Natalie Bursztyn

Unit 4.2 Why do objects change their motion? part of TIDeS:TIDeS Teaching Materials:Physical Science
Why do objects change their motion? In this unit, students discover force types and the connection between a force and an acceleration. In an engineering and design project, students will construct a ...

Unit 4.3 Nature and machine: implementation of forces part of TIDeS:TIDeS Teaching Materials:Physical Science
How do forces cause Earth's crust to collide and divide? Students plan, design, and construct a model of plate tectonics to further develop a concept that they began to investigate back in Unit 3. Then, ...

Unit 4.4 Unit synthesis and lesson plan part of TIDeS:TIDeS Teaching Materials:Physical Science
In this final unit for the course, students apply their understanding of motion and forces concepts to: 1. Create an NGSS lesson plan for an activity that they have completed in Unit 4; and 2. Conduct analyses of ...

Unit 2.6: Is heat always a dead end, or can it do something useful too? part of TIDeS:TIDeS Teaching Materials:Physical Science
Students focus on some thermodynamic aspects of energy: Heat, heat engines, and the second law of thermodynamics. We have already laid the groundwork for these concepts in Unit 2.3 (Energy Types and ...

Unit 3.1 How can we observe the unobservable? part of TIDeS:TIDeS Teaching Materials:Physical Science
Matter is made of atoms, but we cannot see them. How can we observe the "unobservable"? Students will observe the changing behavior of objects to interpret atomic structure and practice 'observing ...

Unit 2.1 Extension: Wave Application to Hunga Tsunami Wave Data part of TIDeS:TIDeS Teaching Materials:Physical Science
Waves are observable all over the place, so why do they exist? Students conduct experiments to examine wave speed, then use data to analyze wave speed, distance traveled, and time elapsed for the tsunami wave ...

Unit 2.2: Measuring and Analyzing Waves part of TIDeS:TIDeS Teaching Materials:Physical Science
This unit follows up and reinforces the topics introduced in the previous unit (Unit 2.1) about waves and wave properties. Multiple scaffolded extension activities and lab exercises build on similar concepts with ...

Unit 3.2 Why are there layers of the atmosphere? part of TIDeS:TIDeS Teaching Materials:Physical Science
We know the atmosphere is composed of gases and has a layered structure, yet these properties are invisible to the naked eye. Building on the idea of observing the unobservable, students will investigate air ...

Unit 3.5 How do the densities of Earth materials relate to the layers of the Earth? part of TIDeS:TIDeS Teaching Materials:Physical Science
How do we measure the density of Earth materials? Students measure, calculate, and compare material densities while using models to explore fluid density variations.

Unit 3.6 Why do plates "tectonic"? part of TIDeS:TIDeS Teaching Materials:Physical Science
Why do plates "tectonic"? Students will apply their understanding of density and mechanical behavior of Earth's materials to design and build a model with which they can experiment with (and observe) ...

Unit 4.1 What is where? part of TIDeS:TIDeS Teaching Materials:Physical Science
What is "where"? The location of anything is determined by its position, but any "position" is relative and needs a frame of reference. In this module, students will track and measure simple ...

Unit 3.7 Unit synthesis and lesson plan project part of TIDeS:TIDeS Teaching Materials:Physical Science
This is the final part for the density unit and tasks students to apply their understanding of density concepts to create an NGSS lesson plan for an activity and apply problem-solving skills to a film-inspired ...

Unit 1.3: Units and Conversions part of TIDeS:TIDeS Teaching Materials:Physical Science
Why do we care about units, anyway? In this unit, students are introduced to the concept of standardized units and given motivation for why a common set of units is desirable. Students are also introduced to some ...

Unit 3.3 What causes ocean stratification? part of TIDeS:TIDeS Teaching Materials:Physical Science
Students will investigate ocean stratification using real-world data, measure the density of various fluids, construct and experiment with a physical model of ocean layers, and compare real-world data with model ...

Unit 3.4 What can we learn by mapping sea surface data? part of TIDeS:TIDeS Teaching Materials:Physical Science
What can we infer from mapping sea surface temperature and sea surface elevation? Students will use satellite data to make observations and interpretations about ocean circulation in the North Atlantic. Students ...

Unit 1: Motivation and Course Introduction part of TIDeS:TIDeS Teaching Materials:Physical Science
A course module page introducing Unit 1 of a physical science curriculum focused on inquiry-based learning, covering scientific mindsets, NGSS-aligned Science and Engineering Practices (SEPs), Cross-Cutting Concepts (CCCs), units and conversions, and community-building through active learning and reflection.

Unit 1.1: Introduction to learning part of TIDeS:TIDeS Teaching Materials:Physical Science
Who are we, why are we here, and why is this course probably different than your past science courses? In this first class meet-up, students break the ice by reviewing survey data about their peers' attitudes ...

Unit 1.2: Introducing SEPs and CCCs part of TIDeS:TIDeS Teaching Materials:Physical Science
How is this class aligned in a way to help you with your future teaching? In this unit, we lay out the format of a class, how it aligns with NGSS (Next Generation Science Standards), and how students can use these ...

Erodibility, tensile strength, and the "k" problem in Grand kanyon part of Vignettes:Vignette Collection
River profile shape is an important indicator of the geomorphic processes and history that contributed to its modern form. In the case of bedrock streams during episodes of incision, resistance of river-level ...

The University of Montana-Missoula: Using the TIDeS module in Geo 224: Physics and Geoscience part of TIDeS:TIDeS Teaching Materials:Instructor Stories
I strongly believe in teaching the practice of science over the listing of facts. The mission of Teaching with Investigation and Design in Science gave me an opportunity to really dig into curriculum development that was flexible with ever more frequent disaster headlines and use those to motivate my students to learn more about the planet they live on. Emphasizing making and interpreting observations, testing hypotheses, and learning through failure creates a safe space for students to build confidence in their scientific abilities, including asking questions and planning investigations that they can use to satisfy their curiosity.

The University of Montana-Missoula: Using the TIDeS module in Geo 224: Physics and Geoscience part of TIDeS:TIDeS Teaching Materials:Physical Science
I strongly believe in teaching the practice of science over the listing of facts. The mission of Teaching with Investigation and Design in Science gave me an opportunity to really dig into curriculum development that was flexible with ever more frequent disaster headlines and use those to motivate my students to learn more about the planet they live on. Emphasizing making and interpreting observations, testing hypotheses, and learning through failure creates a safe space for students to build confidence in their scientific abilities, including asking questions and planning investigations that they can use to satisfy their curiosity.

Gaming in the Classroom part of Earth Educators Rendezvous:Previous Rendezvous:Rendezvous 2023:Program:Afternoon Mini-Workshops
Tabletop Boardgames are currently experiencing a golden age not seen since the 1980s, with sales increasing more than 20% from spring 2019 to 2022. Currently, there are thousands of new games released each year ...

Creating a Positive Classroom Climate part of Earth Educators Rendezvous:Previous Rendezvous:Rendezvous 2021:Program:Roundtable Discussions
Whether we are in person, online, or hybrid - the energy of the classroom space is critical in driving student engagement and determining student success. How do we build a sense of community in a lecture hall, ...

Unlocking the Potential of your Introductory Geoscience Course part of Earth Educators Rendezvous:Rendezvous 2026:Program:Morning Workshops:Unlocking the Potential of your Introductory Geoscience Course
Introductory geoscience courses at the undergraduate level have the potential to be profound experiences in which students are engaged actively in scientific practices and critical thinking, deepen their science ...

Teaching with Investigation and Design in the Undergrad Science Classroom part of Earth Educators Rendezvous:Previous Rendezvous:Rendezvous 2024:Program:Morning Workshops:Teaching with Investigation and Design in the Undergrad Science Classroom
Are you ready to rethink your introductory Earth or physical science course to focus on actively engaging students in investigations and productive discussions? Would you like your course to promote equitable ...

The Whys and Hows of Implementing Virtual and Augmented Reality in Earth Science Classrooms part of Earth Educators Rendezvous:Previous Rendezvous:Rendezvous 2020:Program:Morning Workshops:Augmented and Virtual Reality
Click here for the Participant Workspace (Login Required) Check out SERC's Teaching with Augmented and Virtual Reality page and join the community! Regardless of whether they are in a classroom or online, do ...