# data[].attributes.body
UofL created CEAs for everyone to see and use.

# data[].attributes.attachment_link.title
CEA - College of Education and Human Development

# data[].attributes.attachment_link.description
These CEA examples are offered as resources to support teachers in using these, and in developing their own. These CEAs were developed as part of two KDE-supported Math Science Partnership projects (2016-2018), each working with approximately 50 K-8 Kentucky teachers in different parts of the state.

# data[].attributes.body
Complete with Assessments

# data[].attributes.attachment_link.title
PIMSER - KY Science Assessment Design Admin Meetings

# data[].attributes.body
Real Life problems for students to get involved with

# data[].attributes.attachment_link.description
The Zooniverse is the world's largest and most popular platform for people-powered research.

# data[].attributes.attachment_link.title
ERROR: The request could not be satisfied

# data[].attributes.attachment_link.readable_text
April 2024 Editor's Pick

Students reinforce their knowledge that DNA is the genetic material for all living things by modeling it using toothpicks and gumdrops that represent the four biochemicals (adenine, thiamine, guanine, and cytosine) that pair with each other in a specific pattern, making ...

# data[].attributes.attachment_link.title
Ignite STEM learning in K-12 - TeachEngineering

# data[].attributes.attachment_link.description
Free, K-12, NGSS standards-aligned STEM lessons and hands-on activities for teaching elementary, middle and high school science, engineering design and math. Search by concepts or specific Next Generation Science Standards (NGSS) to Ignite STEM learning in K-12.

# data[].attributes.body
Engineering by Design resources and units.

# data[].attributes.body
Search what you are looking for and many activity options will pop up!

# data[].attributes.attachment_link.description
Award winning educational materials like worksheets, games, lesson plans and activities designed to help kids succeed. Start for free now!

# data[].attributes.attachment_link.readable_text
By Mindy Curless
melinda.curless@education.ky.gov

The Science Through-Course Task (TCT) Bank for the 2017-18 school year is now available and can be accessed through this SharePoint site.

TCTs are intended to be used by grade level teacher teams so that science educators grow together using a 3-step collaborative process around a common formative assessment task. In this process, teacher teams:

plan for using the task,

facilitate the task with students, and

evaluate student work and reflect.

The tasks currently in the TCT Bank are the same tasks from last year, although they have been revised. KDE selected teams of Kentucky teachers to conduct revision work last June. Two teachers who used a task in the 2016-17 school year collaborated to review student work and revise the task based on their experiences, input from other teachers and support from KDE.

In addition to the revised tasks, more Kentucky teachers are developing new tasks. As a result of this work, up to six more tasks will be added to the TCT Bank this year at each grade level, significantly expanding the task choice. As teacher teams develop the tasks, they use them with their own students, and then revise the tasks based on those experiences. New tasks should be uploaded to the SharePoint site beginning in November and continuing through January.

Confusion about the purpose and appropriate use of science TCTs still exists. Here's what you need to know:

1. All teachers responsible for Kentucky Academic Standards for Science must use TCTs with their students, kindergarten through high school. Each teacher should use at least two tasks this school year in every class or course they teach.

2. Teachers should collaborate with other teachers, using the recommended collaborative TCT process. Teachers should not use TCTs in isolation.

3. The TCT experience is as much about the collaborative experience for teachers as it is about the task itself. Collaboration provides a means for teachers to effectively refine their support of student attainment of the standards.

4. TCTs are designed primarily to obtain evidence of student performance with Science & Engineering Practices and Crosscutting Concepts as they make sense of phenomena. Science "content" provides the context for the task, but is not the focus of the assessment. Nevertheless, it is the sense-making experience for students that provide evidence of attainment of the standards.

5. The TCT experience is a formative assessment experience that should provide information to both teachers and students. Students should understand that the task is intended to help them both develop and evaluate their ability to use the Science & Engineering Practices and Crosscutting Concepts to make sense of things. While students typically produce a final product with each task, this product is not produced for a grade. The final product should be viewed as a formative indication for how each student's science skills are developing - areas of strength and weakness - and both teachers and students should focus on ways to improve based on information gathered.

6. A "testing environment" is not desired during a TCT experience. Teachers should strive for a safe environment for students to make sense of the phenomenon within the task. Thus, teachers are encouraged to collaboratively plan for facilitation questions and prompts that stimulate student thinking rather than direct student thinking. Teachers should provide support to help students access the task - such as through intentional questioning or other supportive strategies. If a student cannot access the task, then no evidence of student performance is obtained.

7. Resources to support teachers through the TCT process are available on the TCT Resource Bank home page in SharePoint.

8. Each district will submit one piece of student work for each of two different tasks at each grade level in the late spring of 2018. Collected student work will be used for calibration of the science assessment system and teacher professional learning. It will not be used to evaluate teachers, schools or districts.

For additional questions, contact STEM Consultant Melinda Curless at melinda.curless@education.ky.gov.

# data[].attributes.attachment_link.title
Science Through-Course Task Bank available for the 2017-18 school year

# data[].attributes.attachment_link.description
By Mindy Curless melinda.curless@education.ky.gov The Science Through-Course Task (TCT) Bank for the 2017-18 school year is now available and can be accessed through this SharePoint site. TCTs are intended to be used by grade level teacher teams so that science educators grow together using a 3-step collaborative process around a common formative assessment task.

# data[].attributes.body
Activity to use with Numbered Heads Together. You will need to print and assemble.

# data[].attributes.attachment_link.description
Plant and Animal Needs Organisms' Survival Needs K-LS1-1: Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds...

# data[].attributes.attachment_link.description
Welcome to Crash Course Kids! This bi-weekly show from the producers of Crash Course is all about gradeschool science. We’ll look at Earth, Habitats, Space, Chemical Reactions, Engineering, and much much more with host Sabrina Cruz. So, join us every Tuesday and Thursday for new uploads. This series is beginning with 5th grade science, so we’ll be delving into Earth Science, Physical Science, Biology, Geography, Engineering, and Astronomy. Have a look at our playlists on each subject!

# data[].attributes.attachment_link.title
WatchKnowLearn - Free K-12 educational videos

# data[].attributes.attachment_link.description
Free K-12 educational videos ... organized. Tens of thousands of excellent, educational videos in a huge, intuitive directory. Organized, reviewed, rated, and described by teachers. Ideal as a supplement to a curriculum or for independent study. Designed for teachers, students, parents, homeschoolers, educators ... and all life-long learners!

# data[].attributes.body
http://learnaboutag.org/resources/table.cfm

# data[].attributes.attachment_link.keywords[]
ca foundation for agriculture in the classroom

# data[].attributes.attachment_link.description
Agriculture in the Classroom website provides a network and resources for educators that seek to engage K-12 audiences and improve agricultural literacy.

# data[].attributes.body
https://betterlesson.com/next_gen_science

# data[].attributes.attachment_link.title
Next Generation Science Lesson Plans & Ideas | BetterLesson

# data[].attributes.attachment_link.description
Easy and effective science lesson plans across all grades including earth and space sciences, and engineering with free resouces from world-class teachers.

# data[].attributes.body
http://thesciencepenguin.com/blog

# data[].attributes.attachment_link.description
The Science Penguin Free Resource Library is a special library of downloadable resources just for email subscribers. Access the Experiment Flip Book, response pages for science pictures books, notebook pages, STEM activities, and more! Directions 1. Sign up below. I recommend signing up with your personal email so the emails don't get caught in a [...]

# data[].attributes.body
Teachers Pay Teachers-$

# data[].attributes.attachment_link.description
TeachersPayTeachers.com -- 2,500,000+ free and priced teaching resources created by teachers for instant download including lesson plans, interactive

# data[].attributes.body
https://betterlesson.com/next_gen_science

# data[].attributes.headline
USing 5E Instructional Model with NGSS Webinar

# data[].attributes.subject
USing 5E Instructional Model with NGSS Webinar

# data[].attributes.attachment_link.title
Thank You for Registering for our Webinar: Using a 5E Instructional Model with Next Gen Science Standards

# data[].attributes.attachment_link.title
Evidence Statements | Next Generation Science Standards

# data[].attributes.attachment_link.description
NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations.

# data[].attributes.headline
Bundled NGSS Standards for Unit Planning 

# data[].attributes.subject
Bundled NGSS Standards for Unit Planning 

# data[].attributes.attachment_link.readable_text
What is bundling? "Bundles" are groups of standards arranged together to create the endpoints for units of instruction. Bundling is just one step in a curriculum development process; many other steps are required to create instructional materials designed for the NGSS.

Why bundle? Bundling is helpful step in implementing standards because it helps students see connections between concepts and can allow more efficient use of instructional time.

As is highlighted in the Introduction and Guide, there are a variety of things to consider in thinking through how to build bundles for courses.

These example bundles are not intended to represent the only ways to organize courses, but rather to provide some well thought out, concrete examples of what bundles might look like.

For each grade, two different examples are provided to motivate users to compare the different examples and think about what works in their local context:

For each grade K-5, an example is provided that organizes the bundles based on the Topics arrangement of the NGSS and one that focuses on a particular theme that builds across each year.

For grades 6-8, an example is provided that bundles based on the Topics arrangement of the NGSS, and one that bundles by focusing on phenomena that hold standards together.

The examples for grades 9-12 are built from two of the Model Course Maps of Appendix K.

# data[].attributes.attachment_link.description
What is bundling? "Bundles" are groups of standards arranged together to create the endpoints for units of instruction. Bundling is just one step in a curriculum development process; many other steps are required to create instructional materials designed for the NGSS. Why bundle?

# data[].attributes.headline
Science Assessment System Quick Facts Sheet

# data[].attributes.subject
Science Assessment System Quick Facts Sheet

# data[].attributes.body
2017 Layout

# data[].attributes.attachment_link.title
Science Assessment System Quick Fact Sheet

# data[].attributes.body
How to read th Science Standards

# data[].attributes.attachment_link.title
How to Read the Next Generation Science Standards

# data[].attributes.body
Examples of Classroom Embedded Assessments and Through Course Tasks

# data[].attributes.body
TCTs

# data[].attributes.body
Explanation

# data[].attributes.attachment_link.title
Science Formative Assessment Tools and Resources | Uncovering Student Ideas

# data[].attributes.attachment_link.description
Â Here you will find a variety of tools and resources to use with the science formative assessment publications. Check back periodically as new tools and resources are added.Embedding formative assessment probes and FACTs into the 5E Instructional Model.

# data[].attributes.body
New Assessment System

# data[].attributes.attachment_link.title
Next Generation Science Standards: The Times, They are a-Changing

# data[].attributes.attachment_link.description
HMH Program Author Michael DiSpezio explains the Next Generation Science Standards (NGSS) and how they help guide effective science instruction.

# data[].attributes.attachment_link.description
Active learning begins with curiosity! The Curious George STEM Collection is a great way to help young children understand science, technology, engineering, and math (STEM) concepts, such as measuring, building, and simple machines. Lesson plans with Curious George videos offer hands-on investigations and exciting new learning opportunities that will inspire children to explore the world around them.

# data[].attributes.attachment_link.description
Use these free lesson plans to turn your classroom into a lab and let the magic of "doing" begin! Engage your students with topics relevant to their life to underscore the power of science that impacts our world, and more.

# data[].attributes.attachment_link.description
On the one hand, the article gave voice to much of what students had heard ("cell phones are health hazards') though had perhaps never truly considered in any meaningful way. They connected with the article as evidenced by the wide range of contributions from a variety of students in the discussion.

# data[].attributes.attachment_link.title
Engineering is Elementary | Developed by the Museum of Science, Boston

# data[].attributes.attachment_link.description
EiE is an excellent inquiry-based STEM curriculum that teaches students thinking and reasoning skills needed for success. Built around the engineering design process, EiE teaches kids how to solve problems systematically . . . creating skills, optimism, and attitudes important for their futures. Life is not multiple choice.

# data[].attributes.attachment_link.title
Network of Alliances for Geographic Education - National Geographic

# data[].attributes.attachment_link.description
Network of Alliances for Geographic Education: Educators United to Support Geographic Literacy

# data[].attributes.attachment_link.readable_text
As I discussed earlier, my school system has 114 elementary schools. That equates to roughly 400 teachers per grade level. That means in August, I have 1200 teachers who will begin teaching the NGSS for the first time. How will I meet the professional development needs of the equivalent of an army regiment?

Let's start with the traditional face to face option. On August 17th, I will hold a half day professional learning experience for all 1200. There will be five centers, one in each geographic area. At each center, a classroom teacher who piloted the curriculum this year will lead a professional development focused on practical implementation strategies they used during the year. A session which will give them an opportunity to gain some hands-on experience from the perspective of a student. This session will be preceded by a video based professional development which digs into the inner workings of the curriculum guides.

On top of that, my staff and I have been going into classrooms all year video recording the aforementioned pilot teachers implementing the lessons. These videos are embedded in the associated lessons as "need it right now" professional development. We don't have them all, but many of them.

Lastly, is the curriculum itself. Each guide and lesson is an opportunity to improve the pedagogical and content knowledge of teachers. One thing I've learned this year as a result of writing curriculum and watching it being taught, is that the NGSS are confusing for the uninitiated. Teachers need to understand the performance expectations in order to understand why they are teaching the curriculum we wrote. As Steven Pruitt said in his top ten list , simply reading the NGSS does not mean you understand them.

To overcome this, my district has invested time in helping us understand the concepts of Learning Goals and Success Criteria. I discussed Success Criteria in an earlier post. Those are the much lauded "I can" statements. As I've worked on understanding these in the context of the NGSS, I made a pretty significant upgrade to my lesson plan structure.

The table below is the outcome of several design iterations. It starts with an engaging essential question followed by the PE. The color coded section is an hommage to the NGSS. On the left, are the learning goals. This section comes directly from the three components of the PE. These are what students are expected to understand.

This word "understand" is a difficult one. How do we know students understand something? This is where the Success Criteria come in. These are directly from the evidence statements. While these are three dimensional, they tend to learn toward one of the PE components more than another.

Below the colored section is the student friendly version. The Success Criteria are the non-negotiables. The Success Criteria (aka "I can" statements) are a starting place. They are specifically what students will do to demonstrate they understand the Success Criteria. These are negotiable. A teacher may decide that the lesson we wrote will not meet the needs of their student. They can develop their own "I can" statements based on the needs of their students.

The example below comes from the grade 5 Earth Systems topic page. As always, I look forward to your comments and questions.

# data[].attributes.attachment_link.title
An Elementary Journey to the Next Generation Science Standards

# data[].attributes.attachment_link.description
As I discussed earlier, my school system has 114 elementary schools. That equates to roughly 400 teachers per grade level. That means in August, I have 1200 teachers who will begin teaching the NGSS for the first time. How will I meet the professional development needs of the equivalent of an army regiment?

# data[].attributes.body
From Ms. G

# data[].attributes.body
National Science Teachers Association - FREE Webinars

# data[].attributes.attachment_link.readable_text
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

# data[].attributes.attachment_link.description
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

# data[].attributes.attachment_link.title
STEM to STEAM: Resources Toolkit | Edutopia

# data[].attributes.attachment_link.description
Whether you are looking for resources on integrating science, technology, engineering, and math or on infusing the arts to transform STEM into STEAM, these curated compilations will help you plan different approaches to integrated studies.