Make Way for Trains! Holding Back Earth Materials

Curricular Materials

A Community-Connected Elementary Geotechnical Engineering Unit In the “Make Way for Trains” unit (MWT), students explore key concepts of geotechnical engineering in the context of a train track expansion for the Massachusetts Bay Transportation Authority (MBTA): as railway corridors are widened, the sloping earth material surrounding the tracks must simultaneously support existing structures and not fall onto the tracks. Developed specifically for the Boston, Massachusetts, context, the unit begins with a look at how MBTA workers employ science and engineering for the geotechnical support for

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Invasive Species Chutes & Ladder Game

Curricular Materials
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Protect Belle Isle from Invasive Species! Invaders are taking over Belle Isle! We need your help to protect the island from invasive species. In this game learn what you can do to prevent the spread of nature’s enemies. The fate of Belle Isle is up to you! Chutes and Ladders Board Character Cards Instructions

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iDigFossils

Curricular Materials

Engaging K-12 Students in Integrated STEM via 3D Digitization, Printing and Paleontology The goal of this Strategies project is to expand and extend our understanding of integrated STEM learning by designing and testing a model for K-12 STEM engagement using a highly relevant but unexplored educational pathway to K-12 STEM – paleontology. Paleontology, or the scientific study of fossils, is a broad, interdisciplinary field that spans biology and geology, and harnesses the resources provided by advanced technologies and modern statistics. Our team of K-12 teachers, museum professionals, 3D

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The development and validation of the goal orientation and learning strategies survey (goals-s)

Instruments

This article outlines the construction and validation of the Goal Orientation and Learning Strategies Survey (GOALS-S). This 84-item survey was designed to measure students’ motivational goal orientations and their cognitive and metacognitive strategies. Results of first-order confirmatory factor analyses (CFAs) supported the factorial validity of the GOALS-S scales measuring students’ goals and strategies (with goodness-of-fit indices in post-hoc models ranging from .908 to .981). In addition, higher order CFAs (HCFAs) support hierarchical structure of the GOALS-S scales (with goodness-of-fit

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