Source:
Murdock Charitable Trust
Published:
2020
Last Updated:
2020
Intended Grade Level:
HS,
Post Secondary
Description:

This unique program pairs high school science teachers with a mentor doing cutting-edge research in an academic lab or a lab associated with another nonprofit institution. The Murdock Trust awards approximately 25 Partners in Science grants each year to fund these teacher-mentor research opportunities in the Pacific Northwest. Our goal is to help teachers bring knowledge from the research lab directly into the classroom to promote hands-on science education. 

Other Subjects Covered:
Source:
State of Idaho
Published:
2020
Last Updated:
2020
Intended Grade Level:
PreK-2,
3-5,
MS,
HS
Description:

STEM AC is Idaho's statewide resource for everything STEM, including a wealth of programs, grants, oportunities, partnerships and more for Idaho's STEM educators. The mission of STEM AC is: Engineering innovative opportunities for educators, students, communities, and industry to build a competitive Idaho workforce and economy through STEM and computer science education.

Source:
Department of Energy
Published:
2020
Last Updated:
2020
Intended Grade Level:
PreK-2,
3-5,
MS,
HS,
OST,
Post Secondary
Description:

STEM Rising inspires, educates, and sparks lifelong success in STEM by sharing resources & events from the National Labs, National Nuclear Security Administration, and program offices. View our STEM resources for students, teachers, and workforce

Location:
Source:
Seattle Public Schools, Tilth Alliance, University of Washington, Northwestern University, National Science Foundations
Published:
2018
Last Updated:
2020
Intended Grade Level:
PreK-2,
3-5,
MS,
HS,
OST
Description:

A great learning framework for place- and field-based seasonal exploration, which is an essential aspect of understanding local resources and seasonality that affects energy generation sources and usage. Includes curricular materials in English and Spanish, and materials and family materials and activities as well. 

Location:
Energy Content:
Resource Type:
Source:
TERC
Published:
2012
Last Updated:
2020
Intended Grade Level:
PreK-2,
3-5,
MS,
HS
Description:

Teacher guide that focuses on introduing and strategies for fostering academically productive talk in classrooms, with a focus on STEM practices of Construction Explanations and Arguing from Evidence. Has many great tools for fostering a culture of evidence-based dialog in classroom environments.

Location:
Other Subjects Covered:
Source:
Amplify Science
Published:
2020
Last Updated:
2020
Intended Grade Level:
PreK-2,
3-5,
MS,
HS,
OST
Description:

A series of cards in Spanish in English that features individual careers in STEM and can be used to add a discussion of STEM careers to many STEM units.

Location:
Source:
University of Washington
Published:
2020
Last Updated:
2020
Intended Grade Level:
PreK-2,
3-5,
MS,
HS,
OST
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:

Unit Plan: A Community Powered by Renewable Energy

Grades:
6-12
Description:

In this three-part comprehensive place-based and project-based unit, students will learn and apply rebnewable energy content to devise action plans at an individual, family, and local level. Students will use primary and secondary research explore energy...

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More Details Less Details
Learning Goal(s):
LEARNING GOALS – PART 11.Students will define and explain the differences between renewable and non-renewable energy sources.2.Students will research, summarize, and present the (short- and long-term) benefits and drawbacks of utilizing wind and solar energy. 3.Students will research, summarize, and present the (short- and long-term) benefits and drawbacks of utilizing fossil fuels.4.Students will generate questions about the greenhouse gas effect, identify and isolate variables, and then conduct an experiment to answer a class generated question about the greenhouse gas effect.5.Through Socratic seminar, students will use the knowledge gained over the course of this lesson to discuss the potential long- and short-term benefits and drawbacks of using fossil fuels, solar energy, and wind energy.6.Students will define scientific vocabulary related to electricity.7.Students will be able to describe how electricity moves through a conductor.8.Students will draw and describe series and parallel circuits.9.Students will identify ways that energy is consumed within their homes.10.Students will perform an energy audit of their home and calculate the amount of energy used by each electronic device and appliances.11.Students will create a spreadsheet demonstrating the electricity required to operate each electronic device and appliance, along with a summary of finding that clearly identifies how energy consumption can be reduced within their home.12.Students will explore various ways to reduce energy (goal is 30% reduction).13.Students will propose a variety of energy reduction plans and present those options to their families for discussion.14.After discussion with their families, students will itemize the agreed upon plan and identify specific actions that result in quantifiable outcomes that will implemented to reduce energy consumption by their families.LEARNING GOALS – PART 21.Students will gain background information regarding the limitations of having and wind and solar generating infrastructure within city and county limits, including environmental, aesthetic, and cultural considerations. 2.Students will work with professionals to compile criteria for placement of wind and solar energy sources.3.Students will conduct experiments to collect and analyze data to provide a conclusion to the questions: What is the optimal blade angle for generating the most energy? What is the optimal wind speed for generating the most energy?4.Students will use prevailing wind data in your region to examine energy output of various sized small wind turbines as wind speeds incrementally increase.5.Based on local wind speeds, students will determine a range of potential kilowatt generation from wind power.6.Students will conduct experiments to determine how electrical output of solar panels change as the tilt, azimuth, and shade coverage change.7.Students will generate, compare, and evaluate various solar configurations for a solar project in your region.LEARNING GOALS – PART 31.Students will utilize previously acquired information about energy needs to create a renewable energy proposal for your town or city.2.Students will perform a solar audit on their homes and use class averages to project the amount of solar energy that can be generated on residential properties.3.Students will assess where commercial and municipal solar projects can occur within your town or city to meet the energy needs for non-residential consumers.4.Students will determine potential locations for larger-scale wind and solar farms to augment the remaining energy needs of the community.5.Students will prepare a comprehensive renewable energy plan that totals the calculations for potential residential, commercial, and agency renewable energy generation.6.Students will calculate the average amount of energy generated by wind turbines and solar panels in various conditions to determine the quantity of renewable energy sources required to power the city.7.Students will use their projected energy calculations to propose a combination of wind and solar sources to meet your locality’s energy needs, based on benefits and drawbacks of each source of energy.8.Based on prevailing winds and building orientation, students will explore potential sites for wind turbines and solar panels.9.Students will develop a final proposal to meet future energy needs through a combination of energy generation and reduction of energy consumption, prepare a brief slide presentation that summarizes their comprehensive plans, and present their finding to local energy conservation groups and local government staff or elected officials.
Author:
Jonathan Strunin
Estimated Activity Length:
10 hours
SODIS_UV Treament

Solar and SODIS: Creating Clean Water for the World

Grades:
5-8
Description:

According to Nobel Laureate Richard Smalley, the number one and two challenges for humanity are energy and clean water. This classroom activity will introduce students to a low cost, renewable technique that connects these two issues. During the activity,...

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More Details Less Details
Learning Goal(s):
Students will be introduced to the range of microbes in the environment, understand the risks of “dirty water” and be able to explain how energy from the sun can purify water through the SODIS technique.
Author:
Jamie Repasky
Estimated Activity Length:
1 hour

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