Have you recently adopted this curriculum? Or maybe you are considering making the transition soon. We want to support you by providing professional learning opportunities that meet your needs.

The Smithsonian Science for the Classroom, Second Edition program, which is setting the standard for 3-D learning and 3-D assessment, is a fully integrated STEM curriculum developed by the Smithsonian Science Education Center. It is designed to engage students in phenomenon- and problem-driven learning through coherent storylines, inspire teachers with point-of-use support, and connect students firsthand to the world around them. It was developed in consultation with teachers and content experts and field tested in a range of schools with diverse populations. It draws on the latest findings and best practices from education research with proven results.

More opportunities for . . . .

Building reading, writing, & speaking skills

Student-driven learning

Accessiblity for ALL students

Robust & integrated assessment

Connections to real-world experiences

Using Carolina Science Online

Using Einstein’s Unit Resource Page

Using Einstein’s Google Slides

Additional Reading

• 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 Reading

• 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 Reading

• 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 Reading

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

• Seeing Students Learn Science - 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 Reading

• Failing Forward - from STEM Teaching Tools

• Seeing Students Learn Science - 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 Reading

• 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?