Back in the day (or a couple of years ago) I used to post lots of cool science videos on this site. I got away from that in order to focus on more “important” science education resources. Well- I think it’s time to start sprinkling in some fun science videos again. So here we go. This is not a brand new video but it is cool. Here is Travel Deep Inside a Leaf courtesy of California Academy of Sciences. Feels like it could be useful for high school biology and thinking about Scale, Proportion, & Quantity.
OVERVIEW: We are at an exciting spot in the implementation of NGSS where we are seeing some high-quality three dimensional instructional materials being released. The American Museum of Natural History (and other partners) has developed a unit titled Disruptions in Ecosystems that provides five chapters to immerse students into understanding life science and human activity MS performance expectations in NGSS. Each chapter provides a phenomenon for students to investigate.
PURPOSE: This unit obviously has potential as being helpful for any middle school science teacher/system that is looking for a well-designed NGSS ecosystems unit. However, this unit also provides a model for what good NGSS instructional materials might look like.
KCTS 9 in Seattle has an excellent overview of the sea star wasting syndrome that is currently destroying the sea star populations on the west coast of the United States. While the content is sad and disturbing, this case provides a very real and engaging problem for K-12 students to wrestle with.
The KCTS 9 post provides:
– A rich piece of complex informational text for students to read and understand. (Would be perfect for a close reading Common Core ELA lesson).
– Two short video clips that supplement the text and tell the story of the problem and how scientists are zooming in on the cause of the wasting syndrome.
How We Might Use This as Teachers:
Connect to science and engineering practices in NGSS
Highlight how scientists use evidence to construct claims
Draw attention to how authentic science and engineering works vs “The Scientific Method”
Highlight the connections between field studies and controlled experiments (How do both ways of “doing science” inform the work?)
Create an SBAC-like performance task with a piece of informational text, video, and a writing prompt
Engage students in Problem (or project) Based Learning where they learn about the ocean ecosystem and how to solve this (and related) problems
How might you use this information in your classroom?
EarthEcho is an international non-profit environmental education organization led by Philippe Cousteau Jr. The EarthEcho website is a hub for short video clips and educational resources. Check out one of the EarthEcho video clips embedded below- What Happens When We Flush? The site has resources for educators which can be accessed with a free online registration.
Asapscience just posted a new video titled- Does Being Cold Make You Sick?
This could be a good video for having students engage in argumentation based on the evidence presented.
See the embedded video below.
Here is an interesting blog post Using Football Science to Tackle STEM Education by Ainissa Ramirez that incorporates football and science. Seems like a good opportunity for students to engage in science and engineering practices (Asking Questions and Engaging in Argument come to mind) while also learning about forces and living systems. Check out the video embedded below.
While we recently adopted the Next Generation Science Standards here in Washington (the state), we will still be operating our science assessment system under our 2009 Science Learning Standards for the next few years. This seems to have caused much confusion for folks. I’ve talked to several district and building leaders who thought that the Science MSPs and Biology EOC were being eliminated after this year.. not the case.
OSPI has recently uploaded the latest science assessment resources HERE. You will find: