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

STEM Mio aims to impact students, family and the community by engaging students in inquiry-based STEM learning, educating entire families on STEM careers and Latino role models, and preparing students for college pathways to STEM careers. Latinos make up the youngest and fastest growing demographic in the US but remain underrepresented in STEM professions. While clearly capable, Latino students often lack familiarity with potential STEM careers, Latino STEM role models, and the college resources available to them.

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

Scratch Encore is an intermediate Scratch curriculum organized into 14 modules, of 2-3 lessons each, to be completed across multiple school years. Modules build on the skills of previous modules, so they must be completed in order. Each module utilizes Use->Modify->Create pedagogy to develop knowledge of that concept. Use->Modify lessons utilize TIPP&SEE, a new learning strategy helping students to navigate the Scratch interface while learning from example projects.

Technology has many conveniences, however the breakneck pace of it’s development has created a uniquely difficult problem for today’s teachers. Coding is unquestioningly an important skill for modern students, and will only become more important in the future, but many teachers (including the author of this curriculum) received little to no formal education in coding. While programming may be daunting at first, we implore you to always remember the first and most important rule of coding, concisely summarized here by Science Fiction author Douglas Adams: “Don’t Panic.” We, here at LearnToMod

Students will learn vocabulary about storytelling and through this storytelling vocabulary learn about the most challenging aspect of making a video: Creating an engaging story that is short and effectively conveys a message. Students will watch a short video, identify aspects of it that support their understanding of storytelling vocabulary (video, story, setting, characters, plot, conflict, theme, and solution) and the environment (environment, invasive species, cargo ship, ballast water). They will practice using these words and thinking about these concepts by reading a short story, using