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Welcome to KaiserScience, created in 2014.

Why did I build this resource? Look at national and state learning standards: they discuss the skills that every student theoretically has when arriving in 9th grade science classes. Yet those theoretical proficiencies rarely exist. Instead teachers are confronted with a vast range of learners. Often even gifted students were not given a chance to learn many topics in middle school.

So what a teacher needs to do is assess a class. Find out where they’re at. Develop a way to fill in knowledge gaps & thinking-skills. Only then does it become easier to bring students up to (& beyond) grade-level knowledge.

To be sure, no class is based on a website or textbook alone, but a website like this turns out to be a helpful way to share important resources.

Why is science important? Plain talk

There are things that you really need to know about. There are things that the news and social media tell you. They aren’t the same. :-/

What You Should Know Versus What The News Tells You

Pedagogical strategies

ADI (argument driven inquiry)

Arts-Integrated Pedagogy

Augmented Reality

Clock Ringers

CER – Claims Evidence Reasoning

CER – Scientific Method topics from the AMNH

CER – River ecology Scientific Method from the AMNH

Close reading strategies

Concept maps

High Interest Articles

Interactive Lecture Demonstrations


Note-taking: Cornell notes, Guided notes & Harvard notes


Point of Entry Method/Point of entry instruction (POEM)

Universal Design for Learning (UDL)

NGSS Three dimensional learning

NGSS has three distinct components: 1. Disciplinary Core Ideas, 2. Cross Cutting Concepts, and 3. Science & Engineering Practices.

North Country 3D Science Cafe

NGSS Three Dimensional Learning

Teaching Channel NGSS 3 dimensional teaching

Three Dimensions of the Framework for K-12 Science Education Being Used to Develop the Next Generation Science Standards (NGSS)

KnowAtom’s blog – Explore the 3 Dimensions

Pedagogical theory

Bloom’s Taxonomy: Use and misuse

Bloom’s Taxonomy: Thinking well requires knowing facts

Learning new information relies on having already existing knowledge.

Maslow’s hierarchy of needs – claims and reality

Students need to engage in internal mental reflection

Thinking well requires knowing facts

Tier I, II and III vocabulary

Learning styles and multiple intelligences

Reframing the Mind. Howard Gardner and the theory of multiple intelligences, By Daniel T. Willingham

Self esteem and students

Articles by cognitive scientist Daniel Willingham

Challenges with modern students

Declining Student Resilience: A Serious Problem for Colleges

The Early Catastrophe: The 30 Million Word Gap by age 3

The Writing Revolution: Students’ inability to translate thoughts into coherent, well-argued paragraphs impedes achievement

For students: Writing

Good writing and avoiding plagiarism

How to write a physics lab report

Developing writing skills: Verb wheel

Learning Standards

National and state learning standards for Physics, Biology, Chemistry, Earth Science, English, Mathematics, Coding, History/Social Studies, Art, Music.

Learning standards and frameworks, masterlist.

Prep for Standardized Tests

PSAT science questions

Prof Devel log NGSS Science discussion group

Physics /draft-workspace/

This website is educational. Materials within it are being used in accord with the Fair Use doctrine, as defined by United States law.

§107. Limitations on Exclusive Rights: Fair Use.  Notwithstanding the provisions of section 106, the fair use of a copyrighted work, including such use by reproduction in copies or phone records or by any other means specified by that section, for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research, is not an infringement of copyright. In determining whether the use made of a work in any particular case is a fair use, the factors to be considered shall include: the purpose and character of the use, including whether such use is of a commercial nature or is for nonprofit educational purposes; the nature of the copyrighted work; the amount and substantiality of the portion used in relation to the copyrighted work as a whole; and the effect of the use upon the potential market for or value of the copyrighted work. (added pub. l 94-553, Title I, 101, Oct 19, 1976, 90 Stat 2546)

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