Published units
The following units were designed with and implemented in science teachers classrooms before being published in NSTA journals. They focus on middle school, high school, and community college levels. For those that are not NSTA members, feel free to email us to request an author's copy of any of these articles.
Gray, R.E. & Rogan-Klyve, A. (2016). Investigating Axial Seamount: Using student-generated models to understand plate tectonics. Science Scope, 40(1), 22-34.
Relates to ESS2-A. Earth Materials and Systems
The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future.
MIDDLE SCHOOL Earth Science
Davis, A.. & Gray, R.E. (2018). Understanding earthquakes: Investigating the Sumatra-Andaman earthquake of 2004. The Science Teacher, 85(4), 40-47.
Relates to HS-ESS2: Earth's Systems
Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems. (HS-ESS2-2)
Middle School Earth Science
Campbell, T. & Neilson, D. (2016). Explaining ramps with models: Design strategies and a unit for engaging students in developing and using models. The Science Teacher. 83(5), 33-39.
Relates to HS-PS2: Forces and Motion
Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
High School Physics
Askew, J. & Gray, R.E. (2017). The science of Little Boy: Investigating the chemistry behind the first use of a nuclear weapon in warfare. The Science Teacher, 84(8), 45-51.
Relates to PS1.C: Nuclear Processes
Nuclear processes, including fusion, fission, and radioactive decays of unstable nuclei, involve release or absorption of energy. The total number of neutrons plus protons does not change in any nuclear process. (HS-PS1-8)
HIGH SCHOOL Chemistry
Neilson, D. & Campbell, T. (2017, December). Modeling-based learning to explain friction phenomena. The Physics Teacher. 55(9), 570-574.
Relates to HS-PS2: Forces and Motion
Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
High School Physics
Baze, C. & Gray, R.E. (2018). Modeling Tiktaalik: Using a model-based inquiry approach to engage community college students in the practices of science during an evolution unit. Journal of College Science Teaching, 47(4), 12-20.
(available for free from NSTA)
COMMUNITY COLLEGE Biology
