Explore the comprehensive assessment system that accompanies the OpenSciEd high school program. This comprehensive system includes opportunities for formative, summative, self, and peer assessment. The session will guide participants through the multiple assessment types and will explore in-depth electronic exit tickets and transfer tasks. Electronic exit tickets give teachers an opportunity to formatively assess students' […]

OpenSciEd HS engages students with complex, flexible, and purposeful mathematical thinking to meet the NGSS. We illustrate how NGSS practices 4 and 5 (analyzing data and math) are central and supported as students develop explanations, models, and solutions in chemistry and physics. TAKEAWAYS: Leveraging data analysis and mathematical thinking in the context of meaningful phenomena […]

Expand the socio-ecological thinking you bring to science phenomena using frameworks from Learning in Places. Experience examples of how these frameworks are part of the OpenSciEd biology course. TAKEAWAYS: Recognize […]

When using OpenSciEd, it is a challenge to help students not only figure out science ideas, but how to work together and support each other. This panel of classroom teachers […]

The Framework calls for students to engage in argumentation from evidence in a way that considers relevant social, ethical, and environmental tradeoffs that cannot be resolved without considering the values […]

"Designing for justice means centering inquiry on phenomena that cross the artificial boundary between human and natural systems. The result is instruction that not only teaches students to understand the […]

OpenSciEd Chemistry's 2nd unit explores why lightning strikes and how we can protect ourselves. Learn how students build understanding of atomic structure through modeling, investigations, and patterns of thinking. TAKEAWAYS: This unit supports students as they figure out understandings of atomic structure, charge, and the role of matter, forces, and energy in lightning. Participants will […]

Over the past decade, researchers and practitioners have been calling for more attention to coherence from the student perspective as a key part of curriculum design. This type of coherence arises when students see what they do in the science classroom as productive for addressing meaningful questions and problems. A curriculum that is coherent from […]

Many students experience high school science without considering the interconnectedness of different domains. By leveraging the Energy and Matter crosscutting concept and uniting this lens with a forces perspective, we consider how a Matter-Energy-Forces (MEF) triangle can help students apply core principles of physical science across multiple domains. We explore the MEF triangle’s use in […]