Resource Type:
Curriculum,
Video,
At-Home
Source:
City of STEM
Published:
2020
Last Updated:
2020
Intended Grade Level:
3-5,
MS,
HS,
OST
Resource Link(s):
Report Broken Link
Description:

A robust collection of Southern California-focused but nationally-relevant At-Home STEM resources for educators, parents, and students.

Location:
National,
West/Pacific NW
NGSS Disciplinary Core Idea:
ESS1.B: Solar System,
ESS1.C: Earth History,
ESS2.A: Earth Materials & Systems,
ESS2.C: Water on Earth,
ESS2.D: Weather & Climate,
ESS3.A: Natural Resources,
ESS3.C: Human Impact,
ESS3.D: Climate Change,
LS2.B: Matter & Energy Cycles,
LS2.C: Ecosystem Dynamics,
LS4.D: Biodiversity & Humans,
PS1.A: Matter: Structure & Properties,
PS1.B: Chemical Reactions,
PS1.C: Nuclear Processes,
PS2.A: Forces & Motion
Pedagogy & Practice:
21st Century Skills Development,
Culturally Sustaining,
Early Childhood Learning,
Engineering Design,
Place-Based Learning
Resource Type:
Pedagogy,
Curriculum,
Research,
Phenomena
Source:
University of Washington
Published:
2020
Last Updated:
2020
Intended Grade Level:
PreK-2,
3-5,
MS,
HS,
OST
Resource Link(s):
Report Broken Link
Description:

This web site provides a vision of ambitious science instruction for elementary, middle school and high school classrooms. Ambitious teaching deliberately aims to support students of all backgrounds to deeply understand science ideas, participate in the activities of the discipline, and solve authentic problems.

AST features 4 core sets of teaching practices that support these goals. These core sets make up the Ambitious Science Teaching Framework. The framework has been based on classroom research from the past 30 years—research that has asked, “What kinds of talk, tasks, and tools do students need in order to fully engage in meaningful forms of science learning?”

If you are a member of a group of science educators committed to the improvement of teaching, the vision, practices, and tools here will furnish a common language for you about teaching. You will be able to identify “what we will get better at” and how to get started.

Location:
National
NGSS Disciplinary Core Idea:
ESS1.B: Solar System,
ESS1.C: Earth History,
ESS2.A: Earth Materials & Systems,
ESS2.C: Water on Earth,
ESS2.D: Weather & Climate,
ESS3.A: Natural Resources,
ESS3.C: Human Impact,
ESS3.D: Climate Change,
LS2.B: Matter & Energy Cycles,
LS2.C: Ecosystem Dynamics,
LS4.D: Biodiversity & Humans,
PS1.A: Matter: Structure & Properties,
PS1.B: Chemical Reactions,
PS1.C: Nuclear Processes,
PS2.A: Forces & Motion,
PS2.B: Interactions Between Forces,
PS3.A: Energy Definitions,
PS3.B: Energy Conservation & Transfer,
PS3.C: Energy & Forces,
PS3.D: Energy in Chemical Processes,
PS4.A: Wave Properties,
PS4.B: Electromagnetic Radiation,
PS4.C: Information Technologies
Pedagogy & Practice:
21st Century Skills Development,
Culturally Sustaining,
Empathetic Engineering,
Early Childhood Learning,
English Language Strategies,
Engineering Design,
Establishing a Culture of Science,
Multiple Learning Styles,
Phenomena-Driven Instruction,
Project-Based Learning
NSTA
Resource Type:
Article
Source:
National Science Teachers Association
Published:
2020
Last Updated:
2020
Intended Grade Level:
PreK-2,
3-5,
MS,
HS,
OST,
Post Secondary
Resource Link(s):
Report Broken Link
Description:

A fantastic article that highlights the necessity of incuding culturally-responsive approaches to STEM pedagogy. A great primer for understand culturally responsive and sustaining pedagogies in a STEM context.

Location:
National
Energy Content:
Energy & Society,
Energy Equity and Justice
NGSS Disciplinary Core Idea:
ESS1.B: Solar System,
ESS1.C: Earth History,
ESS2.A: Earth Materials & Systems,
ESS2.C: Water on Earth,
ESS2.D: Weather & Climate,
ESS3.A: Natural Resources,
ESS3.C: Human Impact,
ESS3.D: Climate Change,
LS2.B: Matter & Energy Cycles,
LS2.C: Ecosystem Dynamics,
LS4.D: Biodiversity & Humans,
PS1.A: Matter: Structure & Properties,
PS1.B: Chemical Reactions,
PS1.C: Nuclear Processes,
PS2.A: Forces & Motion,
PS2.B: Interactions Between Forces,
PS3.A: Energy Definitions,
PS3.B: Energy Conservation & Transfer,
PS3.C: Energy & Forces,
PS3.D: Energy in Chemical Processes,
PS4.A: Wave Properties,
PS4.B: Electromagnetic Radiation,
PS4.C: Information Technologies
Pedagogy & Practice:
21st Century Skills Development,
Culturally Sustaining,
English Language Strategies,
Establishing a Culture of Science,
Group Work/Collaboration,
Multilingual Strategies,
Multiple Learning Styles,
Social-Emotional Learning

Adrift in a Sea of Plastic Unit Plan

Grades:
5-8
Unit:
Adrift in a Sea of Plastic
Description:

In this unit students will investigate the phenomena of plastic trash islands floating in the Pacific and Atlantic Oceans. The students will work to solve the problem of plastic trash islands through the engineering and design process. Using 3D printers,...

Energy Content:
Circuitry,
Electrical Energy,
Materials Science,
Next Generation Manufacturing,
Solar Photovoltaic
+
-
More Details Less Details
Learning Goal(s):
·       Students will design 3D models using Tinkercad software.·       Students will define the problem of plastic trash islands.·       Students will describe possible solutions to the problem of plastic trash islands.·       Students will research the plastic trash problem and create google slideshows the problem and how we might fix it.·       Students will investigate different ways to build structures that both float and hold weight.·       Students will build a model of a device that could collect plastic from the ocean.·       Students will test the models they build.·       Students will communicate their results from scientific inquiry to identify factors that are important to optimizing the design of the plastic collecting device.
Pedagogy & Practice:
21st Century Skills Development,
Culturally Sustaining,
English Language Strategies,
Engineering Design,
Establishing a Culture of Science,
Group Work/Collaboration,
Hands-on Materials,
Phenomena-Driven Instruction,
Project-Based Learning,
Research-Secondary,
STEAM/Arts
NGSS Science and Engineering Practices:
1: Asking Questions and Defining Problems,
2: Developing and Using Models,
4: Analyzing and Interpreting Data,
5: Using Mathematics and Computational Thinking,
7: Engaging in Argument from Evidence,
8: Obtaining, Evaluating, and Communicating Information
Author:
Jonathan Strunin
Relevant NGSS PE:
5-ESS3-1,
3-5-ETS1-1,
3-5-ETS1-2,
3-5-ETS1-3,
MS-ESS3-3,
MS-ETS1-1,
MS-ETS1-2,
MS-ETS1-3
Other Subjects Covered:
Computer Science,
Environmental Sciences,
ELA: Informational Text,
ELA: Speaking & Listening,
ELA: Writing,
Math: Geometry,
Math: Graphing & Representation
Estimated Activity Length:
10 hours
Resource Type:
Energy Program/Initiative (Nonprofit/Industry),
Mentorships,
Organizations & Possible Partners
Source:
Women in Green Hydrogen
Published:
2021
Last Updated:
2021
Intended Grade Level:
MS,
HS,
Post Secondary
Resource Link(s):
Report Broken Link
Description:

From the website:

Women in Green Hydrogen is a network that aims to increase the visibility of women in the green hydrogen sector. We are a platform to connect and empower professionals from all around the world, to change and to shape a more diverse and inclusive discourse in the green hydrogen world.

Location:
National,
International
Energy Content:
Advanced Energy Careers,
Energy & Society,
Energy Equity and Justice,
Fuels,
Hydrogen,
Sources of Energy
NGSS Disciplinary Core Idea:
ESS3.A: Natural Resources,
ESS3.C: Human Impact,
ESS3.D: Climate Change
Pedagogy & Practice:
Career-Connected Learning,
Culturally Sustaining
Other Subjects Covered:
CTE: Career & Technical Education

Cost Effective Solar Cells: Solar Energy Equity and Sustainability

Grades:
9-12
Unit:
Cost Effective Solar Cells
Lesson Number:
1
Description:

This lesson is designed to span 2 days with 40-minute sections. On the introduction day, three solar power articles will be read to set up a Socratic Seminar dialogue on Day 2. A teacher will need to read the articles. The articles investigate the pros and...

Energy Content:
Circuitry,
Electrical Energy,
Energy Fundamentals,
Solar Photovoltaic,
Sources of Energy
+
-
More Details Less Details
Learning Goal(s):
Students will read at least three articles discussing solar power generation, and the social, cultural, and economic implications of sustainable solar energyStudents will discuss social, cultural, and economic implications of sustainable solar energy in a Socratic Seminar format.
Pedagogy & Practice:
21st Century Skills Development,
Culturally Sustaining,
Engineering Design,
Group Work/Collaboration,
Hands-on Materials,
Project-Based Learning,
Research-Secondary
NGSS Science and Engineering Practices:
1: Asking Questions and Defining Problems,
8: Obtaining, Evaluating, and Communicating Information
Author:
Tom Wolverton
Relevant NGSS PE:
HS-PS1-2,
HS-PS2-6,
HS-PS3-3
Other Subjects Covered:
ELA: Reading: Scientific & Technical,
ELA: Speaking & Listening
Estimated Activity Length:
2 hours
Earth Sun

Individual Independent Projects

Grades:
3-5
Unit:
Cooking with the Sun and Solar Ovens
Lesson Number:
12
Description:

The purpose of this lesson is to allow students to choose an area of interest regarding solar power and research it further in a manner of their choice. Students will produce a final product to display or share at the “Salute to the Sun” culminating event...

Energy Content:
Light (Visible),
Materials Science,
Solar Thermal,
Thermal Energy (Heat)
+
-
More Details Less Details
Learning Goal(s):
Students will plan, gather research materials and create a project of their choice. In doing so student will learn proper research methods (i.e., reliable sources) and how to categorize and translate information. In addition students will become comfortable and familiar presenting information to others. Lastly, students will also learn how to create a rubric for self evaluation.
Pedagogy & Practice:
Culturally Sustaining,
Engineering Design,
Establishing a Culture of Science,
Hands-on Materials,
Multiple Learning Styles,
Project-Based Learning,
Research-Secondary,
STEAM/Arts
NGSS Science and Engineering Practices:
1: Asking Questions and Defining Problems,
3: Planning and Carrying Out Investigations,
6: Constructing Explanations and Designing Solutions
Author:
Lisa Morgan
Relevant NGSS PE:
4-ESS3-1,
5-ESS3-1
Other Subjects Covered:
ELA: Informational Text,
ELA: Reading: Scientific & Technical,
ELA: Writing
Estimated Activity Length:
10 hours

The Problem of Plastic Trash Islands

Grades:
5-8
Unit:
Adrift in a Sea of Plastic
Lesson Number:
2
Description:

This lesson is designed for 3 days, 50-minute sessions. The students will watch videos and take 2 column notes to guide independent research. The students will examine different solutions that are already being tried and experimental solutions that have...

Energy Content:
Materials Science,
Next Generation Manufacturing
+
-
More Details Less Details
Learning Goal(s):
Students will read and watch various informational texts and resources and take structured notes to support comprehension.Students will conduct independent research on a current eventStudents will create a google slide show or other presentation and present their findings and ideas.Students will practice speaking and listening skills.
Pedagogy & Practice:
21st Century Skills Development,
Culturally Sustaining,
English Language Strategies,
Engineering Design,
Establishing a Culture of Science,
Phenomena-Driven Instruction,
Project-Based Learning,
Research-Secondary
NGSS Science and Engineering Practices:
1: Asking Questions and Defining Problems,
8: Obtaining, Evaluating, and Communicating Information
Author:
Jonathan Strunin
Relevant NGSS PE:
5-ESS3-1,
3-5-ETS1-1,
3-5-ETS1-2,
3-5-ETS1-3,
MS-ESS3-3,
MS-ETS1-1,
MS-ETS1-2,
MS-ETS1-3
Other Subjects Covered:
Environmental Sciences,
ELA: Informational Text,
ELA: Speaking & Listening,
ELA: Writing
Estimated Activity Length:
2 hours

Design and Engineer Solutions

Grades:
5-8
Unit:
Adrift in a Sea of Plastic
Lesson Number:
4
Description:

This lesson is designed to span 9 days with 50-minute sessions. The students will use a Design and Engineering Journal to guide them in the design and engineering process. In small groups they will use the research from lesson 2 to formulate solutions to...

Energy Content:
Circuitry,
Electrical Energy,
Materials Science,
Next Generation Manufacturing,
Solar Photovoltaic
+
-
More Details Less Details
Learning Goal(s):
Students will take part in the engineering design process.Students will use problem solving skills to make changes to designs.Students will use speaking and listening skills to give presentations and listen to others give their presentation.
Pedagogy & Practice:
21st Century Skills Development,
Culturally Sustaining,
English Language Strategies,
Engineering Design,
Establishing a Culture of Science,
Group Work/Collaboration,
Hands-on Materials,
Phenomena-Driven Instruction,
Project-Based Learning,
Research-Secondary,
STEAM/Arts
NGSS Science and Engineering Practices:
1: Asking Questions and Defining Problems,
2: Developing and Using Models,
3: Planning and Carrying Out Investigations,
4: Analyzing and Interpreting Data,
5: Using Mathematics and Computational Thinking,
6: Constructing Explanations and Designing Solutions,
7: Engaging in Argument from Evidence,
8: Obtaining, Evaluating, and Communicating Information
Author:
Jonathan Strunin
Relevant NGSS PE:
5-ESS3-1,
3-5-ETS1-1,
3-5-ETS1-2,
3-5-ETS1-3,
MS-ESS3-3,
MS-ETS1-1,
MS-ETS1-2,
MS-ETS1-3
Other Subjects Covered:
Computer Science,
Environmental Sciences,
ELA: Speaking & Listening,
Math: Geometry,
Math: Graphing & Representation,
Math: Measurement
Estimated Activity Length:
7 hours

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