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

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.