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Moving Full

For almost 30 years, Science Weekly Magazine has provided differentiated

“cross-cutting concepts” learning and teaching aids to promote:

Science, Technology, Engineering, the Arts (Language Arts, Social Studies and History), and

Math literacy.

Moving Full

STEAM Ahead

Teaching

Our Next

GenerationEach Science Weekly issue is aligned with the

National Common Core Standards and the Next National Common Core Standards and the Next Generation Science Standards (NGSS) for Today’s

Students and Tomorrow’s Workforce

• NGSS Alignment (Science Weekly is staying ahead of the curve!)

• Culturally Responsive Content (Extended teaching tips online! )

• Cross Cutting Concepts (Differentiated and trans-disciplinary core concepts!)

• College, Military and Career Ready (Problem solving, critical thinking, and literacy skills!)

SolutionsDo You Need A….. Science Weekly Magazine Offers…..

Science and Math Curriculum Supplement Bi-weekly workbooks featuring new material with

focus on Math and Science

Trans-disciplinary Learning/

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Bi-weekly workbooks and Teaching Notes with

additional resources and recommendations for

making competency connections across curriculum

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Increased Student Achievement Tool Differentiated for presentations for K-6 reading levels (Subscriptions may be adjusted to accommodate student progress.)

Parent Involvement Resource Tool

An “At Home” activity in each issue to promote parent

involvement with individual learning plans.

Professional Development and

Expanded Teaching Resource Repository

On-site workshops, online training, and expanded

teaching tips via our online educator portal (PORTAL COMING SOON )

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Expanded Teaching Content Featuring….

Enhanced Cognitive Skill Assessment and Development

Time-Sensitive Teaching TipsTime-Sensitive Teaching Tips

Culturally Responsive Teaching and Learning Assistance

Enhanced Cognitive Skill Assessment and Development (Transferrable/Crosscutting)

• Comprehension: In Level C, Writing in Science, students exhibit “evidence of knowing” by

interpreting information from the Weekly Lab and Math activities, as well as summarizing and

rephrasing information from the introductory text.

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rephrasing information from the introductory text.

• Analysis: In Kepler Level C Math, students reveal “evidence of knowing” by examining light

brightness graphs in order to make inferences and conclusions about distant stars and planets.

• Application: In Kepler Level C Challenge, students demonstrate “evidence of knowing” by

utilizing the planet table and making use of the provided information to solve the problems.

• Synthesis: In Kepler Level C Bringing It Home, students show “evidence of knowing” by

formulating a plan to design and then construct a Kepler telescope model.

Time-Sensitive Teaching Tips(Teaching Core Content Via Science Weekly Magazine with the Time YOU Have)

If you have only a little time:

• Facilitate students’ work as they complete the activities as written in the student level.

• If possible, ask students to complete all activities (other than Bringing It Home) at school. This way, you will

be available to answer questions and monitor your students’ progress.

• If you must ask students to complete some activities at home, allow time the following day to discuss the

work completed at home and to assess students’ understanding.

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work completed at home and to assess students’ understanding.

If you have more time:

• Encourage students to share their work from the Bringing It Home activity in small groups.

• For older students, encourage comparing and contrasting of the different Kepler models that students created

at home.

If you have even more time:

• Ask students to think beyond the Weekly Lab. What other questions related to Kepler could students

investigate using the same materials, or other materials on hand in the classroom? In small groups, ask

students to plan and carry out an additional investigation.

• When students share their investigations and results with the class, encourage them to ask one another

questions. (Why did you do it that way? What did you think would happen? Did anything happen that

surprised you?)

Culturally Responsive Teaching and Learning AssistanceHere are a few ways to help ALL students understand

and use scientific terms and reasoning:• When introducing vocabulary or concepts, always utilize as many of our senses (touch, feel, see,

hear, taste and smell) as possible to illustrate so that students experience the “meaning”, ways of

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hear, taste and smell) as possible to illustrate so that students experience the “meaning”, ways of

speaking and reasoning.

• Incorporate the strategy of “talk moves” in your classroom conversations. That is, help students

relate familiar, everyday ways of speaking and reasoning to more unfamiliar and scientific ways of

speaking and reasoning.

In the Kepler issue, you might:

• Use cooperative groups to discuss stories students have heard from family members about space,

planets, falling stars, men from mars, and spaceships.

• Ask students to help others better understand their stories by using forms of art, dramatizations and

music.

• Then, have students correlate what they bring to the learning environment to what they have learned

in the Kepler unit.

• Ask students to use their imagination to create another planet where people exist in a peaceful, just

and fair world where there is no lack.

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