RESOURCES used in Institutes
RHK PRESENTATION – Nanotechnology Measuring Instruments Click on the blue link to learn about types of instruments used to measure and take images at a nanoscale.
Cells alive.com (visualize how small is nano)
Orders of Magnitude- Scale of the Universe 2
During the Professional Development Sessions we are using Science STEM modules created by Northwestern University. The MSP grant does not permit us to purchase supplies for the classroom. However, if schools and districts are interested in purchasing materials for the classroom, information about these modules can be found on the following link:
Click here to provide feedback on the modules and the PD session. Your feedback is greatly appreciated
Questions about teaching science: E-mail Dr. Mathew Hsu’s : firstname.lastname@example.org
Specific modules that we have been working with are the nanotechnology modules. They have other modules available. These are thoughtfully designed hands on materials that can be used in K-8 classrooms.
Starter kit for a class of 24 students ($379): Click here for more information
Refill/replacement kit for 24 students ($249): Click here for information
Weblinks on Nanotechnology information on nanotechnology
Introduction to Nanotechnology Module
Module Core Concepts and Alignment to Standards
|Topic||Core Concept||NGSS||Common Core|
|Nanoscale cuts across many science and engineering disciplines and offers the potential to address major challenges, such as energy, that confront society today.
|NGSS-D3: ETS2.A/Interdependence, ETS2.B/Influence on Society; PS3.B/ Energy Transfer, PS3.D/Energy in Chemical Processes; ESS3.A/Natural Resources, ESS3.B/Human Impact, ESS3.C/Global Climate Change.||CCSS-ELA: Practice1/Demonstrate Independence, P2/Build Strong Content Knowledge, P5/Value Evidence, P6/Use Technology & Digital Media
|Measurement and Tools
|Tools and instruments determine what is accessible to measure, detect, and manipulate with precision and accuracy.
|NGSS-D2: CC3, CC4/Systems||CCSS-Math-Practice: M5/Use Appropriate Tools Strategically,M6/Attend to Precision; CCSS-Math-Content: NS/Number System, MD/Measurement & Data|
|Size and Scale
|Size and scale help describe and categorize properties of matter and natural phenomena from extremely large to extremely small; objects in the nanoscale can be represented with powers of 10 and scaling.
|NGSS-D3: ESS.1A/The Universe & Its Stars, ESS1B/Earth & Solar Systems; NGSS-D2: CC2, 3, 6||CCSS-ELA: P1/Demonstrate Independence, 2/Build Strong Content Knowledge, 5/Value Evidence, 6/Use Technology & Digital Media; CCSS-Math-Prac: M2/Reason Abstractly & Quantitatively, M4/Model with Mathematics; CCSS-Math-Cont: NS/Number System, MD/Measurement & Data, RP/Ratio & Proportions|
|The surface area-to-volume ratio changes with the shape or size of an object. This ratio changes dramatically at the nanoscale.
|NGSS-D1: ESP3, 4, 5, 6, 7, 8; NGSS-D2: CC1/Patterns, 2, 3, 6; NGSS-D3: PS1.A, B; LS1A/Structure & Function||CCSS-ELA: P1, 2, 5, 6; CCSS-Math-Prac: M2, 4; CCSS-Math-Cont: NS, MD, RP, G/Geometry
|The physical form of a solid influences the degree to which it interacts with its environment. The more finely divided the solid is, the more readily it interacts.
|NGSS-D1: ESP3/Carry Out Investigation, ESP4/Analyzing & Interpreting, ESP5/Use Math and Computational Thinking, ESP6/Constructing Explanation, ESP7/Arguments from Evidence, ESP8/Communicate Information; NGSS-D2: CC2/Cause & Effect, CC3/Scale, Proportion & Quantity, CC6/Structure & Function
NGSS-D3: PS1.A/Structure and Properties of Matter, PS1.B/Chemical Rxns
|Geyser Design Project
|The properties of nanoscale structures can be used in engineering designs that lead to improved performances and novel applications.
|NGSS-D3: ETS1.A, B, C; ETS2.A, B; NGSS-D2: CC2, 3, 5, 6; NGSS-D3: PS1.A, B; PS3B, D; LS1A, C, B||CCSS-ELA: P1, 2, 3, 4, 5, 6; CCSS-Math-Prac: M1, 2, 3, 4, 5, 6; CCSS-Math-Cont: NS, MD, RP, G
NGSS-Next Generation Science Standards
D1-Engineering and Science Practices (ESP): 1. Asking questions (for science) and defining problems (for engineering); 2. Developing and using models’; 3. Planning and carrying out investigations; 4. Analyzing and interpreting data; 5. Using mathematics and computational thinking; 6. Constructing explanations (for science) and designing solutions (for engineering); 7. Engaging in argument from evidence; 8. Obtaining, evaluating, and communicating information.
D2-Crosscutting Concepts (CC): 1. Patterns; 2; Cause and effects; 3. Scale, proportion, and quantity; 4. Systems and system models; 5. Energy and matter; 6. Structure and function; 7. Stability and change.
D3-Disciplinary Core Ideas: Physical Sciences (PS); Life Sciences (LS); Earth and Space Sciences (ES); Engineering, Technology, and Applications of Science (ETS)
They build strong content knowledge. ELA-P2
Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise. They refine and share their knowledge through writing and speaking.
They respond to the varying demands of audience, task, purpose, and discipline. ELA-P3
Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence in science).
They comprehend as well as critique. ELA-P4
Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning.
They value evidence. ELA-P5
Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence.
They use technology and digital media strategically and capably. ELA-P6
Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.
They come to understand other perspectives and cultures. ELA-P7
Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own.
OPPORTUNITY FOR TEACHERS TO PILOT SCIENCE CURRICULUM FOR FREE FOR ONE YEAR
Steven Tutunik, Marketing Director from McGraw-Hill is looking for 6 interested teachers in elementary and middle school to pilot science curriculum for FREE of charge for one year. If you are interested please contact him at email@example.com.