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53 videos of teaching math and science in various countries. Part of a 1999 TIMMS study of teaching methods. You do not need to create a login to watch the videos.

Katie- I was trained in JASON for several years. As a teacher I purchased 6 or 7 years of modules.

The Jason Project is a wonderful resource for teachers. There are lesson plans made for mineral studies, energy studies, ecosystem studies, and weather studies. For this reason, the science strands include: physical science, earth and space science, life and environmental science, and science applications. This website and the accompanying lessons are directed towards older-aged middle school students, about 8th graders. The information that is covered is covered in depth and is dependent upon students having a relatively vast prior understanding. For example, for the resilient planet lesson, students must know what an herbivore and carnivore are and how the food web works before they can begin the unit. For the energy lesson, students must be able to work with complex mathematical equations to calculate energy changes. The lessons each connect with standards in multiple ways but following are some examples of how each lesson could connect to one standard (and there are many more that the lessons do connect to!): Mineral studies: E.8.1 Using the science themes, explain and predict changes in major features of land, water, and atmospheric systems. Energy studies: D.8.9 Explain the behaviors of various forms of energy by using the models of energy transmission, both in the laboratory and in real-life situations in the outside world. Ecosystem studies: F.8.8 Show through investigations how organisms both depend on and contribute to the balance or imbalance of populations and/or ecosystems, which in turn contribute to the total system of life on the planet. Weather studies: E.8.3 Using the science themes during the process of investigation, describe climate, weather, ocean currents, soil movements and changes in the forces acting on the earth. The lessons can be used as part of a math lesson as many of the projects involve calculating energies, measuring and recording observations and calculating changes in measurements over time, and converting measurements.

For the research sharing I concentrated on the Sun, Moon, and Stars unit for Grades 3-6. The Strand for this would be Standard E:Earth and Space Science and the standard would be E4.4 Identify celestial objects (stars, sun, moon, planets) in the sky, noting changes in patterns of those objects over time Some ideas for integration would be to do a social studies project on the history of astronomy. For instance, in Greek mythology the Big Dipper was identified with a legend. The Native Americans also had stories that identified the stars and named lunar years. The students could each do a research project to find such a story or legend. In English the students could write their own story of how a group of stars got its name. For math, you can use the distance of stars and planets to calculate units of measurement. For differentation, I would have students who are struggling use a pre-printed piece of paper that has objects in the sky on in with dots, and then trace the dots to form the objects in the sky. I would also pair up students who are struggling with students who really get the concept and have them buddy together to study the unit. Another extension of this unit would be to go on a filed trip to the planetarium at Memorial High School.

EEK! is managed by the Wisconsin DNR and supports mostly environmental education and some life and environmental science. The site is an environmental education resource for elementary and middle-school students. Content is written in an accessible format for students and is available in both English and Spanish. This resource could be used to integrate math (population, size), social studies/geography (mapping) and reading.

Academic Standards that I think would be useful for lessons related to this site and that could easily be applied to various age groups for differentiation include: Core Science Content and Performance Standards Standard B: Nature of Science B. 4.1 Use encyclopedias, source books, texts, computers, teachers, parents, other adults, journals, popular press, and various other sources, to help answer science-related questions and plan investigations. Standard H: Science in Personal and Social Perspectives H. 4.4 Develop a list of issues citizens must make decisions about and describe a strategy for becoming informed about the science around these issues. H. 8.2 Present a scientific solution to a problem involving the earth and space, life and environment, or physical sciences and participate in a consensus-building discussion to arrive at a group decision. Environmental Education Standards Standard B: Knowledge of Environmental Processes and Systems B. 8.10 Explain and cite examples of how humans shape the environment. Standard D: Decision and Action Skills D. 4.3 Identify 2 or more ways to take positive environmental action. D. 4.6 Develop a plan, either individually or in a group, to preserve the local environment. Standard E: Personal and Civic Responsibility E. 4.2 Understand how their personal actions impact their civic responsibilities toward the environment. E. 8.1 Formulate a personal plan for environmental stewardship.

There are various levels and interdisciplinary options for curriculum on this website. Recommended videos include but are not limited to: High Line History (4:19) & High Line Design Video (4:45) Lesson plans are available for grades 2-7 on topics such as: forces, community activism, park design, and machine aesthetic. Curriculum areas include: science, social studies, English language arts, math and arts. To access lesson plans: click on "Schools Program" listed under the main heading "About" and then click on links to download free lessons. Additionally, the picture book The Curious Garden is a great resource about the High Line for younger students in Kindergarten through second grade. I would use this website for a unit of study on stewardship and local environmental activism. The New York High Line project is an inspiring example of urban planning and could be used to encourage students to get involved in land use issues in their own communities. Comparisons could be made to local community gardens or prairie restoration projects and students could be challenged to design or preserve a green space. For example, it could be a yearly class activity to contribute to the design and function of the school yard or another community space. Students could be required to evaluate community needs, research environmental issues and plants specific to the area, locate reusable resources, and participate in class discussions to make democratic decisions. Schools could get all grades involved in brainstorming and voting on sustainable ways to contribute to their community.

All three of these websites are great things for the younger children to view and get a better understanding for life cycles, hibernation, etc. I think these are great because we concentrate so much on explaining these ideas to children, but they rarely get to observe and take data on these types of things in the classroom, but these websites allow us to do just that! It would be neat for all grades to take a look at these, but for the purpose of my research I would show this to Pre K- 1st Grade. The standards that all three of these websites would fall under are: C.4.2 Use the science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations C.4.5 Use data they have collected to develop explanations and answer questions generated by investigations C.4.6 Communicate the results of their investigations in ways their audiences will understand by using charts, graphs, drawings, written descriptions, and various other means, to display their answers C.4.7 Support their conclusions with logical arguments C.4.8 Ask additional questions that might help focus or further an investigation F.4.1 Discover* how each organism meets its basic needs for water, nutrients, protection, and energy* in order to survive F.4.3 Illustrate* the different ways that organisms grow through life stages and survive to produce new members of their type For some integration I would use a ton of math and Social Studies in these activities. The student will have to make predictions about the animals they see and relate it to other things in the environment. We will also keep a class chart of how many times we see the mother hummingbird fly away, measure how big the hummingbirds are. We will keep track of how many days it takes for the hummingbirds to hatch, and how many days it takes them to fly away. And we will also keep track of how many days the bears are in their den, and observe their unusual movement. We will also take th

http://amazing-space.stsci.edu/resources/explorations/comets/lesson/lab.html (the link to the lesson I studied further) The resource I chose to explore and research focuses on the subject of Astronomy. The website is appropriate for a range of ages but I focused on comets specifically and which is appropriate for grades 6-8. It covers standard E and C. Specifically, performance standards E.4.4; C.4.1., and C.4.2. Integration: This website can be integrated into many different subject areas. The facts, myths, and legends can easily be worked into a history lesson in social studies. It could also be used to accompany an English lesson if the students are reading material that involves different myths in our history and how we can sort through different narratives through time. There is also a chemistry portion in the website which can be used in that area of science or incorporated into a math lesson. Differentiation: I would pick out key vocabulary terms that I want the students to know and make large posters with the term, a short description and a visual. I would post these at the front of the classroom so they were easily accessible for all students. I could also do this activity as a group or partner activity and pair the students that I think would work to help one another.