centered Science Curriculum Helping you implement investigation-centered science curriculum in your classroom every step of the way. Explore Our Programs Science Curriculum Should be energizing for you & your students but the demands of the job can get in the way. Teaching is a rewarding profession- but certainly not easy.

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Ideas for phenomena.

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How does nature ...
produce color?

Humanity faces many challenges. Nature holds
solutions. To discover them, all we have to do is
ask. Begin your search here, or explore featured
content below to learn from other species'
successful strategies and adaptations.

Youth Design Challenge Gallery

Working with groups made me feel like I made an impact on the world. Youth Design Challenge Participant

The 2023-2024 Youth Design Challenge is here! Once again, students around the world will learn to use biomimicry to address some of the biggest environmental challenges we face. Learn more and view winners' projects from 2018 to the present.

Whether it is tool use among chimpanzees or song practice among zebra finches, the process of perfecting the craft lies in diligent practice. Karuna Skariah Educator

Education isn't just about memorization, but practicing into mastery. Looking to other species, we see that long-term success is all about incorporating new knowledge into your very being.

When materials that comprise living systems are subjected to repeated loads, they can weaken over time. This is called fatigue and it can lead to cracks and eventually failure. However, fatigue doesn't occur just anywhere on a material; the cracks usually start in areas subjected to elevated local stresses. Therefore, living systems often employ shapes, materials, and/or smooth transitions to decrease the potential for fatigue. An example of using shape is found in brown algae, an intertidal seaweed. Rather than being bent by the constant flow forces of waves and currents, its shape causes it to be pulled. This reduces stress by roughly 800 times compared to another species that bends with the flow, ultimately reducing structural fatigue.

Featured Pages for October 2023

Enjoy a hand-picked selection of pages, including seasonally themed, recently updated, or newly added Biological Strategies, Innovations, and more.

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Innovation Inspired by Nature - AskNature

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PocketLab is a hands-on learning system for science educators everywhere. Explore sensors and science kits that bring science labs to life.

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Rostering

Compatible with popular learning management systems such as Google Classroom, Clever, Canvas, ClassLink, and Schoology, Storyboard That makes organizing your students, classes, and assignments a breeze. In addition, sharing assignments with students and keeping track of their progress is as easy as clicking a button.

Real Time Collaboration

Knowing how to work together is an important part of a child's education. Students will love working in pairs and in small groups on the same storyboard!

Want your students to add writing to their storyboards? We've got tons of options for speech and text.

The storyboard creator free trial for teachers allows you to try out all of the premium features for two weeks. Thousands of copyable activities, worksheets, and posters are yours to use and keep in your storyboard library. Educators love Storyboard That because it helps students process and understand the information in a deep, meaningful way. When students storyboard, they are actively engaged in the learning process and can make connections between the text and their own lives.

Storyboards also promote higher-level thinking by encouraging students to synthesize information and think critically about what they have read. Finally, storyboards are a great way to assess student understanding because they provide a visual representation of student learning.

Storyboard That is the perfect tool for novel lesson plans and activities because it's so easy to use and extremely versatile. With Storyboard That, you can create a wide variety of storyboards such as the story from the main character's perspective, or any other character's point of view.

By combining the storyboard maker with your lesson plans, you can adhere to the curriculum and required standards, while ensuring that your students will be engaged and excited to learn. Another added bonus is that our premade lesson plans are aligned with the Common Core!

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Free Storyboarding Software - Online Storyboard Creator | StoryboardThat

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Create storyboards with our free storyboard software! ⚡ Try 1 month for $1 ✩ Filmmakers, teachers, students, & businesses all love using ❰Storyboard That❱ for storyboarding & comics online!

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NSTA

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A New and Easy Way to Earn Professional Learning Credit Hours

NSTA Professional Learning Units are self-paced, flexible short courses designed around relevant science education topics. PLU's support student-centered learning and can be used toward continuing education credits.
Get Started

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NSTA Professional Learning Units are self-paced, flexible short courses designed around relevant science education topics. PLU's support student-centered learning and can be used toward continuing education credits. Get Started