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

CryptoComics is a culturally responsive cryptology and cybersecurity curriculum for 7-11 year old. children. An innovative blend of a comic book, technology-based and unplugged activities engages kids in making and breaking codes, symbolic systems awareness and cryptology careers.

In our new curriculum unit, students explore electronic textiles (e-textiles): articles of cloth­ing, accessories, or home furnishings with embedded electronic and computational elements. This curriculum is an alternate for Unit 6: Robotics. After conducting various studies on curriculum design, teaching strategies, student learning, and portfolio designs, this unit is ready for download and classroom implementation by ECS teachers. Design-Focused: To make electronic textiles (e-textiles), students first imagine and journal about the project they wish to make, then design circuits that connect

Students will go outdoors to observe and document the water cycle in motion where they live. Students will also discover how they and their community impact not only the movement of water through the cycle, but also the water quality. ObjectivesDescribe the movement of water through the water cycle. Understand that water changes states when it gains energy from the sun or loses energy to the environment. Understand that gravity causes water to move downhill and to precipitate from the clouds. Create a model of the water cycle using the original pictures of water in the act of precipitating

Advancing Geospatial Thinking and Technologies in Grades 9-12 This curricular model provides an effective and accessible way of introducing geospatial technologies to students through local issues, while providing them with the skills and motivation for pursuing STEM careers that utilize geospatial technology. Learning modules include historical geography, parks and gardens, green space, crime, housing, and youth employment. Critical thinking, technological tools & skills, civic engagement, and career paths are integrated into each module that can be adapted to any school setting and community