This lesson is designed as a supplemental or extension to the 2nd grade Smithsonian Science for the Classroom module titled How Can We Find the Best Place for a Plant to Grow?  This lesson can be taught as an extension to Lesson 6: A GARDENER'S GADGET.  This lesson is designed to facilitate student learning about sustainable design and green chemistry principles.

This lesson is designed as a supplement or extension to the 5th grade Smithsonian Science for the Classroom module titled How Can We Provide Freshwater to Those in Need?  This lesson can be taught as an extension following Lesson 2: WATER FOOTPRINT.  This lesson is designed to facilitate student learning about sustainable design and green chemistry principles. 

This lesson is designed as a supplement or extension to the 5th grade Smithsonian Science for the Classroom module titled How Can We Identify Materials Based on Their Properties?  This lesson can be taught as an extension following Lesson 3: PLANT PRODUCTS or Lesson 6: CHEMISTS MAKE SOLUTIONS.This lesson is designed to facilitate student learning about sustainable design and green chemistry principles.  

The Careers in Green Chemistry and Sustainable Design video series highlight professionals in Washington whose careers impact products or chemicals used in Washington. Each of these videos highlight a career that connects to green chemistry and sustainable design. In each video, the professionals share their reflections in response to a series of interview questions. The videos are five to ten minutes long. They are designed to be used with secondary students.
It includes an activity guide to support teachers with using the video series with students.

This resource provides a list of videos and other resources that can be used in career exploration with secondary students. Resources highlight careers that make use of green chemistry and sustainable design principles. The list includes several Washington career opportunities.

In conjunction with a synchronous presentation, this course supports middle school educators in developing lessons for incorporating green chemistry and sustainable design into their classroom teaching.  The course explores a variety of topics and resources, providing many links to freely available curriculum and resources. 

The High School Integrated Conceptual Science Program (ICSP) is a NGSS-aligned curriculum that utilizes the conceptual progressions model for bundling of the NGSS, High School Conceptual Model Course 1 and strategies from Ambitious Science Teaching (AST) to focus on teaching practices needed to engage students in science discourse and learning. Course 1 is the High School Integrated Physics and Chemsitry Course.   The goal of these units is to encourage students to continue in STEM by providing engaging and aligned curriculum. The focus of this year long course is on the first year of high school (freshman).  While the course is designed to be taught as a collection of the units, each unit could be taught as a separate unit in a science course.  A video about the new course shared its unique approach to learning and teaching. Wenatchee School District, one of the participating districts, wanted a way to share the program with the community. https://youtu.be/9AGk19YUi2oCourse 1 of the ICSP development was funded by Northwest Earth and Space Sciences Pipeline (NESSP) which is funded through the NASA Science Mission Directorate and housed with Washington NASA Space Grant Consortium at the University of Washington.

This resource is a phenomenon-based adaption to the Smithsonian's STCMS Matter and Its Interactions kit. The anchoring phenomenon event features a railroad tanker that collapses due to the phase changes of water that was used to clean it. Students will investigate what causes phase changes, energy transfer, thermal energy, the law of conservation of mass, and atoms and molecules throughout the three week unit.

The Integrated Conceptual Science Program Course 1 Integrated Physics and Chemistry is a three dimensional course based on the Conceptual Progression Model of the Next Generation Science Standards. It is designed to be used as part of a three course program that addresses all high school science performance expectations. Course 1 is designed for ninth grade students.
This resource includes the teacher materials, supporting documents, and short videos to support teachers in using the materials.
The Courses were designed using the Ambitious Science Teaching (AST) framework. It is strongly encouraged that before using these materials that you be familiar with AST. We suggest that you watch the AST Overview short video found here: https://datapuzzles.org/ambitious-science-teaching and explore this Google Slide deck that contains many resources designed to further your understanding of AST: https://docs.google.com/presentation/d/1WOUVmlm636_7i2l0GYa9JkX1TCK3NMdySfpxKN7IM7A/edit?usp=sharing

The original Native American story component lesson was developed as part of an Office of Superintendent of Public Instruction (OSPI) and Washington State Leadership and Assistance for Science Education Reform (LASER) project funded through an EPA Region 10 grant. The stories were told by Roger Fernandes of the Lower Elwha Klallam tribe. Mr. Fernandes has been given permission by the tribes to tell these stories.As these lessons and stories were shared prior to the adoption of the Washington State Science Learning Standards in 2013, there was a need to align these stories with the current science standards. This resource provides a current alignment and possible lesson suggestions on how these stories can be incorporated into the classroom. This alignment work has been funded by the NGSS & Climate Science Proviso of the Washington State Legislature as a part of North Central Educational Service District's award.

En esta lección los estudiantes desarrollarán un argumento basado en evidencia luego de investigar la seguridad, desempeño, y costo de una variedad de productos de desinfección y limpieza diseñados para remover gérmenes. Se les dará a los estudiantes una introducción a los principios de diseño sostenible, conocimientos de ciclo-de-vida, e identificación de productos certificados como más seguros. 

In this lesson students will develop an evidence-based argument after investigating the product safety, performance, and cost of a variety of cleaning and disinfecting products designed to remove germs.  Students will be introduced to principles of sustainable design, life-cycle thinking, and how to identify safer products to certifications.Except where otherwise noted, this work by Saskia van Bergen (Washington Department of Ecology), Vickei Hrdina (ESD 112), and Carissa Haug (NCESD) is licensed under Creative Commons Attribution License 4.0.  All logos and trademarks are property of their respective owners.  

Taking students into the field to conduct authentic science brings science to life. This document shares resources used to facilitate a field experience for 5th grade students both in the classroom and out in the field around a Washington State listed endangered species, the sharp-tailed grouse. The field event took place at the Scotch Creek Wildlife Area near Conconully, WA but the resource can be used and adapted for other locations and other focus species. This resource can be a guide in developing your own STEAM in the field experience for students.

In this six-week study of the Signs of Spring, students will engage in several science and engineering practices as they explore the driving questions: What are the signs of spring? How are they connected and why are they important? They will develop and use a model to share initial ideas and revisit this model over 6 weeks to refine inputs, outputs, and relationships of matter and energy within a natural system, including those at unobservable scales.
Students will collect data by analyzing the development of a bud from a natural area within walking distance from their classroom.
Students will analyze and interpret data to determine similarities and differences in findings and note qualitative and quantitative patterns from their weekly sketches and numerical data from measurements.
Students will obtain, evaluate, and communicate information from readings and guest speakers who look at signs of spring from different perspectives and share why signs of spring are important. For example: hydrology, forestry, agriculture, fishing, hunting, and harvesting.
Students will also make connections to home and culture around the importance of spring across different aspects of life.

Students will compare the basis of the derivatives for different plastics in order to determine their expected carbon-14 content. They will then compare ratios of carbon-14 to carbon-12 in plastic samples and categorize the sample according to its percent bio-based composition. Teacher Background Information: This lesson is more of a context design to be used with an existing nuclear chemistry lesson plan. The goal is for students to see the applicability of nuclear chemistry beyond carbon-dating by showing how carbon-dating can be used to determine the carbon sources of products.  Students will need a basic understanding of the carbon cycle, and nuclear equations. The lesson will need students to learn about half-lives halfway through the lesson and that is left open to teach as you wish. There is room for extension to mass spectrometry if you want to incorporate it here for AP Chemistry or as an honors extension. I would suggest using the Flinn POGIL on Mass Spectrometry.