This class is an introduction to writing about science—including nature, medicine and technology—for general readers. In our reading and writing we explore the craft of making scientific concepts, and the work of scientists, accessible to the public through articles and essays.

Isn't it tough to squeeze in Social Studies and Science along with all the other things we have to teach? Wouldn't you like to get the children moving as part of their learning?Why use Science and Social Studies Brain Breaks? Research tells us that moving as part of the learning experience will enhance learning. Plus, research shows kids need to move at least every 15 minutes.

How it works: Each brain break describes a science situation or a social studies situation for children to act out.

What’s included: This resource has 12 brain breaks with Science and Social Studies themes! I'm sure your little ones will have some fun with these, which is exactly what they'll need!

Isn't it tough to squeeze in Social Studies and Science along with all the other things we have to teach? Wouldn't you like to get the children moving as part of their learning?Why use Science and Social Studies Brain Breaks? Research tells us that moving as part of the learning experience will enha...

This subject exposes students to a variety of visualization techniques so that they learn to understand the work involved in producing them and to critically assess the power and limits of each. Students concentrate on areas where visualizations are crucial for meaning making and data production. Drawing on scholarship in science and technology studies on visualization, critical art theory, and core discussions in science and engineering, students work through a series of case studies in order to become better readers and producers of visualizations.

The Second Grade Elementary Framework for Science and Integrated Subjects, How Can Dams Change the Land Around Them, uses a local phenomena of impact of the Wanapum Dam on the Columbia River and a crack in that dam to understand erosion and changes in the landscape.

New York City in the 1860s was a mess: crowded, disgusting, filled with garbage. You see, way back in 1860, there were no subways, just cobblestone streets. That is, until Alfred Ely Beach had the idea for a fan-powered train that would travel underground. On February 26, 1870, after fifty-eight days of drilling and painting and plastering, Beach unveiled his masterpiece—and throngs of visitors took turns swooshing down the track. The resource includes a lesson plan/book card, a design challenge, and copy of a design thinking journal that provide guidance on using the book to inspire students' curiosity for design thinking. Maker Challenge: Think about the way most people in your community travel. Invent a new way of traveling around your community that takes into account the following: helpful to the community, economical to those who use it, convenient for users. What would your new travel system look like? Sketch a new design, and then create a physical prototype of the new design to scale. Keep in mind: Where the system travels, how it is powered, why it is helpful to the community, and any features that make it special.

A document is included in the resources folder that lists the complete standards-alignment for this book activity.

Dope the semiconductor to create a diode. Watch the electrons change position and energy.

Why do the lights turn on in a room as soon as you flip a switch? Flip the switch and electrons slowly creep along a wire. The light turns on when the signal reaches it.

Discusses social, ethical and clinical issues associated with the development of new biotechnologies and their integration into clinical practice. Basic scientists, clinicians, bioethicists, and social scientists present on four general topics: changing political economy of biotech research; problems associated with the adaption of new biotechnologies and findings from molecular biology for clinical settings; the ethical issues that emerge from clinical research and clinical use of new technologies; and the broader social ethics associated with investigations of population genetics and social problems. Use of cases and recent literature.

Intensive reading and analysis of key works in the theory and methods of the social study of science and technology. Aims at understanding the different questions and methods social scientists have posed and used in exploring how social context and norms influence the work of scientists and engineers. Students read studies of science labs, science policy, Internet culture, and science in popular culture.

Science topics such as the Solar System require students to be able to identify scientific terms by picture just as much as writing down the definition. Students will be creating Solar System Vocabulary Flashcards using Google Slides. Students will be using the Explore tool to search for definitions and pictures.

This landscape and environmental planning workshop investigates and propose a framework for the enhancement, development and preservation of the natural and cultural landscape of the Cardener River Corridor in Catalunya Spain. The workshop is carried out in conjunction with the Polytechnic University of Catalunya, and the Barcelona Provincial Council (DiputaciĚ_ de Barcelona).

Integrated, NGSS-designed, project-based curriculum for 6th, 7th, and 8th grades.

Funded by S. D. Bechtel Jr. Foundation and SilverGiving Foundation, this 6th, 7th, and 8th grade curriculum aligns to the California Integrated model in which earth and space science, life science, physical science and/or engineering are integrated within each curriculum unit.

All the units:
are project-based
include Instructionally embedded assessments align to the 5E instructional model (i.e., engage, explore, explain, elaborate, evaluate)
are phenomena-based
provide students with opportunities to generate their own questions to motivate sense-making and/or problem solving
incorporate language development strategies
provide an additional pop-out lesson that allows students to apply what they've learned to delve deeper into the intersection of social justice, science, and the "greater good" (see "Pop-Outs" tabs)

In addition to our four instructional units, there is a unit devoted to groupwork to help teachers establish classroom norms and expectations around effective collaborative work.

Provides an integrated approach to understanding the practice of engineering in the real world. Students research the life cycle of a major engineering project, new technology, or startup company from multiple perspectives: technical, economic, political, cultural. Emphasis on analyzing engineering artifacts, understanding documentation, framing logical arguments, communicating effectively, and working in teams.

Scholastic has produced a FREE website full of educational videos and step-by-step slides for students to work on. Study Jams focuses on science and mathematical concepts that are prevalent in 3rd, 4th, and 5th grade.

Sarah E. Goode was one of the first African-American women to get a US patent. Working in her furniture store, she recognized a need for a multi-use bed and through hard work, ingenuity, and determination, invented her unique cupboard bed. She built more than a piece of furniture. She built a life far away from slavery, a life where her sweet dreams could come true. The resource includes a lesson plan/book card, a design challenge, and copy of a design thinking journal that provide guidance on using the book to inspire students' curiosity for design thinking. Maker Challenge: Your school has had an influx of new students and every class seems to be bursting at the seams! You have an additional 10 students just in your classroom alone. Because of this limited space, your school is looking for solutions. They decided that every student is going to get a new desk and chair, but it’s going to be PORTABLE. That way, you can take your desk & chair with you wherever you might go.

A document is included in the resources folder that lists the complete standards-alignment for this book activity.

How does one teach science and engineering at the college level? It can be a daunting question, particularly for newly minted PhDs, but this rather fine course from the OpenCourseWare initiative at MIT offers high-quality suggestions. The site includes a syllabus, calendar, readings, video discussions, assignments, and other related resources. In the Syllabus area, visitors can learn about the basic lesson plans for the course. The Readings area has some great material, including sections on Teaching Equations, Course Design, Lecture Planning and Performing, and Political Barriers To Educational Change. Visitors should look over the Video Discussions area, which includes conversations with Professor Sanjoy Mahajan about the material. Finally, the site includes links to helpful books and other materials that will be most useful for those seeking further edification.

Our linked subjects are (1) the historical process by which the meaning of technology has been constructed, and (2) the concurrent transformation of the environment. To explain the emergence of technology as a pivotal word (and concept) in contemporary public discourse, we will examine responses--chiefly political and literary--to the development of the mechanic arts, and to the linked social, cultural, and ecological transformation of 19th- and 20th-century American society, culture, and landscape.

Today many people assume that technological change is the major factor in historical change and that it tends to lead to historical progress. This class turns these assumptions into a question "what is the role of technology in history?" by focusing on four key historical transitions: the human revolution (the emergence of humans as a history-making species), the Neolithic Revolution (the emergence of agriculture-based civilizations); the great leap in productivity (also known as the industrial revolution), and the great acceleration that has come with the rise of human empire on the planet. These topics are studied through a mix of textbook reading (David Christian's Maps of Time"), supplementary readings (ranging from Auel, "The Clan of the Cave Bear" to Hersey, "Hiroshima"), illustrated lectures, class discussions, guest lectures/discussions, short "problem paper" assignments, and a final project defined by the student. Because MIT is celebrating its 150th anniversary in 2011, this version of the class will also focus on connections between MIT as an institution and technology in the history of the last 150 years. "

Tenth-grade students in Eric Levine's biology class at the Springfield Renaissance School in Springfield, Massachusetts, engage in a Science Talk Protocol. This protocol allows students to do exactly what scientists do: think about, wonder about, and talk about how things work, based on evidence from reading and their own empirical research.