Primary Science Added to Time4Learning

Time4Learning has beefed up their Kindergarten through third grade science offering for homeschooling by including the award winning Science4Us program for their users.

Here’s an example of the type of activities that it includes. This is one of their original science songs.

For more information on the Time4Learning science curriculum, here’s some info for first grade homeschool science.




Tech Careers: Does Elementary School Help



In May 2015, Science4Us hosted 40 elementary school students from a Title 1 (100% of the kids at this school are free or reduced lunch) in their office to talk to them about careers. Careers for forty kids who basically live in a part of town where it’s pretty chaotic and planning for careers, for these kids, isn’t a dinner time converstation with the family. In most cases, there isn’t really a sit down dinner time or orderly conversation. Never mind much discussion about careers.

Title 1 Students Getting Career IdeasIt was quite an event.  It’s documented in some detail here an an article about the Dillard SuperCoders Explore High Tech Careers on the blog of the Mayor of VocabularySpellingCity

It look a lot of scheduling and logistics.  Think about it.

Forty kids leave school on a school bus with principal and full staff. Arrive at an office. Get split into five groups of 8 each with two guides: one from their school, one from the staff of the office that they are visiting. Tney are moved among five different centers each of which has them for 20 minutes. There are snack and toilet breaks. Each center has a fullly appropriate set of activities and agenda to expose the kids to career ideas.

Here’s my questions.

Is this sort of big effort worth it?  Did anything change for these kids? Did anything change for any of those kids?  Did it affect the adults in a positive meaningful way?

My thoughts:
Did it affect the adults in a positive meaningful way? The answer here is definitely yes. It shows the company that they can make an effort to reach out and share some vision of the possibilities to kids to whom it makes an impression.

Did anything change for these kids? Did anything change for any of those kids?  Here the answer is yes and no.  The event successfully “met the kids where they are at.”  It spoke to their level of understanding and knowledge and was intended to give them some specific examples of what they can aspire to. For those who are artsy, it showed specific reasonable careers that they can get to. It highlighted that there are lots of support job but that writing and verbal skills really matter. For the technical ones, it made coding look a lot clearer.

If it is continued, year after year, the message and possibilities will get through. It’s about continuity, not single flybys


Relevance of Innovation – Standardized Tests and Learning Frameworks


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This information is part of hte support for a S4U grant request solicited by the Dept of Education

All states are required to include a science assessment in each of the three-year elementary grade bands (NCLB, 2001). Current amendments to the ESEA heighten the demand for increasing science achievement and preparedness by focusing attention on Science, Technology, Engineering, and Math (STEM) Education. The focus on science is further reinforced by allowing states to include science achievement as part of their accountability systems and proposing modifications to state assessments to “measure students’ complex problem-solving and analytical skills” (PCAST, 2010). Within this framework of heightened focus on science education, S4U provides not only a standards-based curriculum and research-based best-practices model, but also embedded online teacher science content and instructional model (5E) training and offline teacher/parent support. By catering to STEM objectives and 21st century learners’ needs, S4U enables both teachers and students to reach the goals set forth by these federally mandated initiatives.

S4U specifically addresses the need for an innovative, flexible, and cost-effective science curriculum driven by both the inclusion of science on high stakes assessments and the movement toward computer-based testing. Many online, virtual models are used across the nation, with assessments embedded in online curricula. Nationally, more than half of the U.S. (27 states) have piloted online tests for statewide or end-of-course exams (Quellmalz & Pellegrino, 2009). Similarly, portions of the NAEP assessment are computer-based (Sandene et at., 2005). The movement to computer-based assessments in K-12 education is here and early exposure to online evaluations as casual, non threatening interactions seems essential.
The digital curriculum and assessment models offer another discrete advantage to educators. As standards change, online models, such as S4U are able to evolve and adapt in real-time, incorporating new standards much more quickly than traditional text approaches. In the near future, science classrooms may be held accountable for the Next Generation National Science Standards based on the NRC Conceptual Framework for the New Science Education Standards (2011). New print texts designed to align with fluctuating state and national standards will have more trouble keeping pace with the need for current curricula. Electronically deliverable student content and professional development components offer a solution to the problem of providing an efficient, cost-effective implementation of new standards, within a real-time transition. Science4Us is poised to offer these solutions to schools.

Proposal to Improve Basic Science Education


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Elementary students are currently not prepared to handle complex science concepts. The 2009 results of the National Assessment of Educational Progress (NAEP) indicate that more than half (66%) of fourth grade students perform below proficient level on the science assessment (National Center for Education Statistics, 2011). Duschl et al. (2007) state that too little commitment to or enthusiasm for science exists and that students are exposed to too many facts and not enough experiences to help them understand processes and big ideas. Although studies have shown that not only are young children able to perform abstract reasoning (Warren, 2005), but that they are developmentally ready for the complex ideas and relationships that make up scientific inquiry and the nature of science (Akerson & Donnelly, 2010).
The S4U curriculum addresses the issues presented by Duschel et al. (2007) by providing an inquiry-based online adaptation of the 5E Instructional Model. The S4U modules include interactive serious games for engagement, simulations to promote critical higher order thinking skills, teacher and parent curriculum support materials, embedded professional development, an effective scope and sequence, and a student portfolio/learning management system. S4U’s design is guided by two overarching principles: one is educational effectiveness for both students and teachers, the second is commercial success.

Here’s more reading on the efficacy and research related to S4U:


Science4Us as a Literacy Supplement


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The Science4Us positioning has a few background articles you might want to read:

The future of our economy and our students’ careers is dependent on improving our students’ science education. The decades of ongoing weakness can be traced to a constant problem: the schools fail to deliver a strong science foundation in the earliest grades. This creates an educational deficit which requires remediation later on and perhaps more significantly, it fails to captivate students’ interest in the formative stage when many will decide what careers they will pursue. Science4Us, a K-2nd core science curriculum, was developed to address this weakness including the issues associated with empowering early elementary teachers to deliver exemplary science education despite them being generalists with limited comfort with teaching science.

The development goal of Science4Us is to address an additional challenge, an effective science education can only be delivered if the schools and teachers commit time to it. Today, and for the foreseable future (next half decade), the focus of elementary schools is on the highly challenging and highly measured implementation of the Common Core. However, since cross cutting curriculum is a best practice as defined both by CCSS & NGSS, this is an opportuntiy. The development goal is to research and integrate the elements for a CCSS-aligned literacy supplement into S4U so that time will be won for science education since S4U will be an effective literacy supplement.


US Elementary Education


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It seems that the emphasis on building core skills in US public schools has a cost.  Schools have committed themselves hard to making reading and basic math an area of competency which means they have doubled up on intense instruction. Seems like a good idea. But….

What have they dropped?  Recess, art, music, science, and social studies.

Does that matter? I’d like to focus on science. and the naswer is OF COURSE IT MATTERS. It’s a well documented fact that many students pick an area of interest in early elementary school which they pursue for a lifetime in one form or another.  If students only get a rudimentary exposure to science, there will be less interest and career pursuit of science.

How to get more students studying science and more teachers teaching elementary science? I’d suggest that what they need is a really good science program such as  Science4Us.  A Finalist for a 2014 DAA  Whole Curriculum Package for Science, it focuses on the earliest grades:


Middle and High School Science

I’m diverging from my series on coding to do a quick review of what a middle school science program looks like. I’m basing this on the Time4Learning Program which is well described on their website:

Middle School Online Science Courses: Overall it’s very impressive use of interactive multimedia. The courses are, while amusing, indepth and not watered down. They have references to labs but I haven’t really figured out how that’s handled.

  • Earth/Space Middle School Homeschool Science Course:  Middle school earth and space science teaches students about Earth’s structure, geologic processes, plate tectonics, oceans and the water cycle, Earth’s atmosphere, weather and climate, our solar system, stars, and galaxies. Students also investigate how the motions of the sun, the moon, and Earth create days, seasons, years, eclipses, phases of the moon, and tides.
  • Homeschool MIddle School Life Science Online Program : Life Science includes materials covering the characteristics of living things, plant and animal cell structures, the characteristics of unicellular and multicellular life, genetics, classification of organisms, the structure and function of human cells tissues organs and organ systems, and the structure and function of plants. 
  • Homeschool Secular Physical Science Online Course: Physical Science includes materials covering chemistry and physics, including physical and chemical changes, atoms and elements, mixtures and solutions, the periodic table, states of matter, motion, gravity, density and buoyancy, energy, heat, the properties of waves, and light.
  • Middle School Homeschool Inquiry-based Nature Of Science – The Science of Nature materials are supplemental, recommended for use alongside the Life Science, Physical Science, and Earth/Space Science courses. It will be included when parents register for any middle school science course. Nature of science teaches students how to safely and correctly use scientific equipment, take measurements, conduct experiments and investigations, collect and analyze data, draw conclusions, evaluate evidence, and present their work to others.

Next week, I’ll look at their high school program….

Where does computer programming and science start?

I’ve seen lots of recent games which claim to be teaching programming and computer skills.  I’d like to see a more indepth analysis of them.

For instance, KODABLE. It’s a cute iPad app which is a series of puzzles. The answer to the puzzles is to give a set of instructions to the game on how to proceed. It starts about a half step away from telling it what to do since the instructions are entered slightly differently and sooner than if you you were just navigating.  And the need for complexity and conditions around the instructions slowly grows.  The instructions are primarily icons, there’s no semantics. (BTW, I played in a few months ago so I could be confusing it with another which is one reason that I’m not linking across at this point until I recheck it). The game is aimed at the first half of elementary school. Does this type of game help students develop logic and a feel for the programming process? It seems like it should or at least could.  Anyone know of any studies one way or the other? 

I think hopscotch is in the same vein. 
I’m asking because I’m about to start a study to see what my online homeschool program should do about teaching programming to students and we’d like to have solutions for K-12 or at least:elementary, middle and high school.

Programming an Elevator

I took a software programming course in college. Actually, I took three or four.  One was a statistics course where we programmed in SAS. In another course that I can’t seem to remember, we coded in FORTRAN. But my major programming logic course used APL.  BTW, this was a long time ago.

I was thinking about a basic programming problem since my Mom started asking me this past weekend how an elevator knows where to go next.  So, for your amusement and my brain training, I’ll try to create the logic for a 5 story building with a single elevator….

Set up variables such as number of floors = 5, other floors are n, commands are gotowards (which includes close elevator do, start going), directions U & D

If “nothing else”, go to Floor 0, open door, wait
If on floor n and if “nothing else” and if someone walks into elevator and clicks on a button for floor n, close door and gotowards floor n. 

If heading towards floor n, and a call button on a floor between starting floor and n is pressed, and if its the same direction the elevator is heading. and if the floor hasn’t been past, stop at floor with call button pressed and let on visitor.  

If a button is pressed that has already been past or is NOT in the direction that the …


Durn this is hard and there’s no semantics or structure to my analysis.  I’ll go walk the dogs, go for a run, and try again later.  Great puzzle for me….

Teaching coding should be standard in every high school

There is a great deal of interest in improving STEM education in this country.  

For this post, I will just focus on the question of teaching software programming, aka coding. I do it because I’m particularly passionate about that and if that’s on the table. I tend to rant.  In fact, before I put it aside, hear me out.  I can’t believe that we still require calculus and two years of algebra for good colleges but don’t require programming.  Look, if a measure of a useful education is whether a course enhances your understanding of the world and creates knowledge or skills that you will use in the future. Or the measure is whether it creates a perspective that will stay with you. In any case, I’ve worked now for 35 years and I’ve never thought about or used any of my quadratic algebra or precalculus or algebra.  However, many many times every day I wonder about how something is programmed or should be programmed. A good coding course will, for many people, teach a lot more mental discipline and precision of thought and abstract reasoning than those math courses and it teaches useful skills and creates an appreciation for the world around us.