FOSS has deep roots in the Oakland Unified School District (OUSD) and the FOSS team at LHS has cultivated many FOSS champions and expert teachers in OUSD classrooms over the years. Collaborative Approach to Learning: Building Language And Science Teaching (CAL:BLAST), an innovative project that recently completed its third and final year, was able to use the expertise of OUSD teachers with FOSS as a base to expand their science content knowledge and field research experience.
Shipping this fall to schools near you: Weather and Water Course, Second Edition!
If you haven't created a new account on FOSSweb 2.0, now is the time!
In this issue I'll talk about some of the criteria we use to design items and describe student progress levels based on assessment responses.
FOSS happened rather by accident.
With educators in many states looking at the Next Generation Science Standards (NGSS), teachers are asking questions about how they should modify their instruction.
In a new University of Chicago study, LaForce and Bancroft (2014) found that elementary science teachers in Boston Public Schools (BPS) are taking science outdoors across the district, benefiting students and science instruction overall.
Have you had the opportunity to look through a FOSS Third Edition Teacher Toolkit yet? If so, you may have seen the ladybug icon in the margin or language such as "use the outdoor learning door" or "grab the outdoor teaching supplies."
In Santa Barbara, California, BaySci is supporting the distict's effort to implement a vision and plan for an integrated and rigorous approach to science instruction.
Despite the region's abundance of STEM-related jobs and resources, science instruction in Bay Area public schools is only now beginning to squeak its way back into the elementary classroom.