This unit builds toward the following NGSS Performance Expectations (PEs):

MS-ESS1-1: Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons. 

MS-ESS1-2: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.

MS-PS2-4: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.

MS-ESS1-3: Analyze and interpret data to determine scale properties of objects in the solar system. 

MS-PS4-2*: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. 



    ESS1.A: The Universe and Its Stars
        Patterns of the apparent motion of the Sun, the Moon, and stars in the sky can be observed, described, predicted, and explained with models. (MS-ESS1-1)
        Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2)
    ESS1.B: Earth and the Solar System
        The solar system consists of the Sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the Sun by its gravitational pull on them. (MS-ESS1-2),(MS-ESS1-3)
        This model of the solar system can explain eclipses of the Sun and the Moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the Sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1-1)
        The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2)
    PS2.B: Types of Interactions 
        Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass—e.g., Earth and the Sun. (MS-PS2-4)
    PS4.B: Electromagnetic Radiation 
        A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. (MS-PS4-2)
        However, because light can travel through space, it cannot be a matter wave, like sound or water waves. (MS-PS4-2)

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
Students will complete a variety of readings, models, hands-on activities, and interactives between class meetings. These assignments are integral for student understanding and progress to allow us to cover topics in depth at an accelerated pace. 
1 - 2 hours per week outside of class
Assessments Offered
Grades Offered

Class is led and developed by an AUDHD educator. Transcripts are available for all audio-video content and simulations. Dyslexia friendly fonts have been chosen and tested. A teacher created workbook supports executive functioning. 

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:


    Jamie Deutch Noll, Unit Lead, Northwestern University
    Zoë Buck Bracey, Field Test Unit Lead & Advisor, BSCS Science Learning
    Thomas Clayton, Writer, Advisory Team, and Pilot Teacher, Columbia Middle School, Berkeley Heights, NJ
    Molly Ewing, Writer, The Charles A. Dana Center, The University of Texas at Austin
    Gail Housman, Writer & Reviewer, Northwestern University
    Shelley LeDoux, Writer, The Charles A. Dana Center, The University of Texas at Austin
    Chris Newlan, Writer, David Wooster Middle School, Stratford, CT
    Michael Novak, Writer, Reviewer, & Conceptual Design, Northwestern University
    William Reed, Writer, Gwendolyn Brooks College Preparatory Academy, Chicago Public Schools
    Nicole Vick, Writer, BSCS Science Learning
    Rachel Connolly, PhD., Content Advisor/Media Designer, MIT Media Lab
    Sergio Salgado, Podcast development, Furnace FPS
    Katie Van Horne, Assessment Specialist, Concolor Research
    Christina Schwarz, Unit Advisory Chair, Michigan State University
    Christina Murzymski, Project Coordinator, Northwestern University

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.