BSCS STORY - SCIENCE R&D PROGRAMS & MATERIALS FOR EDUCATORS This was a pivotal moment, representing a major shortcoming in our nation’s scientific progress. And this is where our story—BSCS Science Learning’s story—began. As the Cold War heated up, the US recognized the need for science education reform. A whirlwind of action followed in 1958. The National Aeronautics and Space

Administration

ONLINE RESOURCES DURING COVID-19 SHUTDOWN ViSTA - This online resource is designed for university preservice methods courses and inservice professional learning programs. ViSTA features five elementary science modules on Plants, Electricity, Water Cycle, Force and Motion, and Inquiry. The resource includes a range of K-8 classroom videos, assignments, and guided in-class exercises. BSCS BIOLOGY: A HUMAN APPROACH, FIFTH EDITION BSCS Biology: A Human Approach is an activity-driven, full-year program that uses human examples to engage 9th and 10th grade students in fundamental biology concepts. The comprehensive digital curriculum—grounded in the BSCS 5E Instructional Model —has been revised for the fifth edition to address Next Generation Science

Standards

A MEDICAL MYSTERY

A Medical Mystery. Middle school educators across the US are expected to dive into next generation science. However, high quality NGSS-aligned materials and professional learning opportunities are scarce. That’s why BSCS’s 3D middle school science program--A Medical Mystery--is valuable. It supports teachers in the effective

instruction of

NEXTGEN TIME

NextGen TIME is a suite of tools and processes designed for professional development of leaders at the state, district, and school levels. Over the course of the NextGen TIME program, teams of educators are guided through the evaluation, selection, and planning for implementation of materials that will help teachers enact the

vision of the Next

FIVE TOOLS AND PROCESSES FOR TRANSLATING THE NGSS BSCS Science Learning and its collaborators designed Five Tools and Processes to help professional development leaders work with teachers on curriculum, instruction, and assessment to achieve the vision of NGSS. At the heart of the Five Tools is the translation of science concepts, practices, and performance expectations into a plan for NGSS

CARBON TIME

Carbon: Transformations in Matter and Energy (Carbon TIME) is a science education program that includes publicly available teaching units, assessments, teacher professional development, and teacher networks based in local education agencies.Since 2015, 145 teachers and over 25,000 students from across the U.S. have participated in

Carbon TIME.

BSCS SCIENCE LEARNING 2021. All rights reserved. This material is based upon work supported by the National Science Foundation under Grant No. DRL1502571. Any opinions, and conclusions or

DANIEL C. EDELSON

Daniel C. Edelson is the Executive Director. Executive Director. Daniel Edelson joined BSCS as Executive Director and President in January 2015. He brings significant experience as a curriculum and educational software developer, educational researcher, and advocate for science and social studies education to HEALTHY - BSCS SCIENCE LEARNING M'Kenna. start digesting BSCS STORY - SCIENCE R&D PROGRAMS & MATERIALS FOR EDUCATORS This was a pivotal moment, representing a major shortcoming in our nation’s scientific progress. And this is where our story—BSCS Science Learning’s story—began. As the Cold War heated up, the US recognized the need for science education reform. A whirlwind of action followed in 1958. The National Aeronautics and Space

Administration

ONLINE RESOURCES DURING COVID-19 SHUTDOWN ViSTA - This online resource is designed for university preservice methods courses and inservice professional learning programs. ViSTA features five elementary science modules on Plants, Electricity, Water Cycle, Force and Motion, and Inquiry. The resource includes a range of K-8 classroom videos, assignments, and guided in-class exercises. BSCS BIOLOGY: A HUMAN APPROACH, FIFTH EDITION BSCS Biology: A Human Approach is an activity-driven, full-year program that uses human examples to engage 9th and 10th grade students in fundamental biology concepts. The comprehensive digital curriculum—grounded in the BSCS 5E Instructional Model —has been revised for the fifth edition to address Next Generation Science

Standards

A MEDICAL MYSTERY

A Medical Mystery. Middle school educators across the US are expected to dive into next generation science. However, high quality NGSS-aligned materials and professional learning opportunities are scarce. That’s why BSCS’s 3D middle school science program--A Medical Mystery--is valuable. It supports teachers in the effective

instruction of

NEXTGEN TIME

NextGen TIME is a suite of tools and processes designed for professional development of leaders at the state, district, and school levels. Over the course of the NextGen TIME program, teams of educators are guided through the evaluation, selection, and planning for implementation of materials that will help teachers enact the

vision of the Next

FIVE TOOLS AND PROCESSES FOR TRANSLATING THE NGSS BSCS Science Learning and its collaborators designed Five Tools and Processes to help professional development leaders work with teachers on curriculum, instruction, and assessment to achieve the vision of NGSS. At the heart of the Five Tools is the translation of science concepts, practices, and performance expectations into a plan for NGSS

CARBON TIME

Carbon: Transformations in Matter and Energy (Carbon TIME) is a science education program that includes publicly available teaching units, assessments, teacher professional development, and teacher networks based in local education agencies.Since 2015, 145 teachers and over 25,000 students from across the U.S. have participated in

Carbon TIME.

BSCS SCIENCE LEARNING 2021. All rights reserved. This material is based upon work supported by the National Science Foundation under Grant No. DRL1502571. Any opinions, and conclusions or

DANIEL C. EDELSON

Daniel C. Edelson is the Executive Director. Executive Director. Daniel Edelson joined BSCS as Executive Director and President in January 2015. He brings significant experience as a curriculum and educational software developer, educational researcher, and advocate for science and social studies education to HEALTHY - BSCS SCIENCE LEARNING M'Kenna. start digesting BSCS BIOLOGY: A HUMAN APPROACH, FIFTH EDITION BSCS Biology: A Human Approach is an activity-driven, full-year program that uses human examples to engage 9th and 10th grade students in fundamental biology concepts. The comprehensive digital curriculum—grounded in the BSCS 5E Instructional Model —has been revised for the fifth edition to address Next Generation Science

Standards

ONLINE RESOURCES DURING COVID-19 SHUTDOWN ViSTA - This online resource is designed for university preservice methods courses and inservice professional learning programs. ViSTA features five elementary science modules on Plants, Electricity, Water Cycle, Force and Motion, and Inquiry. The resource includes a range of K-8 classroom videos, assignments, and guided in-class exercises.

A MEDICAL MYSTERY

A Medical Mystery. Middle school educators across the US are expected to dive into next generation science. However, high quality NGSS-aligned materials and professional learning opportunities are scarce. That’s why BSCS’s 3D middle school science program--A Medical Mystery--is valuable. It supports teachers in the effective

instruction of

MATTER CYCLING & PHOTOSYNTHESIS This 7th grade unit on matter cycling and photosynthesis begins with students reflecting on what they ate for breakfast. Questions about where their food comes from lead them to consider which breakfast items might be from plants. BSCS SCIENCE LEARNING 2021. All rights reserved. This material is based upon work supported by the National Science Foundation under Grant No. DRL1502571. Any opinions, and conclusions or

DANIEL C. EDELSON

Daniel C. Edelson is the Executive Director. Executive Director. Daniel Edelson joined BSCS as Executive Director and President in January 2015. He brings significant experience as a curriculum and educational software developer, educational researcher, and advocate for science and social studies education to ABE LO - SCIENCE EDUCATOR, BSCS SCIENCE LEARNING Abe Lo is a Science Educator at BSCS Science Learning, where he designs NGSS-aligned instructional materials and professional development programs to promote the pedagogical and epistemic shifts involved with implementing NGSS-aligned teaching and learning. Since joining BSCS in January 2018, he has redesigned instructional units

using the

THE BSCS 5E INSTRUCTIONAL MODEL Origins Origins of the BSCS 5E Instructional Model can be traced to the philosophy and psychology of the early 20th century and Johann Herbart. His psychology of learning can be synthesized into an

BRIAN M. DONOVAN

Brian M. Donovan is a research scientist at BSCS Science Learning. He holds a B.A. in biology from Colorado College, a M.A. in teaching from the University of San Francisco, and a M.S. in biology and Ph.D. in science education from Stanford University. ACTIVITY 3.6: EXPLAINING PATTERNS IN ECOSYSTEMS (30 MIN 1. Use the instructional model to show students where they are in the course of the unit. Show slide 2 of the 3.6 Explaining Patterns in Ecosystem PPT. 2. Review the Ecosystems Story. Display Slide 3. Tell students that at this point in the unit they should have evidence to support an explanation for the pattern in the organic matter pyramid. SCIENCE EDUCATION LEADERSHIP DEVELOPMENT PROGRAMS & CURRICULUMOUR WORKNEWSEMPLOYMENT OPPORTUNITIESOUR STORYFINANCIALSPARTNERS BSCS Science Learning is committed to science education that is actively antiracist and anti-oppression in all its forms. We believe our work in science education must include preparing ourselves, educators, and youth to redress injustice in the world, including recent acts of racism, discrimination, and violence targeting Asian American and Pacific Islander communities. LEARN ABOUT BSCS'S 5E INSTRUCTIONAL MODELEMPLOYMENT

OPPORTUNITIESDONATE

The BSCS 5E Instructional Model has its origins with the work of earlier science educators, in particular the Karplus and Thier learning cycle developed for the Science Curriculum Improvement Study (SCIS). The findings reported in the National Research Council research summary How People Learn supports the design and sequence of the BSCS 5E Instructional Model. BSCS STORY - SCIENCE R&D PROGRAMS & MATERIALS FOR EDUCATORS This was a pivotal moment, representing a major shortcoming in our nation’s scientific progress. And this is where our story—BSCS Science Learning’s story—began. As the Cold War heated up, the US recognized the need for science education reform. A whirlwind of action followed in 1958. The National Aeronautics and Space

Administration

FIVE TOOLS AND PROCESSES FOR TRANSLATING THE NGSS BSCS Science Learning and its collaborators designed Five Tools and Processes to help professional development leaders work with teachers on curriculum, instruction, and assessment to achieve the vision of NGSS. At the heart of the Five Tools is the translation of science concepts, practices, and performance expectations into a plan for NGSS

CARBON TIME

Carbon: Transformations in Matter and Energy (Carbon TIME) is a science education program that includes publicly available teaching units, assessments, teacher professional development, and teacher networks based in local education agencies.Since 2015, 145 teachers and over 25,000 students from across the U.S. have participated in

Carbon TIME.

BSCS SCIENCE LEARNING 2021. All rights reserved. This material is based upon work supported by the National Science Foundation under Grant No. DRL1502571. Any opinions, and conclusions or THE BSCS 5E INSTRUCTIONAL MODEL Origins Origins of the BSCS 5E Instructional Model can be traced to the philosophy and psychology of the early 20th century and Johann Herbart. His psychology of learning can be synthesized into an SCIENCE EDUCATION LEADERSHIP DEVELOPMENT PROGRAMS & CURRICULUMOUR WORKNEWSEMPLOYMENT OPPORTUNITIESOUR STORYFINANCIALSPARTNERS BSCS Science Learning is committed to science education that is actively antiracist and anti-oppression in all its forms. We believe our work in science education must include preparing ourselves, educators, and youth to redress injustice in the world, including recent acts of racism, discrimination, and violence targeting Asian American and Pacific Islander communities. LEARN ABOUT BSCS'S 5E INSTRUCTIONAL MODELEMPLOYMENT

OPPORTUNITIESDONATE

The BSCS 5E Instructional Model has its origins with the work of earlier science educators, in particular the Karplus and Thier learning cycle developed for the Science Curriculum Improvement Study (SCIS). The findings reported in the National Research Council research summary How People Learn supports the design and sequence of the BSCS 5E Instructional Model. BSCS STORY - SCIENCE R&D PROGRAMS & MATERIALS FOR EDUCATORS This was a pivotal moment, representing a major shortcoming in our nation’s scientific progress. And this is where our story—BSCS Science Learning’s story—began. As the Cold War heated up, the US recognized the need for science education reform. A whirlwind of action followed in 1958. The National Aeronautics and Space

Administration

FIVE TOOLS AND PROCESSES FOR TRANSLATING THE NGSS BSCS Science Learning and its collaborators designed Five Tools and Processes to help professional development leaders work with teachers on curriculum, instruction, and assessment to achieve the vision of NGSS. At the heart of the Five Tools is the translation of science concepts, practices, and performance expectations into a plan for NGSS

CARBON TIME

Carbon: Transformations in Matter and Energy (Carbon TIME) is a science education program that includes publicly available teaching units, assessments, teacher professional development, and teacher networks based in local education agencies.Since 2015, 145 teachers and over 25,000 students from across the U.S. have participated in

Carbon TIME.

BSCS SCIENCE LEARNING 2021. All rights reserved. This material is based upon work supported by the National Science Foundation under Grant No. DRL1502571. Any opinions, and conclusions or THE BSCS 5E INSTRUCTIONAL MODEL Origins Origins of the BSCS 5E Instructional Model can be traced to the philosophy and psychology of the early 20th century and Johann Herbart. His psychology of learning can be synthesized into an HEALTHY - BSCS SCIENCE LEARNING M'Kenna. start digesting ACTIVITY 4.3: HOW FLUXES CHANGE AND PHOTOSYNTHESIS LIMITS Students run the simulation. Pass out the 4.3 Computer Model for Changing Fluxes Worksheet to each student. Have students follow the instructions to run the simulation. Students should record their data in the tables. (Optional) Use Slides 5-13 to discuss Run 1, 2, and 3

as a class.

GUIDELINES FOR THE EVALUATION OF INSTRUCTIONAL MATERIALS Guidelines for the Evaluation of Instructional Materials in Science COLORADO SPRINGS, CO This material is based on work supported by the National Science Foundation under Grant No.: DGE-1445675. BSCS BIOLOGY: A HUMAN APPROACH, FIFTH EDITION BSCS Biology: A Human Approach is an activity-driven, full-year program that uses human examples to engage 9th and 10th grade students in fundamental biology concepts. The comprehensive digital curriculum—grounded in the BSCS 5E Instructional Model —has been revised for the fifth edition to address Next Generation Science

Standards

THE BSCS 5E INSTRUCTIONAL MODEL Origins Origins of the BSCS 5E Instructional Model can be traced to the philosophy and psychology of the early 20th century and Johann Herbart. His psychology of learning can be synthesized into an BSCS SCIENCE LEARNING 2021. All rights reserved. This material is based upon work supported by the National Science Foundation under Grant No. DRL1502571. Any opinions, and conclusions or

BRIAN M. DONOVAN

Brian M. Donovan is a research scientist at BSCS Science Learning. He holds a B.A. in biology from Colorado College, a M.A. in teaching from the University of San Francisco, and a M.S. in biology and Ph.D. in science education from Stanford University. PLANTS | CARBON TIME Plants is one of the six Carbon TIME units.If you are new to teaching Carbon TIME, read the Carbon TIME FAQ: Which Units Should I Teach.. The Plants Unit supports students in using core disciplinary ideas, science practices, and cross-cutting concepts to develop scientific explanations of how different plants transform matter and energy as they grow, move, and function.

PLANTS | LESSON 3

Activity 3.1 is the Predictions and Planning Phase of the instructional model (beginning the climb up the triangle). During this phase, students record their predictions and express ideas about what happens to plants when they are in the light and the dark as well as where a plant’s mass comes from as it grows. ACTIVITY 2.1: PREDICTIONS ABOUT PATTERNS IN ECOSYSTEMS (30 For Activity 2.1, open the Predictions and Planning for the Meadow Simulation PPT and project it. Prepare enough copies of the Predictions and Planning Tool for the Meadow Simulation for each student to have one. Directions. 1. Use the instructional model to show students where they are in the course of the unit. ECOSYSTEMS | LESSON 3 Overview. In Lesson 2, students identified a pattern of the organic matter pyramid in a meadow ecosystem. In Lesson 3, they explain why that pattern exists by tracing matter and energy and connecting scales: (a) matter cycling and energy flow among carbon pools at the ecosystem scale, (b) growth, life functions, and death of organisms at the macroscopic scale, and (c) carbon-transforming

ACTIVITY 5.3

In today’s lesson, students will use what they learned in Lesson 5.1 (and 5.2) to explain how cows get food to their bodies’ cells. 3. Have students review the process of digestion. Use slides 4-5 of the 5.3 Explaining How Cows Grow: Digestion PPT to guide students through a review of digestion. ACTIVITY 2.2: THE MEADOW SIMULATION (50 MIN) Directions. 1. Use the instructional model to show students where they are in the course of the unit. Show slide 2 of the 2.2 Meadow Simulation PPT . 2. Introduce the activity. Use slides 3 – 5 to review the features of the online Meadow Simulation. 3. Students complete trials 1 & 2 on the Meadow Simulation Worksheet. SCIENCE EDUCATION LEADERSHIP DEVELOPMENT PROGRAMS & CURRICULUMOUR WORKNEWSEMPLOYMENT OPPORTUNITIESOUR STORYFINANCIALSPARTNERS BSCS Science Learning is committed to science education that is actively antiracist and anti-oppression in all its forms. We believe our work in science education must include preparing ourselves, educators, and youth to redress injustice in the world, including recent acts of racism, discrimination, and violence targeting Asian American and Pacific Islander communities. LEARN ABOUT BSCS'S 5E INSTRUCTIONAL MODELEMPLOYMENT

OPPORTUNITIESDONATE

The BSCS 5E Instructional Model has its origins with the work of earlier science educators, in particular the Karplus and Thier learning cycle developed for the Science Curriculum Improvement Study (SCIS). The findings reported in the National Research Council research summary How People Learn supports the design and sequence of the BSCS 5E Instructional Model. BSCS STORY - SCIENCE R&D PROGRAMS & MATERIALS FOR EDUCATORS This was a pivotal moment, representing a major shortcoming in our nation’s scientific progress. And this is where our story—BSCS Science Learning’s story—began. As the Cold War heated up, the US recognized the need for science education reform. A whirlwind of action followed in 1958. The National Aeronautics and Space

Administration

FIVE TOOLS AND PROCESSES FOR TRANSLATING THE NGSS BSCS Science Learning and its collaborators designed Five Tools and Processes to help professional development leaders work with teachers on curriculum, instruction, and assessment to achieve the vision of NGSS. At the heart of the Five Tools is the translation of science concepts, practices, and performance expectations into a plan for NGSS

CARBON TIME

Carbon: Transformations in Matter and Energy (Carbon TIME) is a science education program that includes publicly available teaching units, assessments, teacher professional development, and teacher networks based in local education agencies.Since 2015, 145 teachers and over 25,000 students from across the U.S. have participated in

Carbon TIME.

BSCS SCIENCE LEARNING 2021. All rights reserved. This material is based upon work supported by the National Science Foundation under Grant No. DRL1502571. Any opinions, and conclusions or THE BSCS 5E INSTRUCTIONAL MODEL Origins Origins of the BSCS 5E Instructional Model can be traced to the philosophy and psychology of the early 20th century and Johann Herbart. His psychology of learning can be synthesized into an HEALTHY - BSCS SCIENCE LEARNING M'Kenna. start digesting ACTIVITY 4.3: HOW FLUXES CHANGE AND PHOTOSYNTHESIS LIMITS Students run the simulation. Pass out the 4.3 Computer Model for Changing Fluxes Worksheet to each student. Have students follow the instructions to run the simulation. Students should record their data in the tables. (Optional) Use Slides 5-13 to discuss Run 1, 2, and 3

as a class.

GUIDELINES FOR THE EVALUATION OF INSTRUCTIONAL MATERIALS Guidelines for the Evaluation of Instructional Materials in Science COLORADO SPRINGS, CO This material is based on work supported by the National Science Foundation under Grant No.: DGE-1445675. SCIENCE EDUCATION LEADERSHIP DEVELOPMENT PROGRAMS & CURRICULUMOUR WORKNEWSEMPLOYMENT OPPORTUNITIESOUR STORYFINANCIALSPARTNERS BSCS Science Learning is committed to science education that is actively antiracist and anti-oppression in all its forms. We believe our work in science education must include preparing ourselves, educators, and youth to redress injustice in the world, including recent acts of racism, discrimination, and violence targeting Asian American and Pacific Islander communities. LEARN ABOUT BSCS'S 5E INSTRUCTIONAL MODELEMPLOYMENT

OPPORTUNITIESDONATE

The BSCS 5E Instructional Model has its origins with the work of earlier science educators, in particular the Karplus and Thier learning cycle developed for the Science Curriculum Improvement Study (SCIS). The findings reported in the National Research Council research summary How People Learn supports the design and sequence of the BSCS 5E Instructional Model. BSCS STORY - SCIENCE R&D PROGRAMS & MATERIALS FOR EDUCATORS This was a pivotal moment, representing a major shortcoming in our nation’s scientific progress. And this is where our story—BSCS Science Learning’s story—began. As the Cold War heated up, the US recognized the need for science education reform. A whirlwind of action followed in 1958. The National Aeronautics and Space

Administration

FIVE TOOLS AND PROCESSES FOR TRANSLATING THE NGSS BSCS Science Learning and its collaborators designed Five Tools and Processes to help professional development leaders work with teachers on curriculum, instruction, and assessment to achieve the vision of NGSS. At the heart of the Five Tools is the translation of science concepts, practices, and performance expectations into a plan for NGSS

CARBON TIME

Carbon: Transformations in Matter and Energy (Carbon TIME) is a science education program that includes publicly available teaching units, assessments, teacher professional development, and teacher networks based in local education agencies.Since 2015, 145 teachers and over 25,000 students from across the U.S. have participated in

Carbon TIME.

BSCS SCIENCE LEARNING 2021. All rights reserved. This material is based upon work supported by the National Science Foundation under Grant No. DRL1502571. Any opinions, and conclusions or THE BSCS 5E INSTRUCTIONAL MODEL Origins Origins of the BSCS 5E Instructional Model can be traced to the philosophy and psychology of the early 20th century and Johann Herbart. His psychology of learning can be synthesized into an HEALTHY - BSCS SCIENCE LEARNING M'Kenna. start digesting ACTIVITY 4.3: HOW FLUXES CHANGE AND PHOTOSYNTHESIS LIMITS Students run the simulation. Pass out the 4.3 Computer Model for Changing Fluxes Worksheet to each student. Have students follow the instructions to run the simulation. Students should record their data in the tables. (Optional) Use Slides 5-13 to discuss Run 1, 2, and 3

as a class.

GUIDELINES FOR THE EVALUATION OF INSTRUCTIONAL MATERIALS Guidelines for the Evaluation of Instructional Materials in Science COLORADO SPRINGS, CO This material is based on work supported by the National Science Foundation under Grant No.: DGE-1445675. BSCS BIOLOGY: A HUMAN APPROACH, FIFTH EDITION BSCS Biology: A Human Approach is an activity-driven, full-year program that uses human examples to engage 9th and 10th grade students in fundamental biology concepts. The comprehensive digital curriculum—grounded in the BSCS 5E Instructional Model —has been revised for the fifth edition to address Next Generation Science

Standards

THE BSCS 5E INSTRUCTIONAL MODEL Origins Origins of the BSCS 5E Instructional Model can be traced to the philosophy and psychology of the early 20th century and Johann Herbart. His psychology of learning can be synthesized into an BSCS SCIENCE LEARNING 2021. All rights reserved. This material is based upon work supported by the National Science Foundation under Grant No. DRL1502571. Any opinions, and conclusions or

BRIAN M. DONOVAN

Brian M. Donovan is a research scientist at BSCS Science Learning. He holds a B.A. in biology from Colorado College, a M.A. in teaching from the University of San Francisco, and a M.S. in biology and Ph.D. in science education from Stanford University. PLANTS | CARBON TIME Plants is one of the six Carbon TIME units.If you are new to teaching Carbon TIME, read the Carbon TIME FAQ: Which Units Should I Teach.. The Plants Unit supports students in using core disciplinary ideas, science practices, and cross-cutting concepts to develop scientific explanations of how different plants transform matter and energy as they grow, move, and function.

PLANTS | LESSON 3

Activity 3.1 is the Predictions and Planning Phase of the instructional model (beginning the climb up the triangle). During this phase, students record their predictions and express ideas about what happens to plants when they are in the light and the dark as well as where a plant’s mass comes from as it grows. ACTIVITY 2.1: PREDICTIONS ABOUT PATTERNS IN ECOSYSTEMS (30 For Activity 2.1, open the Predictions and Planning for the Meadow Simulation PPT and project it. Prepare enough copies of the Predictions and Planning Tool for the Meadow Simulation for each student to have one. Directions. 1. Use the instructional model to show students where they are in the course of the unit. ECOSYSTEMS | LESSON 3 Overview. In Lesson 2, students identified a pattern of the organic matter pyramid in a meadow ecosystem. In Lesson 3, they explain why that pattern exists by tracing matter and energy and connecting scales: (a) matter cycling and energy flow among carbon pools at the ecosystem scale, (b) growth, life functions, and death of organisms at the macroscopic scale, and (c) carbon-transforming

ACTIVITY 5.3

In today’s lesson, students will use what they learned in Lesson 5.1 (and 5.2) to explain how cows get food to their bodies’ cells. 3. Have students review the process of digestion. Use slides 4-5 of the 5.3 Explaining How Cows Grow: Digestion PPT to guide students through a review of digestion. ACTIVITY 2.2: THE MEADOW SIMULATION (50 MIN) Directions. 1. Use the instructional model to show students where they are in the course of the unit. Show slide 2 of the 2.2 Meadow Simulation PPT . 2. Introduce the activity. Use slides 3 – 5 to review the features of the online Meadow Simulation. 3. Students complete trials 1 & 2 on the Meadow Simulation Worksheet. SCIENCE EDUCATION LEADERSHIP DEVELOPMENT PROGRAMS & CURRICULUMOUR WORKNEWSEMPLOYMENT OPPORTUNITIESOUR STORYFINANCIALSPARTNERS BSCS Science Learning is committed to science education that is actively antiracist and anti-oppression in all its forms. We believe our work in science education must include preparing ourselves, educators, and youth to redress injustice in the world, including recent acts of racism, discrimination, and violence targeting Asian American and Pacific Islander communities. LEARN ABOUT BSCS'S 5E INSTRUCTIONAL MODELEMPLOYMENT

OPPORTUNITIESDONATE

The BSCS 5E Instructional Model has its origins with the work of earlier science educators, in particular the Karplus and Thier learning cycle developed for the Science Curriculum Improvement Study (SCIS). The findings reported in the National Research Council research summary How People Learn supports the design and sequence of the BSCS 5E Instructional Model. BSCS STORY - SCIENCE R&D PROGRAMS & MATERIALS FOR EDUCATORS This was a pivotal moment, representing a major shortcoming in our nation’s scientific progress. And this is where our story—BSCS Science Learning’s story—began. As the Cold War heated up, the US recognized the need for science education reform. A whirlwind of action followed in 1958. The National Aeronautics and Space

Administration

FIVE TOOLS AND PROCESSES FOR TRANSLATING THE NGSS BSCS Science Learning and its collaborators designed Five Tools and Processes to help professional development leaders work with teachers on curriculum, instruction, and assessment to achieve the vision of NGSS. At the heart of the Five Tools is the translation of science concepts, practices, and performance expectations into a plan for NGSS

CARBON TIME

Carbon: Transformations in Matter and Energy (Carbon TIME) is a science education program that includes publicly available teaching units, assessments, teacher professional development, and teacher networks based in local education agencies.Since 2015, 145 teachers and over 25,000 students from across the U.S. have participated in

Carbon TIME.

BSCS SCIENCE LEARNING 2021. All rights reserved. This material is based upon work supported by the National Science Foundation under Grant No. DRL1502571. Any opinions, and conclusions or THE BSCS 5E INSTRUCTIONAL MODEL Origins Origins of the BSCS 5E Instructional Model can be traced to the philosophy and psychology of the early 20th century and Johann Herbart. His psychology of learning can be synthesized into an HEALTHY - BSCS SCIENCE LEARNING M'Kenna. start digesting ACTIVITY 4.3: HOW FLUXES CHANGE AND PHOTOSYNTHESIS LIMITS Students run the simulation. Pass out the 4.3 Computer Model for Changing Fluxes Worksheet to each student. Have students follow the instructions to run the simulation. Students should record their data in the tables. (Optional) Use Slides 5-13 to discuss Run 1, 2, and 3

as a class.

GUIDELINES FOR THE EVALUATION OF INSTRUCTIONAL MATERIALS Guidelines for the Evaluation of Instructional Materials in Science COLORADO SPRINGS, CO This material is based on work supported by the National Science Foundation under Grant No.: DGE-1445675. SCIENCE EDUCATION LEADERSHIP DEVELOPMENT PROGRAMS & CURRICULUMOUR WORKNEWSEMPLOYMENT OPPORTUNITIESOUR STORYFINANCIALSPARTNERS BSCS Science Learning is committed to science education that is actively antiracist and anti-oppression in all its forms. We believe our work in science education must include preparing ourselves, educators, and youth to redress injustice in the world, including recent acts of racism, discrimination, and violence targeting Asian American and Pacific Islander communities. LEARN ABOUT BSCS'S 5E INSTRUCTIONAL MODELEMPLOYMENT

OPPORTUNITIESDONATE

The BSCS 5E Instructional Model has its origins with the work of earlier science educators, in particular the Karplus and Thier learning cycle developed for the Science Curriculum Improvement Study (SCIS). The findings reported in the National Research Council research summary How People Learn supports the design and sequence of the BSCS 5E Instructional Model. BSCS STORY - SCIENCE R&D PROGRAMS & MATERIALS FOR EDUCATORS This was a pivotal moment, representing a major shortcoming in our nation’s scientific progress. And this is where our story—BSCS Science Learning’s story—began. As the Cold War heated up, the US recognized the need for science education reform. A whirlwind of action followed in 1958. The National Aeronautics and Space

Administration

FIVE TOOLS AND PROCESSES FOR TRANSLATING THE NGSS BSCS Science Learning and its collaborators designed Five Tools and Processes to help professional development leaders work with teachers on curriculum, instruction, and assessment to achieve the vision of NGSS. At the heart of the Five Tools is the translation of science concepts, practices, and performance expectations into a plan for NGSS

CARBON TIME

Carbon: Transformations in Matter and Energy (Carbon TIME) is a science education program that includes publicly available teaching units, assessments, teacher professional development, and teacher networks based in local education agencies.Since 2015, 145 teachers and over 25,000 students from across the U.S. have participated in

Carbon TIME.

BSCS SCIENCE LEARNING 2021. All rights reserved. This material is based upon work supported by the National Science Foundation under Grant No. DRL1502571. Any opinions, and conclusions or THE BSCS 5E INSTRUCTIONAL MODEL Origins Origins of the BSCS 5E Instructional Model can be traced to the philosophy and psychology of the early 20th century and Johann Herbart. His psychology of learning can be synthesized into an HEALTHY - BSCS SCIENCE LEARNING M'Kenna. start digesting ACTIVITY 4.3: HOW FLUXES CHANGE AND PHOTOSYNTHESIS LIMITS Students run the simulation. Pass out the 4.3 Computer Model for Changing Fluxes Worksheet to each student. Have students follow the instructions to run the simulation. Students should record their data in the tables. (Optional) Use Slides 5-13 to discuss Run 1, 2, and 3

as a class.

GUIDELINES FOR THE EVALUATION OF INSTRUCTIONAL MATERIALS Guidelines for the Evaluation of Instructional Materials in Science COLORADO SPRINGS, CO This material is based on work supported by the National Science Foundation under Grant No.: DGE-1445675. BSCS BIOLOGY: A HUMAN APPROACH, FIFTH EDITION BSCS Biology: A Human Approach is an activity-driven, full-year program that uses human examples to engage 9th and 10th grade students in fundamental biology concepts. The comprehensive digital curriculum—grounded in the BSCS 5E Instructional Model —has been revised for the fifth edition to address Next Generation Science

Standards

THE BSCS 5E INSTRUCTIONAL MODEL Origins Origins of the BSCS 5E Instructional Model can be traced to the philosophy and psychology of the early 20th century and Johann Herbart. His psychology of learning can be synthesized into an BSCS SCIENCE LEARNING 2021. All rights reserved. This material is based upon work supported by the National Science Foundation under Grant No. DRL1502571. Any opinions, and conclusions or

BRIAN M. DONOVAN

Brian M. Donovan is a research scientist at BSCS Science Learning. He holds a B.A. in biology from Colorado College, a M.A. in teaching from the University of San Francisco, and a M.S. in biology and Ph.D. in science education from Stanford University. PLANTS | CARBON TIME Plants is one of the six Carbon TIME units.If you are new to teaching Carbon TIME, read the Carbon TIME FAQ: Which Units Should I Teach.. The Plants Unit supports students in using core disciplinary ideas, science practices, and cross-cutting concepts to develop scientific explanations of how different plants transform matter and energy as they grow, move, and function.

PLANTS | LESSON 3

Activity 3.1 is the Predictions and Planning Phase of the instructional model (beginning the climb up the triangle). During this phase, students record their predictions and express ideas about what happens to plants when they are in the light and the dark as well as where a plant’s mass comes from as it grows. ACTIVITY 2.1: PREDICTIONS ABOUT PATTERNS IN ECOSYSTEMS (30 For Activity 2.1, open the Predictions and Planning for the Meadow Simulation PPT and project it. Prepare enough copies of the Predictions and Planning Tool for the Meadow Simulation for each student to have one. Directions. 1. Use the instructional model to show students where they are in the course of the unit. ECOSYSTEMS | LESSON 3 Overview. In Lesson 2, students identified a pattern of the organic matter pyramid in a meadow ecosystem. In Lesson 3, they explain why that pattern exists by tracing matter and energy and connecting scales: (a) matter cycling and energy flow among carbon pools at the ecosystem scale, (b) growth, life functions, and death of organisms at the macroscopic scale, and (c) carbon-transforming

ACTIVITY 5.3

In today’s lesson, students will use what they learned in Lesson 5.1 (and 5.2) to explain how cows get food to their bodies’ cells. 3. Have students review the process of digestion. Use slides 4-5 of the 5.3 Explaining How Cows Grow: Digestion PPT to guide students through a review of digestion. ACTIVITY 2.2: THE MEADOW SIMULATION (50 MIN) Directions. 1. Use the instructional model to show students where they are in the course of the unit. Show slide 2 of the 2.2 Meadow Simulation PPT . 2. Introduce the activity. Use slides 3 – 5 to review the features of the online Meadow Simulation. 3. Students complete trials 1 & 2 on the Meadow Simulation Worksheet. SCIENCE EDUCATION LEADERSHIP DEVELOPMENT PROGRAMS & CURRICULUMOUR WORKNEWSEMPLOYMENT OPPORTUNITIESOUR STORYFINANCIALSPARTNERS BSCS Science Learning is committed to science education that is actively antiracist and anti-oppression in all its forms. We believe our work in science education must include preparing ourselves, educators, and youth to redress injustice in the world, including recent acts of racism, discrimination, and violence targeting Asian American and Pacific Islander communities. LEARN ABOUT BSCS'S 5E INSTRUCTIONAL MODELEMPLOYMENT

OPPORTUNITIESDONATE

The BSCS 5E Instructional Model has its origins with the work of earlier science educators, in particular the Karplus and Thier learning cycle developed for the Science Curriculum Improvement Study (SCIS). The findings reported in the National Research Council research summary How People Learn supports the design and sequence of the BSCS 5E Instructional Model. BSCS STORY - SCIENCE R&D PROGRAMS & MATERIALS FOR EDUCATORS This was a pivotal moment, representing a major shortcoming in our nation’s scientific progress. And this is where our story—BSCS Science Learning’s story—began. As the Cold War heated up, the US recognized the need for science education reform. A whirlwind of action followed in 1958. The National Aeronautics and Space

Administration

FIVE TOOLS AND PROCESSES FOR TRANSLATING THE NGSS BSCS Science Learning and its collaborators designed Five Tools and Processes to help professional development leaders work with teachers on curriculum, instruction, and assessment to achieve the vision of NGSS. At the heart of the Five Tools is the translation of science concepts, practices, and performance expectations into a plan for NGSS

NEXTGEN TIME

NextGen TIME is a suite of tools and processes designed for professional development of leaders at the state, district, and school levels. Over the course of the NextGen TIME program, teams of educators are guided through the evaluation, selection, and planning for implementation of materials that will help teachers enact the

vision of the Next

CARBON TIME

Carbon: Transformations in Matter and Energy (Carbon TIME) is a science education program that includes publicly available teaching units, assessments, teacher professional development, and teacher networks based in local education agencies.Since 2015, 145 teachers and over 25,000 students from across the U.S. have participated in

Carbon TIME.

BSCS SCIENCE LEARNING 2021. All rights reserved. This material is based upon work supported by the National Science Foundation under Grant No. DRL1502571. Any opinions, and conclusions or HEALTHY - BSCS SCIENCE LEARNING M'Kenna. start digesting GUIDELINES FOR THE EVALUATION OF INSTRUCTIONAL MATERIALS Guidelines for the Evaluation of Instructional Materials in Science COLORADO SPRINGS, CO This material is based on work supported by the National Science Foundation under Grant No.: DGE-1445675. I CAN USE THE IDENTIFY AND INTERPRET (I) STRATEGY H I Can Use the Identify and Interpret (I2) Strategy H ave you ever looked at a graph or figure and felt overwhelmed by it? Often there is a lot of information on graphs and in figures. SCIENCE EDUCATION LEADERSHIP DEVELOPMENT PROGRAMS & CURRICULUMOUR WORKNEWSEMPLOYMENT OPPORTUNITIESOUR STORYFINANCIALSPARTNERS BSCS Science Learning is committed to science education that is actively antiracist and anti-oppression in all its forms. We believe our work in science education must include preparing ourselves, educators, and youth to redress injustice in the world, including recent acts of racism, discrimination, and violence targeting Asian American and Pacific Islander communities. LEARN ABOUT BSCS'S 5E INSTRUCTIONAL MODELEMPLOYMENT

OPPORTUNITIESDONATE

The BSCS 5E Instructional Model has its origins with the work of earlier science educators, in particular the Karplus and Thier learning cycle developed for the Science Curriculum Improvement Study (SCIS). The findings reported in the National Research Council research summary How People Learn supports the design and sequence of the BSCS 5E Instructional Model. BSCS STORY - SCIENCE R&D PROGRAMS & MATERIALS FOR EDUCATORS This was a pivotal moment, representing a major shortcoming in our nation’s scientific progress. And this is where our story—BSCS Science Learning’s story—began. As the Cold War heated up, the US recognized the need for science education reform. A whirlwind of action followed in 1958. The National Aeronautics and Space

Administration

FIVE TOOLS AND PROCESSES FOR TRANSLATING THE NGSS BSCS Science Learning and its collaborators designed Five Tools and Processes to help professional development leaders work with teachers on curriculum, instruction, and assessment to achieve the vision of NGSS. At the heart of the Five Tools is the translation of science concepts, practices, and performance expectations into a plan for NGSS

NEXTGEN TIME

NextGen TIME is a suite of tools and processes designed for professional development of leaders at the state, district, and school levels. Over the course of the NextGen TIME program, teams of educators are guided through the evaluation, selection, and planning for implementation of materials that will help teachers enact the

vision of the Next

CARBON TIME

Carbon: Transformations in Matter and Energy (Carbon TIME) is a science education program that includes publicly available teaching units, assessments, teacher professional development, and teacher networks based in local education agencies.Since 2015, 145 teachers and over 25,000 students from across the U.S. have participated in

Carbon TIME.

BSCS SCIENCE LEARNING 2021. All rights reserved. This material is based upon work supported by the National Science Foundation under Grant No. DRL1502571. Any opinions, and conclusions or HEALTHY - BSCS SCIENCE LEARNING M'Kenna. start digesting GUIDELINES FOR THE EVALUATION OF INSTRUCTIONAL MATERIALS Guidelines for the Evaluation of Instructional Materials in Science COLORADO SPRINGS, CO This material is based on work supported by the National Science Foundation under Grant No.: DGE-1445675. I CAN USE THE IDENTIFY AND INTERPRET (I) STRATEGY H I Can Use the Identify and Interpret (I2) Strategy H ave you ever looked at a graph or figure and felt overwhelmed by it? Often there is a lot of information on graphs and in figures. LEARN ABOUT BSCS'S 5E INSTRUCTIONAL MODEL The BSCS 5E Instructional Model has its origins with the work of earlier science educators, in particular the Karplus and Thier learning cycle developed for the Science Curriculum Improvement Study (SCIS). The findings reported in the National Research Council research summary How People Learn supports the design and sequence of the BSCS 5E Instructional Model.

NEXTGEN TIME

NextGen TIME is a suite of tools and processes designed for professional development of leaders at the state, district, and school levels. Over the course of the NextGen TIME program, teams of educators are guided through the evaluation, selection, and planning for implementation of materials that will help teachers enact the

vision of the Next

| BSCS SCIENCE LEARNING VIDEOVERSE BSCS Videoverse takes you inside classrooms with a growing collection of 2-20 minute video clips spanning a variety of topics including: Many videos also come with associated resources, including: transcripts with context for the video content, lesson plans, MATTER CYCLING & PHOTOSYNTHESIS This 7th grade unit on matter cycling and photosynthesis begins with students reflecting on what they ate for breakfast. Questions about where their food comes from lead them to consider which breakfast items might be from plants. BSCS MIDDLE SCHOOL SCIENCE: CHAPTER PDFS Chapter 4 PDF. Physical Science Unit. Chapter 1 PDF. Chapter 2 PDF. Chapter 3 PDF. Science as Inquiry Unit. Chapter 1 PDF. Life Science Unit. Chapter 1 PDF.

DANIEL C. EDELSON

Daniel C. Edelson is the Executive Director. Executive Director. Daniel Edelson joined BSCS as Executive Director and President in January 2015. He brings significant experience as a curriculum and educational software developer, educational researcher, and advocate for science and social studies education to

BRIAN M. DONOVAN

Brian M. Donovan is a research scientist at BSCS Science Learning. He holds a B.A. in biology from Colorado College, a M.A. in teaching from the University of San Francisco, and a M.S. in biology and Ph.D. in science education from Stanford University. EXPLORING M’KENNA'S DIGESTION Select a Food. Compare data from M'Kenna's system to the data you recorded for the healthy system. Record M'Kenna's data next to the healthy data on your data sheet using a different colored pen or pencil. Begin by selecting a food to review its food molecules and then start digesting to explore how the food changes as it is digested

in M'Kenna

PLANTS | LESSON 3

Activity 3.1 is the Predictions and Planning Phase of the instructional model (beginning the climb up the triangle). During this phase, students record their predictions and express ideas about what happens to plants when they are in the light and the dark as well as where a plant’s mass comes from as it grows. UNDERSTANDING EBOLA VIRUS DISEASE Understanding Ebola Virus Disease. Colorized scanning electron micrograph of filamentous Ebola virus particles budding from a chronically infected VERO E6 cell (35,000x magnification). May 23, 2014. Courtesy of National Institute of Allergy and Infectious Diseases. The Ebola virus was discovered in 1976 in what is now the Democratic Republic of SCIENCE EDUCATION LEADERSHIP DEVELOPMENT PROGRAMS & CURRICULUMOUR WORKNEWSEMPLOYMENT OPPORTUNITIESOUR STORYFINANCIALSPARTNERS BSCS Science Learning is committed to science education that is actively antiracist and anti-oppression in all its forms. We believe our work in science education must include preparing ourselves, educators, and youth to redress injustice in the world, including recent acts of racism, discrimination, and violence targeting Asian American and Pacific Islander communities. LEARN ABOUT BSCS'S 5E INSTRUCTIONAL MODELEMPLOYMENT

OPPORTUNITIESDONATE

The BSCS 5E Instructional Model has its origins with the work of earlier science educators, in particular the Karplus and Thier learning cycle developed for the Science Curriculum Improvement Study (SCIS). The findings reported in the National Research Council research summary How People Learn supports the design and sequence of the BSCS 5E Instructional Model. BSCS STORY - SCIENCE R&D PROGRAMS & MATERIALS FOR EDUCATORS This was a pivotal moment, representing a major shortcoming in our nation’s scientific progress. And this is where our story—BSCS Science Learning’s story—began. As the Cold War heated up, the US recognized the need for science education reform. A whirlwind of action followed in 1958. The National Aeronautics and Space

Administration

FIVE TOOLS AND PROCESSES FOR TRANSLATING THE NGSS BSCS Science Learning and its collaborators designed Five Tools and Processes to help professional development leaders work with teachers on curriculum, instruction, and assessment to achieve the vision of NGSS. At the heart of the Five Tools is the translation of science concepts, practices, and performance expectations into a plan for NGSS

NEXTGEN TIME

NextGen TIME is a suite of tools and processes designed for professional development of leaders at the state, district, and school levels. Over the course of the NextGen TIME program, teams of educators are guided through the evaluation, selection, and planning for implementation of materials that will help teachers enact the

vision of the Next

CARBON TIME

Carbon: Transformations in Matter and Energy (Carbon TIME) is a science education program that includes publicly available teaching units, assessments, teacher professional development, and teacher networks based in local education agencies.Since 2015, 145 teachers and over 25,000 students from across the U.S. have participated in

Carbon TIME.

BSCS SCIENCE LEARNING 2021. All rights reserved. This material is based upon work supported by the National Science Foundation under Grant No. DRL1502571. Any opinions, and conclusions or HEALTHY - BSCS SCIENCE LEARNING M'Kenna. start digesting GUIDELINES FOR THE EVALUATION OF INSTRUCTIONAL MATERIALS Guidelines for the Evaluation of Instructional Materials in Science COLORADO SPRINGS, CO This material is based on work supported by the National Science Foundation under Grant No.: DGE-1445675. I CAN USE THE IDENTIFY AND INTERPRET (I) STRATEGY H I Can Use the Identify and Interpret (I2) Strategy H ave you ever looked at a graph or figure and felt overwhelmed by it? Often there is a lot of information on graphs and in figures. SCIENCE EDUCATION LEADERSHIP DEVELOPMENT PROGRAMS & CURRICULUMOUR WORKNEWSEMPLOYMENT OPPORTUNITIESOUR STORYFINANCIALSPARTNERS BSCS Science Learning is committed to science education that is actively antiracist and anti-oppression in all its forms. We believe our work in science education must include preparing ourselves, educators, and youth to redress injustice in the world, including recent acts of racism, discrimination, and violence targeting Asian American and Pacific Islander communities. LEARN ABOUT BSCS'S 5E INSTRUCTIONAL MODELEMPLOYMENT

OPPORTUNITIESDONATE

The BSCS 5E Instructional Model has its origins with the work of earlier science educators, in particular the Karplus and Thier learning cycle developed for the Science Curriculum Improvement Study (SCIS). The findings reported in the National Research Council research summary How People Learn supports the design and sequence of the BSCS 5E Instructional Model. BSCS STORY - SCIENCE R&D PROGRAMS & MATERIALS FOR EDUCATORS This was a pivotal moment, representing a major shortcoming in our nation’s scientific progress. And this is where our story—BSCS Science Learning’s story—began. As the Cold War heated up, the US recognized the need for science education reform. A whirlwind of action followed in 1958. The National Aeronautics and Space

Administration

FIVE TOOLS AND PROCESSES FOR TRANSLATING THE NGSS BSCS Science Learning and its collaborators designed Five Tools and Processes to help professional development leaders work with teachers on curriculum, instruction, and assessment to achieve the vision of NGSS. At the heart of the Five Tools is the translation of science concepts, practices, and performance expectations into a plan for NGSS

NEXTGEN TIME

NextGen TIME is a suite of tools and processes designed for professional development of leaders at the state, district, and school levels. Over the course of the NextGen TIME program, teams of educators are guided through the evaluation, selection, and planning for implementation of materials that will help teachers enact the

vision of the Next

CARBON TIME

Carbon: Transformations in Matter and Energy (Carbon TIME) is a science education program that includes publicly available teaching units, assessments, teacher professional development, and teacher networks based in local education agencies.Since 2015, 145 teachers and over 25,000 students from across the U.S. have participated in

Carbon TIME.

BSCS SCIENCE LEARNING 2021. All rights reserved. This material is based upon work supported by the National Science Foundation under Grant No. DRL1502571. Any opinions, and conclusions or HEALTHY - BSCS SCIENCE LEARNING M'Kenna. start digesting GUIDELINES FOR THE EVALUATION OF INSTRUCTIONAL MATERIALS Guidelines for the Evaluation of Instructional Materials in Science COLORADO SPRINGS, CO This material is based on work supported by the National Science Foundation under Grant No.: DGE-1445675. I CAN USE THE IDENTIFY AND INTERPRET (I) STRATEGY H I Can Use the Identify and Interpret (I2) Strategy H ave you ever looked at a graph or figure and felt overwhelmed by it? Often there is a lot of information on graphs and in figures. LEARN ABOUT BSCS'S 5E INSTRUCTIONAL MODEL The BSCS 5E Instructional Model has its origins with the work of earlier science educators, in particular the Karplus and Thier learning cycle developed for the Science Curriculum Improvement Study (SCIS). The findings reported in the National Research Council research summary How People Learn supports the design and sequence of the BSCS 5E Instructional Model.

NEXTGEN TIME

NextGen TIME is a suite of tools and processes designed for professional development of leaders at the state, district, and school levels. Over the course of the NextGen TIME program, teams of educators are guided through the evaluation, selection, and planning for implementation of materials that will help teachers enact the

vision of the Next

| BSCS SCIENCE LEARNING VIDEOVERSE BSCS Videoverse takes you inside classrooms with a growing collection of 2-20 minute video clips spanning a variety of topics including: Many videos also come with associated resources, including: transcripts with context for the video content, lesson plans, MATTER CYCLING & PHOTOSYNTHESIS This 7th grade unit on matter cycling and photosynthesis begins with students reflecting on what they ate for breakfast. Questions about where their food comes from lead them to consider which breakfast items might be from plants. BSCS MIDDLE SCHOOL SCIENCE: CHAPTER PDFS Chapter 4 PDF. Physical Science Unit. Chapter 1 PDF. Chapter 2 PDF. Chapter 3 PDF. Science as Inquiry Unit. Chapter 1 PDF. Life Science Unit. Chapter 1 PDF.

DANIEL C. EDELSON

Daniel C. Edelson is the Executive Director. Executive Director. Daniel Edelson joined BSCS as Executive Director and President in January 2015. He brings significant experience as a curriculum and educational software developer, educational researcher, and advocate for science and social studies education to

BRIAN M. DONOVAN

Brian M. Donovan is a research scientist at BSCS Science Learning. He holds a B.A. in biology from Colorado College, a M.A. in teaching from the University of San Francisco, and a M.S. in biology and Ph.D. in science education from Stanford University. EXPLORING M’KENNA'S DIGESTION Select a Food. Compare data from M'Kenna's system to the data you recorded for the healthy system. Record M'Kenna's data next to the healthy data on your data sheet using a different colored pen or pencil. Begin by selecting a food to review its food molecules and then start digesting to explore how the food changes as it is digested

in M'Kenna

PLANTS | LESSON 3

Activity 3.1 is the Predictions and Planning Phase of the instructional model (beginning the climb up the triangle). During this phase, students record their predictions and express ideas about what happens to plants when they are in the light and the dark as well as where a plant’s mass comes from as it grows. UNDERSTANDING EBOLA VIRUS DISEASE Understanding Ebola Virus Disease. Colorized scanning electron micrograph of filamentous Ebola virus particles budding from a chronically infected VERO E6 cell (35,000x magnification). May 23, 2014. Courtesy of National Institute of Allergy and Infectious Diseases. The Ebola virus was discovered in 1976 in what is now the Democratic Republic of This app works best with JavaScript enabled.

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