Culturally Sustaining

Organizations & Possible Partners,

Scholarships

Source:

American Association of Blacks in Energy

Published:

2020

Last Updated:

2020

Intended Grade Level:

PreK-2,

3-5,

MS,

HS,

OST,

Post Secondary

Resource Link(s):

American Association of Blacks in Energy

Description:

The American Association of Blacks in Energy (AABE) is a national association of energy professionals founded and dedicated to ensure the input of African Americans and other minorities into the discussions and developments of energy policies regulations, R&D technologies, and environmental issues.

The purposes of AABE are the following:

To serve as a resource for policy discussion of the economic, social and political impact of environmental and energy policies on African Americans and other minorities.
To ensure involvement of African Americans in governmental energy policymaking by recommending capable sensitive and informed personnel to appropriate officials.
To encourage both the public and private sectors to be responsive to the problems, goals and aspirations of African Americans in energy-related fields.
To encourage African American students to pursue careers in energy-related fields and to provide scholarships and other financial aid for such students.

AABE: Energy Knowledge for our Community, our People and our Tomorrow

Location:

Energy Content:

Pedagogy & Practice:

Justice-Centered Learning,

Culturally Sustaining

Other Subjects Covered:

CTE: Career & Technical Education

Resource Type:

Internships,

Mentorships,

Organizations & Possible Partners,

Scholarships

Source:

American Indian Science & Engineering Society

Published:

2020

Last Updated:

2020

Intended Grade Level:

PreK-2,

3-5,

MS,

HS,

OST,

Post Secondary

Resource Link(s):

American Indian Science & Engineering Society

Description:

Founded in 1977, growing the AISES membership above our current 5,600 individual members is key to achieving our mission. AISES supports 220 affiliated pre-college schools, 197 chartered college and university chapters, 3 tribal chapters, and 18 professional chapters in the U.S. and Canada. We promote the highest standards of education and professional excellence to widen the STEM workforce and grow sector support. We highlight the geographic, economic, and social aspects of STEM education and careers. In addition to awarding nearly $12 million and counting in academic scholarships, AISES offers internships, professional development and career resources, national and regional conferences, leadership development summits, and other STEM-focused programming.

Location:

Energy Content:

Pedagogy & Practice:

Culturally Sustaining

Other Subjects Covered:

Computer Science,

CTE: Career & Technical Education

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):

City of STEM STEM at Home

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,

LS2.B: Matter & Energy Cycles,

LS2.C: Ecosystem Dynamics,

PS1.A: Matter: Structure & Properties,

PS1.B: Chemical Reactions,

PS1.C: Nuclear Processes,

PS2.A: Forces & Motion

Pedagogy & Practice:

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):

Ambitious Science Teaching

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:

NGSS Disciplinary Core Idea:

ESS1.B: Solar System,

ESS1.C: Earth History,

ESS2.A: Earth Materials & Systems,

ESS2.C: Water on Earth,

LS2.B: Matter & Energy Cycles,

LS2.C: Ecosystem Dynamics,

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:

Empathetic Engineering,

Early Childhood Learning,

English Language Strategies,

Engineering Design,

Multiple Learning Styles,

Phenomena-Driven Instruction,

Project-Based Learning

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):

Article Title

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:

Energy Content:

NGSS Disciplinary Core Idea:

ESS1.B: Solar System,

ESS1.C: Earth History,

ESS2.A: Earth Materials & Systems,

ESS2.C: Water on Earth,

LS2.B: Matter & Energy Cycles,

LS2.C: Ecosystem Dynamics,

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:

English Language Strategies,

Adrift in a Sea of Plastic

Group Work/Collaboration,

Multilingual Strategies,

Multiple Learning Styles,

Social-Emotional Learning

Adrift in a Sea of Plastic Unit Plan

Grades:

5-8

Unit:

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:

English Language Strategies,

Engineering Design,

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,

ELA: Informational Text,

ELA: Speaking & Listening,

ELA: Writing,

Math: Geometry,

Math: Graphing & Representation

Estimated Activity Length:

10 hours

Resource Type:

Mentorships,

Organizations & Possible Partners

Source:

Women in Green Hydrogen

Published:

2021

Last Updated:

2021

Intended Grade Level:

MS,

HS,

Post Secondary

Resource Link(s):

Women in Green Hydrogen

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:

Energy Equity and Justice,

Fuels,

Hydrogen,

Sources of Energy

NGSS Disciplinary Core Idea:

ESS3.D: Climate Change

Pedagogy & Practice:

Culturally Sustaining

Other Subjects Covered:

CTE: Career & Technical Education

Resource Type:

Instructional Resource,

Organizations & Possible Partners,

Pedagogy

Source:

Initiative for Energy Justice

Published:

2019

Last Updated:

2021

Intended Grade Level:

MS,

HS,

OST,

Post Secondary

Resource Link(s):

Initiative for Energy Justice

Resource File(s):

The-Energy-Justice-Workbook-2019-web.pdf

Description:

The Initiative for Energy Justice is a nonprofit organization conducting research, providing tools and advocacy support to support equitable energy policy and decisions. The site includes the Energy Justice Workbook and Scorecard, which can help educators analyze their energy and other curriculum for energy justice issues.

From the website:

The Initiative for Energy Justice aims to:

(1) contribute to a bottom-up movement of energy justice, originating in frontline communities, by arming movement and base-building organizations in environmental, racial, and economic justice spaces with well-supported policy research and workable transactional models for operationalizing a just transition to renewable energy; and

(2) provide city and state policymakers with concrete energy policy frameworks and best-practice tools that foreground equity in the transition to renewable energy, drawing on the best-available data collected from frontline advocates, existing energy policies, and frameworks designed by our team.

Location:

Energy Content:

Energy Equity and Justice,

Electrical Grid (Transmission & Distribution),

Sources of Energy

NGSS Disciplinary Core Idea:

ESS3.D: Climate Change

Pedagogy & Practice:

Community Engagement,

Family Engagement,

Justice-Centered Learning,

Empathetic Engineering,

Project-Based Learning

Other Subjects Covered:

Social Sciences: Civics,

Social Sciences: Economics,

Social Sciences: Geography,

Social Sciences: History,

Social Sciences: Multicultural Studies

Resource Type:

Action Guide,

Article,

Curriculum,

Data,

Instructional Resource,

Research

Source:

Island Press. Author Shalanda Baker

Published:

2021

Last Updated:

2021

Intended Grade Level:

MS,

HS,

Post Secondary

Resource Link(s):

Revolutionary Power: An Activist's Guide to the Energy Transition

Description:

From the Publisher:

In Revolutionary Power, Shalanda Baker arms those made most vulnerable by our current energy system with the tools they need to remake the system in the service of their humanity. She argues that people of color, poor people, and indigenous people must engage in the creation of the new energy system in order to upend the unequal power dynamics of the current system.

Revolutionary Power is a playbook for the energy transformation complete with a step-by-step analysis of the key energy policy areas that are ripe for intervention. Baker tells the stories of those who have been left behind in our current system and those who are working to be architects of a more just system. She draws from her experience as an energy-justice advocate, a lawyer, and a queer woman of color to inspire activists working to build our new energy system.

Climate change will force us to rethink the way we generate and distribute energy and regulate the system. But how much are we willing to change the system? This unique moment in history provides an unprecedented opening for a deeper transformation of the energy system, and thus, an opportunity to transform society. Revolutionary Power shows us how.

Location:

Energy Content:

Energy Equity and Justice,

Electrical Grid (Transmission & Distribution),

Fuels,

Sources of Energy

NGSS Disciplinary Core Idea:

PS4.C: Information Technologies

Pedagogy & Practice:

Community Engagement,

Justice-Centered Learning,

Empathetic Engineering,

Place-Based Learning,

Project-Based Learning

Other Subjects Covered:

Computer Science,

CTE: Career & Technical Education,

Social Sciences: Analysis,

Social Sciences: Civics,

Social Sciences: Economics,

Social Sciences: History,

Social Sciences: Multicultural Studies

Resource Type:

At-Home,

Instructional Resource,

Video

Source:

The Plenary Co

Published:

2021

Last Updated:

2021

Intended Grade Level:

MS,

HS,

OST,

Post Secondary

Resource Link(s):

I Am A Scientist

Description:

In the past few years, progress has been made to inspire and support more students in the pursuit of STE(A)M careers. The goal of the “I Am A Scientist” initiative is to contribute to these efforts by providing accessible toolkits that humanize and increase the representation of diverse, real world, and multidimensional science and scientists.

In addition to creating original resources, we also aim to centralize and amplify some of the best existing, mission-aligned resources available for students and teachers by serving as a digital gateway.

OUR APPROACH

We have carefully crafted an approach that we believe addresses a need for connecting the next generation of potential and aspiring scientists to the science and stories of real world researchers that shatter ubiquitous stereotypes. This need is one small part of a much larger and much more complex tapestry of inequities, injustices, and both systemic and institutional biases at the intersection of science and society.

Our model continues to evolve and expand based on our highly valued conversations with and studying the work of educators, community advocates, and science communicators who are committed to the goal of increasing representation, inclusivity, and accessibility in and of STE(A)M careers for all students. The “I Am A Scientist” initiative aims to serve as one piece of a much larger body of work and strategies produced by leaders across communities to address these issues.

Location:

Energy Content:

Pedagogy & Practice: