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NEW SCIENCE UPDATE

Dear colleagues,

Thank you for the exceptional care you continue to provide to New York’s children and families. 

The Office of State Assessment and the Office of Curriculum and Instruction have jointly released relief from the 1200-minute laboratory requirement for students enrolled in a Science course culminating in a Regents Examination. The memo, Flexibility in the 1,200 Minute Science Laboratory Requirement, is posted on the NYSED COVID-19 web page. Districts should still ensure that students are receiving quality science education that, to the greatest extent possible, includes laboratory experiences that prepare students for the performance components of the Regents exams. 

Questions may be directed to the Office of State Assessment at 518-474-8220 or emsctesting@nysed.gov, or to the Office of Curriculum and Instruction at emscurric@nysed.gov or (518) 474-5922.

In gratitude,

NYSED’s Office of Curriculum and Instruction

Featured

NEW VISIONS

Introduction to New Visions Biology Curriculum

Register for these upcoming sessions to work with the New Visions team on getting ready for the coming school year. These sessions are designed for teachers of Living Environment and Biology.


Cross-Content Foundational Unit to Launch the Year

We have developed a cross-content foundational unit (also known as Unit 0) which contains:

For other resources to support instruction on digital skills and SEL, including a Digital Skills Support Binder, check out our resources for launching the school year on our Remote Teaching and Learning site.

UNIT TO LAUNCH THE SCHOOL YEAR

REMOTE TEACHING AND LEARNING SITE

RESOURCES FOR LAUNCHING THE SCHOOL YEAR

Instructional and Planning Resources

Are you new to our curriculum? Take a look at our Curriculum Overviews:

Science Curriculum Overview

Take a look at the revised units we have developed for blended and virtual instruction as the year begins:

Biology Unit 1: Marathon Runner

Earth Science Unit 1: Discovering New Worlds

Looking for support with planning for synchronous and asynchronous instruction? Check out the templates and guides in this Teacher Planning Handbook.

Welcome to the Physics Aviary. Since 2013 we have been making cross-platform, run-anywhere, programs to help physics students around the world master the big ideas in physics. Use the navigation links above to explore the site.


ChemMatters Online


New Visions Curriculum

Remote Learning


Instructional Materials and Webinars for Remote Learning

New materials are now available, designed specifically for remote learning in science at remote.newvisions.org!  Join a webinar to learn more.

If you are interested in a webinar but cannot join live, please register anyway! We will send the recording and materials out a few days afterward.

New Science remote learning module on that provides students an opportunity to choose from a range of research topics that are currently relevant to them.

 VIEW RESOURCE


HS Biology Unit 2:Additional Guidance for the Remote Comparing Microbiomes Investigation

Need new ideas on how to implement an investigation remotely? This teacher-facing resource provides additional guidance on how to support students with a key investigation found in Unit 2.


What's Inside the Earth? Seismic Waves Investigation - Adapted for Remote Learning


This resource includes teacher guidelines, student handouts, and a slide presentation for a revised version of the Explore 2 and Explain 2 phases from the What's Inside the Earth? 5E from New Visions Unit #2 in Earth Science.


Lessons/Activities

Backyard Analemma

Backyard Analemma- As time marches onward the seasons change in a predictable way. One easy way to record the subtle change is by creating an analemma. If students place a stake in the ground and once daily (or weekly depending on time constraints) marks the end of the shadow at solar noon (1pm due to daylight savings) with a rock, a pattern will begin to emerge over time. Shadows are long in the winter and short in the summer. After a year a figure 8 or infinity symbol will be visible. This phenomena is observable because of earth's 23.5 degree tilted axis. 

Backyard Biodiversity

On a nice day, ask students to go outside, randomly pick a spot in the grass and make a one meter by one meter box. A strategy for selecting a random sample site could be to toss a ball over their shoulder. The scientific term for this box is a quadrat. This box can be simple, talizing sticks and string to mark the boundaries or more complex. Have students count and identify everything they find in the quadrat. Once students record their findings, they scale them up to come up with a rough backyard biodiversity
COVID-19 Spread Rates- Have students investigate the number of COVID-19 cases in the U.S. or in a different country to determine the relationship between population density and the rate of spread.  A good resource to use for this is the Johns Hopkins Coronavirus Resource Center