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https://www.nextgenscience.org/search-standards

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To learn more about the standards, click here. To learn more about the NGSS Appendices,click here.

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https://docs.google.com/document/d/1vgulnkXj9aWpGoRhWraB1bgwK-JmS_PpAAVQGYbRJ5s/edit?usp=sharing

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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FORCE and MOTION | Cool Science Experiments for KIDS | Gideon's World of Science

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Tony Hawk Skates First Downward Spiral Loop - BTS

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The Urban Heat Island Effect in My Schoolyard

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March 2, Design a K-6 Science-Math Lesson

Early this week I had started implementing a science and math lesson into the dailey calendar. I found a bar chart to track the weather each morning. I thought this would be great for my students, because currently in science, they are learning about the weather. I know in about a month they will have to start working with graphs in math, and decided we should start tracking our weather for the month of march. March typically has a wide range of weather, and every morning we can talk about what we have learned in science about it. By the end of the month, they will be able to look at the data we have collected and apply it to making the charts in their math lessons. We are starting with filling out a bar chart and discussing how it is working, but by the end, we can make something such as a line graph for temperature, or pie chart.

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0:00 / 0:15•Watch full video

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PrimaryConnections - Linking Science with Literacy

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https://explore.org/livecams/african-wildlife/rosies-pan

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This camera is situated at a secluded waterhole and is set on the hide. It is completely solar powered due to the remote location of the waterhole. There is a borehole which replenishes the waterhole giving much needed water to the animals that frequent this area.

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https://www.nsta.org/blog/what-makes-good-stem-trade-book-carrie-launius-christine-anne-royce

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This is a question a lot of people are asking.

Since 2016 NSTA has published the Best STEM Books a companion piece to the Outstanding Science Trade Books list.

While many groups have recommended STEM trade books for children, there has been no real consensus of the criteria necessary in a STEM trade book. Many STEM books are comprised of good science or math or engineering or technology books and are billed as "STEM." But is it really STEM?

To truly define the criteria needed for a STEM book, we need to first agree loosely on a definition of STEM. One of the most repeated definitions of STEM is "STEM education is an interdisciplinary approach to learning where rigorous academic concepts are coupled with real-world lessons as students apply science, technology, engineering, and mathematics in contexts that make connections between school, community, work, and the global enterprise enabling the development of STEM literacy and with it the ability to compete in the new economy." [1].
Generating a List of Characteristics
Determining what IS a STEM book might require us to begin with defining what a STEM book IS NOT. STEM Books do not:

simply present facts or information;

focus only on a single subject;

present topics that exist in a vacuum; and

fail to create connections to the real world.

Therefore, if we know what a STEM book is not, we can draw conclusions about what they are. STEM Books should:

engage students in thinking about and using problem solving;

integrate two or more of the STEM fields;

present relevant and interconnected topics;

make connections to the real world; and

help students connect both content and practices or habits of mind used by STEM fields.

If we begin to generate a list of habits of mind and practices, we begin to see that many books identified as STEM books ask students to engage in creating knowledge from their experiences ranging from asking questions and gathering information to analyzing data.

We also begin to see that STEM books incorporate the habits of mind that emerge when engaging in a STEM field; teach resilience, grit, and determination; and assist students in understanding that failure may be part of the real-world STEM process. (For examples of books that meet these criteria, please see the table below.)

Ruzzi and Eckhoff incorporate two focus questions to evaluate children's literature for STEM which relate to content that is technically sound and appropriate and can help to determine if the book effectively assists students in the development of both inquiry and content [2]. Recommendations and narrative descriptions of books that Ruzzi and Eckhoff use- most of which align with the science and engineering practices in the Next Generation Science Standards -include phrases such as "hypothesizing through close inspection;" "experimenting with;" "a true story about ingenuity, creativity, and persistence in the face of severe adversity;" and "design their own tools to measure height and distance;" The criteria utilized by the National Science Teaching Association Committee for Best STEM Books includes "modeling real-world innovation, illustrating teamwork, diverse skills, creativity, and cooperation, inviting divergent thinking and doing" (p. 93) among others. [3]

Ramirez asserts that "[c]reativity is the secret sauce to science, technology, engineering and math (STEM). It is a STEM virtue" (para 3). [4] Therefore, one could argue that STEM trade books need to describe creativity or develop creativity in students. According to the guidelines presented by the Children's Book Council and the National Science Teaching Association, "STEM (Science, Technology, Engineering, and Mathematics) is an integrated and creative approach to discovering and applying knowledge about our world to solve problems that utilizes one or more of the content areas. Trade books that deliver background and model the practices of STEM provide context and inspiration to readers." (Science & Children, 2018, p. 93).[3]
References
[1]. Tsupros, N., Kohler, R., & Hallinen, J. (2009). STEM education: A project to identify the missing components, Intermediate Unit 1 and Carnegie Mellon, Pennsylvania.

[2]. Ruzzi,B. L., & Eckhoff, A. (2017). Growing in STEM: STEM resources and materials for engaging learning experiences. Young Children 72(1). Retrieved from https://www.naeyc.org/resources/pubs/yc/mar2017/stem-materials-experiences.

[3]. National Science Teachers Association. (2018). Best STEM books. Science and Children, 55(7), 87-94.

[4]. Ramirez, A. (2013). Creativity is the secret sauce in STEM. Retrieved from https://www.edutopia.org/blog/creativity-secret-sauce-in-stem-ainissa-ramirez.
Carrie Launius Christine Anne Royce The mission of NSTA is to promote excellence and innovation in science teaching and learning for all. is the author of the Teaching Through Trade Books column in Science and Children which integrates children's literature and science content lessons for grades K-5. She is also the coauthor of Teaching Science Through Trade Books and the Investigate and Connect Series. She is a professor of science/STEM education at Shippensburg University (PA) where she teaches both undergrad and graduate level methods classes. She is currently the retiring president for the National Science Teaching Association. Follow her @caroyce. is Science Curriculum Specialist for St. Louis Public Schools in St. Louis, Missouri. She previously was the NSTA District XI Director and president of Science Teachers of Missouri (STOM). She believes using trade books to support science learning is essential for students. She was instrumental in developing and implementing the Best STEM Book Award for NSTA-Children's Book Council. Her passion is supporting teachers and helping them grow professionally. She resides in St. Louis near her two grown children and with her son and four dogs.

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What Makes a Good STEM Trade Book? by Carrie Launius & Christine Anne Royce

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This is a question a lot of people are asking. Since 2016 NSTA has published the Best STEM Books a companion piece to the Outstanding Science Trade Books list. While many groups have recommended STEM trade books for children, there has been no real consensus of the criteria necessary in a STEM trade book.

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my read-aloud, I hate this thumbnail

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Read-aloud stem book, "Smelly" Kelly and his Super Senses

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story mapI chose this topic for students, because I think it would be interesting for them to see
and research animals and plants they do not have access to everyday. Some of these
are pretty commonly known, such as the octopus, but others such as comb jelly are not.
This story map could be used for introducing an inquiry unit. I think it may even be
better as a way to tie an inquiry unit together at the end. Students can each make their
own slide, and see how their and their peers' projects relate around the globe.

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Using StoryMaps to Learn About Plants & Animals

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It was Galileo himself who first discovered that in a vacuum, if you were to drop two objects from the same height, they'd hit the ground at exactly the same time, regardless of their respective weights. Of course, on Earth, we rarely - if ever - get the change to see this at play, thanks to a phenomenon known as air resistance.

The combination of bowling ball and feather is the perfect way to demonstrate air resistance, also known as drag. Because the shape of the feather allows it to endure way more air resistance than the bowling ball, it takes much longer to fall to the ground.

British physicist Brian Cox wanted to see this primary-school problem play out in a vacuum, where there is zero air resistance to mess with the results. Filming for his new BBC 2 show, Human Universe, he travelled to the US and visited the NASA Space Power Facility in Ohio. The facility is the world's largest vacuum chamber, measuring 30.5 metres by 37.2 metres, and has a volume of 22,653 cubic metres.

When not in use, the chamber contains around 30 tonnes of air, but when it's turned on, all but around 2 grams of air are sucked out to create an artificial vacuum. Watch above to see what happens when a bowling ball and feather are dropped in the chamber under 'normal' conditions and then in a vacuum. If it's enough to make even the most seasoned NASA scientist grin with childlike wonder, you know it's gotta be good.
Source: io9

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WATCH: A Bowling Ball And Feather Fall in World's Biggest Vacuum Chamber

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It was Galileo himself who first discovered that in a vacuum, if you were to drop two objects from the same height, they'd hit the ground at exactly the same time, regardless of their respective weights. Of course, on Earth, we rarely - if ever - get the change to see this at play, thanks to a phenomenon known as air resistance.

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note from class: the mint smell in the room