SEEd Canvas module - Includes a Slides presentation, links to instructional materials, and assignments.

SEEd Canvas module - Includes a Slides presentation, links to instructional materials, and assignments.

SEEd Canvas module - Includes a Slides presentation, links to instructional materials, and assignments.

SEEd Canvas module - Includes a Slides presentation, links to instructional materials, and assignments.

SEEd Canvas module - Includes a Slides presentation, links to instructional materials, and assignments.

SEEd Canvas module - Includes a Slides presentation, links to instructional materials, and assignments.

SEEd Canvas module - Includes a Slides presentation, links to instructional materials, and assignments.

We had amazing presenters this year such as our first lady Abigail Cox and Brittney Cummins from the Governor’s Early Childhood Commission. Topics included outdoor classrooms, literacy, personalized competency learning, social studies, math, resources for families, behavior tips, and more.

21st Century Learning Design (21CLD) for Educators is a collection of eight modules. The learning path provides educators with clear and practical ways to develop 21st skills using digital technologies with their learners. 21st Century Learning Design for Educators builds on the research methodology providing a collaborative, practice-based process to help educators transform how they design enriching learning activities for their learners. The complete series of eight courses consists of videos, reading materials, rubrics for each dimension, and anchor lessons. Educators can actively participate by coding anchor lessons and redesigning their learning activities according to the 21CLD rubrics

SEEd Canvas module - Includes a Slides presentation, links to instructional materials, and assignments.

Unit Summary
This unit on thermal energy transfer begins with students testing whether a new plastic cup sold by a store keeps a drink colder for longer compared to the regular plastic cup that comes free with the drink. Students find that the drink in the regular cup warms up more than the drink in the special cup. This prompts students to identify features of the cups that are different, such as the lid, walls, and hole for the straw, that might explain why one drink warms up more than the other. 
Students investigate the different cup features they conjecture are important to explaining the phenomenon, starting with the lid. They model how matter can enter or exit the cup via evaporation However, they find that in a completely closed system, the liquid inside the cup still changes temperature. This motivates the need to trace the transfer of energy into the drink as it warms up. Through a series of lab investigations and simulations, students find that there are two ways to transfer energy into the drink: (1) the absorption of light and (2) thermal energy from the warmer air around the drink. They are then challenged to design their own drink container that can perform as well as the store-bought container, following a set of design criteria and constraints.
This unit builds toward the following NGSS Performance Expectations (PEs) as described in the OpenSciEd Scope & Sequence: MS-PS1-4*, MS-PS3-3, MS-PS3-4, MS-PS3-5, MS-PS4-2*, MS-ETS1-4. The OpenSciEd units are designed for hands-on learning and therefore materials are necessary to teach the unit. These materials can be purchased as science kits or assembled using the kit material list.

The goals of OpenSciEd are to ensure any science teacher, anywhere, can access and download freely available, high quality, locally adaptable full-course materials. REMOTE LEARNING GUIDE FOR THIS UNIT NOW AVAILABLE!

This unit on weather, climate, and water cycling is broken into four separate lesson sets. In the first two lesson sets, students explain small-scale storms. In the third and fourth lesson sets, students explain mesoscale weather systems and climate-level patterns of precipitation. Each of these two parts of the unit is grounded in a different anchoring phenomenon.

To pique students’ curiosity and anchor the learning for the unit in the visible and concrete, students start with an experience of observing and analyzing a bath bomb as it fizzes and eventually disappears in the water. Their observations and questions about what is going on drive learning that digs into a series of related phenomena as students iterate and improve their models depicting what happens during chemical reactions. By the end of the unit, students have a firm grasp on how to model simple molecules, know what to look for to determine if chemical reactions have occurred, and apply their knowledge to chemical reactions to show how mass is conserved when atoms are rearranged.