MS-PS2-1:
Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.

MS-PS2-2:
Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

MS-PS3-1:
Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.

MS-LS1-8:
Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

MS-ETS1-2:
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

MS-ETS1-3:
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

I have been working in science-based museums doing curriculum, programming, and education for students in a variety of settings for over twelve years. I worked at the Creative Discovery Museum on a pilot program which involved biological science and dissections for home educated students. I served as a peer tutor for the biology class listed above and helped college level students with a variety of backgrounds and support needs obtain content mastery. I led programming on a variety of inclusive science based summer camps including those partnering with the local zoo and aquarium. 
During my graduate degree, I worked on projects with the Seattle Aquarium and Burke Museum on science education concepts. I collaborated on the design of virtual field trips which supported concept standards in earth and life sciences and applied science through museum evaluation. I have been teaching science to students in grades k-8 online for over two years in a variety of settings and have seen significant success. Last year, many of my students achieved above the 90th percentile on nationally standardized tests. 
At East Tennessee State University I completed the following courses receiving near-perfect grades and completing all extension and academic work: 
Integrated Stem for Education Majors, which I applied to the development and teaching of this course through the inclusion of math, technology and engineering principles and which prepares me well to teach them. 
Concepts in Biology this course was designed for those wishing to teach Biology at a K-8 level and included teaching demonstrations, standards, and preparation for the K-6 Praxis exam for science concepts on which I scored in the 96th percentile.
Life in the Universe this course was an exploration of life science using an inquiry based model and which inspired my adaptation for this course. It covered a variety of life-science topics. Based on my performance in this course, I was nominated for nationally competitive research internships. 
Science Education: Wildife Conservation: As part of a science education track, I took an honor’s section of this senior course focusing on wildlife conservation which included a variety of life science skills and strategies for those teaching kindergarten through eighth grade. 

Homework Offered
Learners will have two homework assignments a week including small labs, simulations, reading, videos, and writing. 
2 - 4 hours per week outside of class
Assessments Offered
Students will complete three transfer task assessments and complete a final project pitch. They will receive written feedback on all projects and assessments. 
Grades Offered

This class is based on open educational resources licensed for commercial use. This curriculum has won awards for it's alignment to the NGSS. It has been adapted by Malikai Bass for home learning and for neurodiverse and twice exceptional students including reading, writing, communication and fine motor supports. Additionally, the discussions on disability have been revised to come from an identity and human rights perspective and carefully reviewed with the understanding that students with disabilities will be present in the unit. 

"All OpenSciEd units are designed as open educational resources that are licensed as CC-BY-4.0. This license allows educators to use, modify, and reuse all of our resources to meet their students’ needs. This license does require appropriate attribution, which means you must give credit to the author, provide a link to the license, and indicate if changes were made."

It was written by 


    Michael Novak, Unit Lead, Northwestern University
    Susan Kowalski, Field Test Unit Lead, BSCS Science Learning
    Zoë Buck Bracey, Writer, BSCS Science Learning
    Joel Donna, Writer, University of Wisconsin – River Falls
    Shelly Ledoux, Writer, The Dana Center at University of Texas – Austin
    Dawn Novak, Writer and Reviewer, BSCS Science Learning
    Whitney Smith, Writer, BSCS Science Learning
    Tara McGill, Review, Northwestern University
    Christina Schwarz, Unit Advisory Chair, Michigan State University
    Thomas Clayton, Teacher Advisor, Columbia Middle School, Berkeley Heights, NJ
    Amanda Leighton, Teacher Advisor, Haddonfield Middle School, Haddonfield, NJ
    Katie Van Horne, Assessment Specialist




The license can be found here: https://creativecommons.org/licenses/by/4.0/ 

This class is not affiliated with or endorsed by the creators of this curriculum nor does it used their trademarks. 

Lessons include additional scientific sources provided to the students.