This microcredential is the fourth in the STEM for Teaching K-6 Science microcredential stack. This stack, when completed, meets Requirement Area #1 of the Elementary STEM Endorsement. Through this microcredential applicants demonstrate the ability to create effective student-centered learning environments and instruction with authentic connections between science and technology, engineering design, and mathematics.

This microcredential is the first in the STEM for Teaching K-6 Technology and Engineering microcredential stack. This stack, when completed, meets Requirement Area #2 of the Elementary STEM Endorsement. Through this microcredential, applicants demonstrate they have participated in learning experiences through examination and engagement of engineering design and the Science and Engineering Practices (SEPs).

This microcredential is the second in the STEM for Teaching K-6 Technology and Engineering microcredential stack. This stack, when completed, meets Requirement Area #2 of the Elementary STEM Endorsement. Through this microcredential applicants demonstrate and ability to engage in the use of effective technological practices and standards to support engineering design and the Science and Engineering Practices (SEPs).

This microcredential is the third in the STEM for Teaching K-6 Technology and Engineering microcredential stack. This stack, when completed, meets Requirement Area #2 of the Elementary STEM Endorsement. Through this microcredential applicants demonstrate an ability to identify and distinguish STEM models, identify knowledge and skills needed to effectively integrate STEM disciplines, explain research regarding disciplinary literacy, describe how promote appropriate student communication within engineering, and delineate instructional strategies that promote equitable access in STEM.

This microcredential is the fourth in the STEM for Teaching K-6 Technology and Engineering microcredential stack. This stack, when completed, meets Requirement Area #2 of the Elementary STEM Endorsement. Through this microcredential applicants demonstrate the ability to create effective student-centered learning environments and instruction with authentic connections with science and mathematics.

Scaffolded supports (for example, visual, verbal and written supports) are provided as temporary assistance to students so they can successfully complete tasks that they cannot yet do independently and with a high rate of success. Teachers model and scaffold steps or processes needed to understand content and concepts, apply skills, and complete tasks successfully and independently. Ongoing changes (e.g., pacing, examples, etc.) occur throughout the sequence based on student performance.

Schools and districts wishing to have professional learning they offer considered for approval to satisfy Areas 2, 3, and 4 of the Teacher Mentor Endorsement should complete this application.

Provides some activities on teaching sentence fragments as intentional, rhetorically useful possibilities for writers.

It's war in many ecosystems around the world as invasive and native species battle for primacy. Facing the increased exchange of ship ballast water among worldwide ports, biologists are grappling with a rate and scale of alien takeovers unprecedented in history. In this Bio Bulletin, see the mussels and crayfish that are stressing the vast freshwater network of the Great Lakes region, and learn what researchers are doing to give native populations a leg up.

The Science Core Guides are created to provide guidance for developing effective instruction aligned to the Utah Science with Engineering Education (SEEd) Standards. They are intended to support teachers, administrators, science specialists, instructional coaches, parents, and other stakeholders as they plan instruction at a local level.

The Core Guides are not intended to be read from cover to cover. They are meant as a resource document to be used, when needed, to support teacher professional learning and curriculum decisions. They are not meant to be used by students, and therefore they may not be written in student-friendly language. The Core Guides are meant to inform teachers and leaders as they make science curriculum decisions.

The Science Core Guides are created to provide guidance for developing effective instruction aligned to the Utah Science with Engineering Education (SEEd) Standards. They are intended to support teachers, administrators, science specialists, instructional coaches, parents, and other stakeholders as they plan instruction at a local level.

The Science Core Guides are created to provide guidance for developing effective instruction aligned to the Utah Science with Engineering Education (SEEd) Standards. They are intended to support teachers, administrators, science specialists, instructional coaches, parents, and other stakeholders as they plan instruction at a local level.

The Science Core Guides are created to provide guidance for developing effective instruction aligned to the Utah Science with Engineering Education (SEEd) Standards. They are intended to support teachers, administrators, science specialists, instructional coaches, parents, and other stakeholders as they plan instruction at a local level.

The Core Guides are not intended to be read from cover to cover. They are meant as a resource document to be used, when needed, to support teacher professional learning and curriculum decisions. They are not meant to be used by students, and therefore they may not be written in student-friendly language. The Core Guides are meant to inform teachers and leaders as they make science curriculum decisions.

The Science Core Guides are created to provide guidance for developing effective instruction aligned to the Utah Science with Engineering Education (SEEd) Standards. They are intended to support teachers, administrators, science specialists, instructional coaches, parents, and other stakeholders as they plan instruction at a local level.

The Science Core Guides are created to provide guidance for developing effective instruction aligned to the Utah Science with Engineering Education (SEEd) Standards. They are intended to support teachers, administrators, science specialists, instructional coaches, parents, and other stakeholders as they plan instruction at a local level.

The Core Guides are not intended to be read from cover to cover. They are meant as a resource document to be used, when needed, to support teacher professional learning and curriculum decisions. They are not meant to be used by students, and therefore they may not be written in student-friendly language. The Core Guides are meant to inform teachers and leaders as they make science curriculum decisions.

The Science Core Guides are created to provide guidance for developing effective instruction aligned to the Utah Science with Engineering Education (SEEd) Standards. They are intended to support teachers, administrators, science specialists, instructional coaches, parents, and other stakeholders as they plan instruction at a local level.

The Science Core Guides are created to provide guidance for developing effective instruction aligned to the Utah Science with Engineering Education (SEEd) Standards. They are intended to support teachers, administrators, science specialists, instructional coaches, parents, and other stakeholders as they plan instruction at a local level.

The Core Guides are not intended to be read from cover to cover. They are meant as a resource document to be used, when needed, to support teacher professional learning and curriculum decisions. They are not meant to be used by students, and therefore they may not be written in student-friendly language. The Core Guides are meant to inform teachers and leaders as they make science curriculum decisions.

The Science Core Guides are created to provide guidance for developing effective instruction aligned to the Utah Science with Engineering Education (SEEd) Standards. They are intended to support teachers, administrators, science specialists, instructional coaches, parents, and other stakeholders as they plan instruction at a local level.

The Core Guides are not intended to be read from cover to cover. They are meant as a resource document to be used, when needed, to support teacher professional learning and curriculum decisions. They are not meant to be used by students, and therefore they may not be written in student-friendly language. The Core Guides are meant to inform teachers and leaders as they make science curriculum decisions.

The Science Core Guides are created to provide guidance for developing effective instruction aligned to the Utah Science with Engineering Education (SEEd) Standards. They are intended to support teachers, administrators, science specialists, instructional coaches, parents, and other stakeholders as they plan instruction at a local level.