Have you recently adopted the new Smithsonian Science for the Classroom Units? Or maybe you are considering making the transition soon. We want to support you as you shift to these new units designed for the Next Generation Science Standards from the Smithsonian Science Education Center. 

Remote Learning Support

Using Carolina Science Online
Using Einstein's Unit Resource Page
Using Einstein's Slides for Remote Learning

Carolina Teacher Tips with Einstein Project PD Support

Additional Readings:

5E instructional Model - from BSCS

Multiple Instructional Strategies - from STEM Teaching Tools

Reflection Questions:

  1. What instructional models do you currently use? Which additional ones might be suitable for your context?
  2. Consider the structure and order you provided for a recent learning experience you gave your students.  How did your students respond to it? What would you change about the sequence of experiences, to provide a different outcome for your students?

Additional Readings:

NGSS: What's different and do they matter? - from STEM Teaching Tools

Progress towards the vision of NGSS - by P. Sean Smith in Journal of Science Teacher Education

Reflection Questions:

  1. What are some ways you can communicate the standards your students are learning to parents?
  2. How can your understanding of the progressions of standards help you meet individual students’ learning needs?

Additional Resources:

Using Storylines for Project-Based Science - from NSTA's Science Scope

Storylines and Driving Question Boards - a podcast with Holly Hereau by NGSNavigators

Reflection Questions:

  1. What does it mean to have coherence? Why is it important?
  2. How can making students aware of their sequence of ideas they develop help them with learning?

Additional Resources:

Performance Task PD with Jay McTighe - Part one of a seven part blog posted on Defined STEM

Seeing Students Learn Science - a deeper dive in NGSS assessment from the National Academies Press

Reflection Questions:

  1. The science and design challenges are written to have student collaboration. What are the benefits and drawbacks of this?
  2. How can you tell if a performance task is equitable for all students?
  3. How do you feel about giving students a copy of the rubric that will be used on their performance task?

Additional Resources:

Failing Forward - from STEM Teaching Tools

Seeing Students Learn Science - a deeper dive in NGSS assessment from the National Academies Press

Reflection Questions:

  1. Knowing what the design process is and using it are two different things. Which do you think is most challenging for students?
  2. What are some advantages and disadvantages of integrating engineering with science?

Additional Resources:

Clarifying Literacy in Science - by Kevin Anderson, WI DPI Science Consultant

Literacy in the Learning Cycle - in Science and Children from NSTA

Reflection Questions:

  1. Connections are made to ELA CCSS within each lesson. How could you use these to enrich student learning of science concepts?
  2. Some people believe that if a student can read, they can also do science. What are your thoughts on that?
  3. Is it appropriate to use fictional stories to teach science? How would you use them?

Additional Resources:

Student Notebooking Corner - from the California Academy of Sciences

STEM Notebooks - from Washington State LASER

Reflection Questions:

  1. What role does student writing play in the process of learning science concepts?
  2. What are your thoughts on grading of student notebooks?
  3. Who is the audience that students are writing for when they keep a science notebook?

Additional Resources:

Beyond “misconceptions” - from STEM Teaching Tools

Teaching Science for Conceptual Understanding - a sample chapter from NSTA Press

Reflection Questions:

  1. What are some ways you can identify student misconceptions?
  2. How is it possible to change a students’ misconceptions?

Additional Resources:

Models for Understanding Technology Integration

Reflection Questions:

  1. To what extent do you use technology in science?
  2. How could you incorporate student’s creating digital content to show what they are learning?

Additional Resources:

How to Assess Three-Dimensional Learning in the Classroom

Classroom Assessment -- a sample chapter from National Academies Press

Classroom Science Assessment Examples - resources from Kevin Anderson, WI DPI Science Consultant

Reflection Questions:

  1. How are 3 dimensional assessments for NGSS similar or different from the assessments that you currently use?
  2. What are some benefits and barriers of using 3D assessments for students? For educators?