"New research confirms that the next mass extinction is in progress, and we’re the cause. There’s been little doubt that humans have been severely altering the planet and reducing biodiversity, but it has been unclear how many species go extinct under normal circumstances, without human influence.
This new research clarifies the rate of 'background extinction' (the rate of extinction during the point before humans became a primary contributor to extinction). The research confirms that human activity is driving species extinct at a rate far higher than the background rate. A look at previous events suggests cause for concern. Geologists recognize five previous mass extinction events— the end of the Ordovician, Devonian, Permian, Triassic, and Cretaceous periods, meaning that we’re now in the 6th."
Whether you are looking for resources on integrating science, technology, engineering, and math or on infusing the arts to transform STEM into STEAM, these curated compilations will help you plan different approaches to integrated studies.
Diane Johnson's insight:
Nice collection of resources for integrating lessons, units, courses.
Elesapiens offers a world of digital educational units and resources about Science and Social Studies Humanities for children from 7 years old. Animated cartoon videos, interactive games, posters, experiments, projects on chemistry, biology, physics, environment... to learn by playing. It is ideal for an English-Spanish bilingual education.
Diane Johnson's insight:
Contains a range of science and social studies resources. Seems primarily geared for younger students. Some of the resources are free, but many may be purchased.
Poster session showcases phenomena that support K–12 learning goals
Much of science involves finding patterns in observations and explaining them in terms of a small number of principles or ideas. For students to appreciate how science works, they need to have a sense of the range of observations (phenomena) that are used to form the patterns and the helpfulness of the principles or ideas in explaining them. Project 2061’s evaluations of science textbooks revealed that textbooks rarely engaged students with phenomena—real-world objects, systems, and events—relevant to important science ideas. In addition, the textbooks rarely included phenomena that directly address the often incorrect ideas that students may already have and rarely guided students in reconciling phenomena with scientifically accepted ideas (Kesidou & Roseman, 2002; Stern & Roseman, 2004; American Association for the Advancement of Science [AAAS], 2002, 2005).
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