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Sir Isaac Newton's second law of motion states that the force exerted by a moving object is equal to its mass times its acceleration in the direction from which it is pushed, stated as the formula F=ma. Because force is proportional to mass and acceleration, doubling either the mass or acceleration while leaving the other constant will double the force of impact; the force of impact increases when an object of constant weight is subject to greater acceleration. You can explore several different experiments that demonstrate this principle.

Collect a rock and a wadded up piece of paper. Because gravity's acceleration is constant, all objects fall at the same rate regardless of their mass. Test this law by dropping both items simultaneously and watching them fall at the same speed. Now place a bowl filled with powdered sugar or flour underneath the rock, and drop it from a fixed height into the powder. Set the bowl to the side, being careful not to disturb the powder in it. Drop the ball of paper from the same height into a bowl with the same amount of the same powder. Compare the craters in the powder created by each impact. Because acceleration was constant, the difference in size between the crater made by the rock and the one made by the paper illustrates that an increase in mass directly increases the force of the impact into the flour.

Screw an eyelet into a softball and another into the lintel of a door frame. Hang the softball from the door frame by a piece of string tied through the eyelets so that it hangs a few centimeters above the floor. Mark the spot directly underneath the softball's resting position. Move the hanging softball and place another softball on the marked spot. Pull the hanging softball back so it is three feet from the ground and release it so it swings and hits the softball on the floor. Measure the distance the softball on the floor travels. Repeat the experiment, substituting a plastic Wiffle ball for the softball on the floor, and measure how far it rolls after impact. This experiment illustrates that when force is held constant, the acceleration is greater in objects with less mass.

Construct a simple ramp 18 inches high and about 24 inches long using a piece of thin plywood and bricks. Place a toy car at the top of the ramp. Release it and measure how far it rolls. Tape two metal washers to the car, release it from the ramp and measure how far it rolls. Repeat the experiment with five washers taped to the top of the car. This experiment shows that as mass increases with gravity's constant acceleration, the force pushing the car along the floor increases, making heavier cars travel farther.

Obtain a child's wagon, some light cotton string or thread, and two or three small volunteers. Tie the string around the wagon handle and leave 2 or 3 feet of string hanging off the handle to pull with. Begin with an empty wagon. On flat, level ground such as a sidewalk, and from a standing start, pull the string until you reach a comfortable walking speed. Note the effort it takes to pull the wagon. Next, have one of your volunteers sit in the wagon and once again pull the string until you reach walking speed. Note the effort needed to pull the wagon. The string can take only a small amount of force before it breaks; the more riders in your wagon, the more force you need to pull it, until you pass the string's breaking point. With this experiment, your acceleration is about the same each time, though you need to pull with more force due to the additional mass of each new passenger. How many passengers can you pull before the string breaks?

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Sir Isaac Newton's second law of motion states that the force exerted by a moving object is equal to its mass times its acceleration in the direction from which it is pushed, stated as the formula F=ma.

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1-LS-1-: From Molecules to Organisms: Structure and Processes

"Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs."

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Even though polar bears have white fur they actually have black skin underneath! We're putting out new episodes Monday-Saturday, so please tune in daily and subscribe! Download the new Animalist iOS App: http://anmlst.co/1dILpRb Check out some of Catie's personal YouTube content at: http://www.youtube.com/user/ANewHopeee?feature=watch Twitter: @catiewayne Facebook: facebook.com/catiexboxxy website: www.catiewayne.com Take a look at all of our other awesome animal shows at http://animalist.com And don't forget to subscribe to Animalist!

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Teaching Channel is a thriving online community where teachers can watch, share, and learn diverse techniques to help every student grow.

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The Next Generation Science Standards (NGSS) are distinct from prior science standards in that they integrate three dimensions within each standard and have intentional connections across standards. To provide guidance and clarification to all users of the standards, the writers have created a system architecture that highlights the NGSS as well as each of the three integral dimensions and connections to other grade bands and subjects. The standards are organized in a table with three main sections: 1) performance expectation(s), 2) the foundation boxes, and 3) the connection boxes. The video below explains how the standards are structured and describes the different components of the organizational tables in which the standards are arranged. As states, districts, and educators implement the NGSS, this video can serve as an introduction to help understand how the standards are organized.

As a supplement to the video, please see the annotated figure of the standards table below. From top to bottom are seen the title, the topic label row, the performance expectation(s) (the assessable component), the foundation boxes (containing Practices, Disciplinary Core Ideas and Crosscutting Concepts), and the connection boxes.

For detailed information about the system architecture of the standards, read: How to Read the Next Generation Science Standards

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How to Read the Next Generation Science Standards

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The Next Generation Science Standards (NGSS) are distinct from prior science standards in that they integrate three dimensions within each standard and have intentional connections across standards. To provide guidance and clarification to all users of the standards, the writers have created a system architecture that highlights the NGSS as well as each of the three integral dimensions and connections to other grade bands and subjects.

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Video Hub | Next Generation Science Standards

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Assessment - Writing Formative Assessments-Video

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0:00 / 0:15•Watch full video

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PrimaryConnections - Linking Science with Literacy

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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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Demonstration of Read Aloud-Think Aloud by Carrie Launius