# data[].attributes.body
Talk Resource Tools: Cards Sets from STEM Teaching Tools

# data[].attributes.attachment_link.title
Talk Resource Tools: Cards Sets : StemTeachingTools

# data[].attributes.attachment_link.description
We have developed two types of talk resource cards at the moment: Talk Science Resource Cards and Constructive Conversation Resource Cards.

# data[].attributes.body
What language do students need to know to access the content?
How do you identify the language needed in the content?
How do students acquire and access the content?

# data[].attributes.attachment_link.readable_text
"Everyone tells us we need to teach this way, but no one has shown us how. This shows us how!"

~ teacher at NSTA conference in 2014

"For the first time in over 20 years of teaching, I'm confident that my students understand this. They don't need to memorize formulas or math jingles. They really understand the math."

~ a seventh grade Algebra teacher

"When I do my walk-arounds, I see 100% engagement in high-level math discussion. That's never happened before, and it's exciting."

~ principal in a participating school

# data[].attributes.attachment_link.description
"Everyone tells us we need to teach this way, but no one has shown us how. This shows us how!" ~ teacher at NSTA conference in 2014 "For the first time in over 20 years of teaching, I'm confident that my students understand this. They don't need to memorize formulas or math jingles.

# data[].attributes.attachment_link.readable_text
Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field.

A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice.

A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.

# data[].attributes.attachment_link.authors[].name
Division of Behavioral and Social Sciences and Education

# data[].attributes.attachment_link.title
A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

# data[].attributes.attachment_link.description
Read online, download a free PDF, or order a copy in print or as an eBook.

# data[].attributes.headline
Engaging in Argument from Evidence Video and resources 

# data[].attributes.subject
Engaging in Argument from Evidence Video and resources 

# data[].attributes.attachment_link.provider_name
Instructional Leadership for Science Practices

# data[].attributes.attachment_link.readable_text
The recent release of the Next Generation Science Standards (NGSS) offers a new challenge and opportunity for science. Science practices are the social interactions, tools and language that scientist use as they construct, evaluate and communicate scientific knowledge. The effective integration of science practices into classrooms can better support a wide range of students, including those typically underrepresented in science, to develop greater scientific literacy.

Effective integration of science practices in classrooms requires instructional leadership to support that change. Instructional leaders can include a variety of different individuals including, but not limited to, school principals, district leaders, coaches and lead teachers. The ILSP team is developing tools to support instructional leaders in the science practices.

# data[].attributes.attachment_link.title
Instructional Leadership for Science Practices

# data[].attributes.attachment_link.description
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.

# data[].attributes.headline
Practice 4: Analyzing and Interpreting Data

# data[].attributes.subject
Practice 4: Analyzing and Interpreting Data

# data[].attributes.body
How do scientists make sense of and communicate about data?

What are the important details or examples of how students communicate in the practice across grade levels?

# data[].attributes.headline
Practice 1: Asking Questions and Defining Problems

# data[].attributes.subject
Practice 1: Asking Questions and Defining Problems

# data[].attributes.body
What are the characteristics of questions that students are communicating about in science?

What are the important details or examples of how students communicate in the practice across grade levels?

# data[].attributes.headline
Practice 5: Using Mathematics and Computational Thinking

# data[].attributes.subject
Practice 5: Using Mathematics and Computational Thinking

# data[].attributes.body
How do you explain mathematical and computational thinking in your own words?

What are the important details or examples of how students communicate in the practice across grade levels?

# data[].attributes.body
How do scientists use and communicate about models?

What are the important details or examples of how students communicate in the practice across grade levels?

# data[].attributes.headline
Practice 3: 3Planning and Carrying Out Investigations

# data[].attributes.subject
Practice 3: 3Planning and Carrying Out Investigations

# data[].attributes.body
What is the purpose of planning and carrying out an investigation?

How are students communicating when planning and carrying out investigations?

# data[].attributes.headline
Practice 8: Obtaining, Evaluating and Communicating Information

# data[].attributes.subject
Practice 8: Obtaining, Evaluating and Communicating Information

# data[].attributes.body
What are ways that scientists obtain, evaluate and communicate information? How are obtain, evaluate and communicate interrelated?

What are the important details or examples of how students communicate in the practice across grade levels?

# data[].attributes.headline
Practice 6: Constructing Explanations and Designing Solutions

# data[].attributes.subject
Practice 6: Constructing Explanations and Designing Solutions

# data[].attributes.body
How does constructing explanations and designing solutions differ between scientists and engineers?

What are the important details or examples of how students communicate in the practice across grade levels?

# data[].attributes.attachment_link.authors[].name
The National Academies of Sciences, Engineering, and Medicine

# data[].attributes.attachment_link.title
Science Unscrambled: A Framework for K-12 Science Education

# data[].attributes.attachment_link.readable_text
WE BUILD CUSTOM KITS!

We use cookies to offer an improved online experience and offer you content and services adapted to your interests. By using our site, you are giving your consent to our cookie policy.

Get $5 off

on your $50 order!

Unlock VIP deals, free lessons,
and exclusive sales offers!

+ Free Shipping on prepaid web orders above $99

# data[].attributes.attachment_link.keywords[]
gravitational vs. elastic potential energy

# data[].attributes.attachment_link.description
A Dropper Popper is more than just half of a rubber ball. This incredible device seemingly defies the laws of physics by bouncing higher than where you dropped it! Requires a small amount of "activation energy" to work.

# data[].attributes.headline
Practice 7: Engaging in Argument and Evidence

# data[].attributes.subject
Practice 7: Engaging in Argument and Evidence

# data[].attributes.body
How is argumentation and using evidence different/similar than other fields of study?

What are the important details or examples of how students communicate in the practice across grade levels?

# data[].attributes.attachment_link.title
Film Canister Explosion - Sick Science! #032