Perhaps the most prominent proposal enunciated in A Framework for K–12 Science Education, and carried forward into the NGSS, is the declaration that Science teaching and learning should be engaged using a three-dimensional approach.
When FOSS began, the founders envisioned a science curriculum that was enjoyable, logical, and intuitive for teachers, and stimulating, provocative, and informative for students.
Animal legs, monk seals, scientists' notebooks, and more.
The FOSS assessment team is excited to announce several new features that will be available next school year (2018-2019).
You are holding the last good-old-fashioned paper edition of the FOSS Newsletter in your hand as you read this article (unless you've already gone digital). In honor of our tree-saving measures we want to take a stroll down memory lane and share a bit of history and trivia of the FOSS Newsletter.
I've heard it a time or two: We've been doing FOSS for six years—been there, done that! There's a rumor going around that FOSS is old and out of date. Now with NGSS looming, isn't it time to try something new and different?
Over the next few years, we will be reporting on FOSS Next Generation implementations of various shapes and sizes from around the country.
At this point in the cycle of curriculum development, we are often asked, "What's next?" Here's what the FOSS staff have created for the future.
After 50 issues and almost 25 years, we here at the FOSS Newsletter are hanging up our printers' caps. This is the last issue of the FOSS Newsletter in its current physical form.
The FOSS project developed its assessment system through an NSF-funded project ASK. During that six-year project, we worked extensively with teachers in nine school districts and educational service areas to create what has now been embedded in FOSS Next Generation and Third Editions. Some of you may be asking, if those assessments were created before the NGSS existed, how can we use them for gathering three-dimensional data about our students' performance?