#NGSS

[hyeahgaku]

at present time, Nagumo & Shishiba are enemies

lets just all kill ourselves

[k12academics]

Top ranked by TripAdvisor / Yelp! Ed Leedskalnin secretly built Coral Castle at night; excavating, carving, and moving over 1,100 Tons of coral rock. Since 1923 Scientists, Engineers, and Scholars continue to be mystified. The methods Ed used to create this architectural feat remain unanswered to this day. See a hand-carved 9-ton gate: perfectly balanced, a Polaris telescope, the world's only Sundial that provides you with the time of day, month of the year and four seasons. Referred to as a Modern Megalith, Coral Castle is compared to the ancient megalith's of the Egyptian pyramids, Stonehenge, and is considered by many to be one of the Wonders of the World. Experience the Coral Castle with our tours guides. The guides will share the "Love Story", the History, the Science, and experience how some of Ed's items work; even after 98 years! Seen on the History Channel, Travel Channel, Discovery Channel, Ancient Aliens, Univision, BBC, and much more! Billy Idol wrote his famous song & continues to sing "Sweet Sixteen" in concert today. There is a fantastic short movie about the greatest mysteries of Coral Castle and it's creator and builder; Edward Leedskalnin. Enjoy the delicious delights at the Coral Castle Café and Gift Shop.

[barrel-of-bones-and-brain-worms]

I'm just imagining canon Fast and Shopkeep (who, in canon, would never meet) meeting New Game Fast and Shopkeep and I'm just laughing.

[tam--lin]

[oars]

lalala hiding jn the bathroom then im walking outt 💗💗

[stardustasincocaine]

Update: my post evaluation was absolutely AI generated.

If I get one more inane, micromanaging, AI-conceived email from admin I am not responsible for the Inside Thoughts™️ becoming Outside Thoughts™️

[plethoraworldatlas]

A beef industry group is running a campaign to influence science teachers and other educators in the US. Over the past eight years, the American Farm Bureau Foundation for Agriculture (AFBFA) has produced industry-backed lesson plans, learning resources, in-person events, and webinars as part of a program to boost the cattle industry’s reputation.

Beef has one of the highest carbon footprints of any food, but AFBFA funding documents reveal that the industry fears that science teachers are exposed to “misinformation,” “propaganda,” and “one-sided or inaccurate” information. The campaign from the AFBFA—a farming-industry-backed group that "educates" Americans about agriculture—is an attempt to fight back and leave school teachers with a “more positive perception” of the beef industry, the funding documents reveal.

According to survey data included in these documents, educators who attended at least one of the AFBFA’s programs were 8 percent more likely to trust positive statements about the beef industry. Some 82 percent of educators who participated in a program had a positive perception of how cattle are raised, and 85 percent believed that the beef industry is “very important” to society.

The beef industry “knows it has a trust issue,” says Jennifer Jacquet, a professor of environmental science and policy at the University of Miami. The industry is attempting to influence public opinion by starting with children, says Jan Dutkiewicz at the Pratt Institute’s Department of Social Science and Cultural Studies. Dutkiewicz points out that one of the AFBFA’s objectives outlined in its most recent funding document is to run events that “engage educators and students … to increase their understanding and positive perceptions of the beef industry.”

...

The AFBFA is a contractor to Beef Checkoff, a US-wide program in which beef producers and importers pay a per-animal fee that funds programs to boost beef demand in the US and abroad. In 2024, Beef Checkoff has approximately $42 million to disperse across its initiatives, and a funding request reveals that the AFBFA’s campaign for 2024 is projected to cost $800,000. The allocation of Beef Checkoff funding to programs like this is approved by members of the Cattlemen’s Beef Board and the Federation of State Beef Councils, two groups that represent the cattle industry in the US.

One lesson plan provided as part of the program directs students to beef industry resources to help devise a school menu. In another lesson plan students are directed to create a presentation for a conservation agency regarding the introduction of cattle into their ecological preserve. A worksheet aimed at younger students has them practice their sums by adding up the acreage of cow pastures. Another worksheet based around a bingo game aimed at 8- to 11-year-olds asks teachers to “remind students that lean beef is a nutritions source of protein that can be incorporated in daily meals.”

Science teachers in many states are currently updating their lessons to incorporate the Next Generation Science Standards (NGSS)—a set of teaching guidelines that encourage educators to place more emphasis on how science is used in the real world. AFBFA funding documents show that the foundation intends to use the adoption of the NGSS as an opportunity to provide teachers with learning materials that relate to the beef industry.

“Furthermore, NGSS requires teachers to approach challenging topics such as climate change and sustainability,” reads an AFBFA funding authorization request for its education program. It continues: “Teachers and students are receiving information from educationally trusted sources that do not represent agriculture accurately or in a balanced way, and beef production is often the target of "misinformation". To achieve balance and to ensure the accuracy of information, a concerted effort must be made to engage teachers in the conversation around these topics.”

Dutkiewicz says that food production should be taught in US schools but that industry-funded material is unlikely to provide objective information about the impact of beef production. “I worry that clearly partial resources that are strategically designed to achieve a corporate messaging are being provided by a Checkoff program,” he says.

[jacksgreysays]

Ahh, your new and very bleak AU is such a good read! I'm curious, what is Sasuke doing in this AU and how is he juggling the relationships? And did you have any ideas of where you would take this Au further if you did? If it would get bleaker or at least a little better?

First off, thank you! Yeah, this AU is very bleak and I don’t know why it’s the only thing my brain wanted to churn out but I decided to let it happen.

Second, oof, hold on to your seats, this is gonna be rough: I have a lot of Thoughts™ about this AU.

So, Sasuke is a sticking point in this AU because everyone else is pretty easy to understand on which side they’d fall, but I did want him specifically to be neutral in the aftermath. Because I didn’t want it to be Shikako and Sasuke vs Naruto but also Shikako vs Sasuke and Naruto isn’t great either and realistically, even the DoS version of Sasuke still loves vengeance.

He would’ve been on the side of legal capital punishment for sure because vengeance, but once it became official that the councilors were going to be imprisoned instead I don’t think he would have approved of Shikako’s actions. Like, I think it’s the illegality that is the problem especially if he’s head of KMP at this time. But even if he’s not, Shikako performing an extrajudicial execution is very much skirting the line into… uh… power corrupts type vibe.

I also wanted Sasuke to be in Konoha: in DoS future fic in general, not just this AU, I like the idea that Shikako is the traveler while Sasuke is the one who stays in Konoha—or, if he does travel, it’s because he’s traveling WITH Shikako. (Tangentially related, I do think Naruto likes traveling but THINKS he likes being in Konoha because of his Hokage dream and that explains why he’s Like That in Boruto)

Anyway, in this AU Sasuke is in Konoha and conflicted on this matter to the point of being neutral. Because on the one hand, yes, justified vengeance of course. He was definitely team justified vengeance. But even if he doesn’t UNDERSTAND Naruto’s decision to not give Shikako her justified vengeance, he’s—in this universe—law abiding.

So I don’t know if it’s just the act of extrajudicial execution or if Shikako asked him to be accessory to it or if she tricked him into being accessory to it, but Sasuke doesn’t approve. So ideally Sasuke agrees with Shikako that the councilors should have been given the capital punishment, but the methods that Shikako used (whether involving/compromising Sasuke himself) he disapproves of so in that way he agrees with Naruto.

Hence, conflicted to the point of neutrality.

I should also maybe mention that Sakako doesn’t exist in this AU. Which sucks for Shikadai because he also doesn’t have his other cousins either—or, rather, they exist, but he’s not going to meet them and they aren’t his cousins: Kareru (if he does exist) is an Uzumaki (which the Nara have conflicted feelings about.) And in my own little headcanon of NGSS Shikako’s the one that finds Araya, Gaara’s the one that finds Yodo, and while Kankurou was the one to find Shinki he’s very busy in this universe what with being the Kazekage and all—but understandably sucks more for Sasuke considering he basically lost a child. Or never had the child that he could have?

Schroedinger’s child.

Anyway, he does still have Sarada, which is good. Whether or not he also has the other biological kids because of the repopulation program is kinda up in the air of whether that would be affected by Konoha’s internal politics.

Weirdly, I think his relationships with other people hinge on how I want Sakura to feel about Shikako’s actions? And now I’m fully going off the rails, but I like the idea of SaixInoxSakura as a stable throuple in a good future. In this bleak AU it’s obvious whose side Ino is on, and DoS!Sai has always been Shikako’s more than Naruto’s (and also, he’s so down to break the law for her it’s great,) and while that is also true of Sakura, she’s also a civilian born medic. So philosophically, she would agree with Naruto that imprisonment is better than execution. And she would also agree that what Shikako did is pretty fucked up.

But Sakura is also the kind of person who, in canon, forgave Sasuke for a lot and worse shit. And there’s also Inner Sakura to think about because, yeah, we don’t see her as much (if at all) but, you know, hurt those who have hurt you is a very instinctive thing to do.

What I’m saying is: if Sakura has somehow threaded the needle on her own conflicting feelings about Shikako’s actions, then because Sarada is Sasuke’s link to her, Sakura might be Sasuke’s best friend?

Because he definitely lost Shikako when everything went down, but he kind of also lost Naruto even before that when he denied Shikako her justified vengeance?

And if his best friend is Sakura now, then his social circle kind of depends on her social circle. Like, if she’s remained in the throuple with Ino and Sai without weird lingering resentments, then by default his social circle includes them and other people who were on Shikako’s side. If she didn’t remain in that throuple then their social circle is people who were Naruto’s side.

… Schroedinger’s throuple…

Anyway, as for the direction this AU is going, I suppose it also depends on whose POV you’re in?

The reason why Shikako is running around being international superstar Kako Heijo is because she didn’t want to destroy Konoha by kicking off a civil war. Like, she doesn’t regret killing those councilors, but politically it doesn’t look great for her to blatantly refute the Hokage’s decision. And it especially isn’t great if she stays there where people who agreed with her would rally behind her and cause an internal schism in the administration that would lead to a civil war.

It’s like the situation in Indelible except worse.

Unfortunately, her pulling a Tsunade and leaving while not being a missing nin didn’t really solve the problem so much as delay it or make everything hide under layers of passive aggression.

Because the trajectory that I currently have is that the ANY clans are gradually and quietly seceding from Konoha. Those three clans could practically form their own functioning village—the Yamanaka and Nara are in so many different departments and the Akimichi (or at least my version of it) have noble/civilian ties and resources—in a way that could devastate Konoha’s infrastructure for at least a few months if not years if they just up and left. Obviously, not everyone in the administration is from the clan system so it’s not like a debilitating walk out for the village, but it doesn’t look great and also there are some who aren’t in the clan system who might want to defect to wherever the ANY go.

Like, my brain definitely has some Ino-and-Chouji-being-coldly-furious fic ideas including the absolute INSULT it would be to them that Konohamaru is BORUTO’S jounin sensei when EVERYONE KNOWS that the Sarutobi are supposed to be mentors to the Ino-Shika-Cho. (To be fair, Naruto didn’t do this as a deliberate snub. Obviously he doesn’t know about clan ties/alliances, but it’s a pretty glaring misstep that he hasn’t learned that since becoming Hokage and an especially worse misstep that he assigned Konohamaru to his own son’s team out of preferential treatment.)

There were other perceived slights over the years, I’m sure, but I just especially like turning Boruto canon into something for Ino and Chouji to rage over. It’s great. They’re so mad in this AU. I love it.

So I guess… thinking about how to make this less bleak would be… if Shikako and Shikadai are trying to figure out how to save Konoha from itself. And also keep Shikadai out of Sand’s clutches.

Which I guess means that Shikadai has to become Hokage?

… which is a pretty funny take on the original premise of Naruto. Like, I’m going to become the strongest/the Hokage to protect the people I love (from a civil war.)

I’m legit laughing.

But in all seriousness, any next major steps narratively of this AU would have to be done by Shikako, Shikadai, and maybe Kankurou in order to prevent Konoha’s implosion. And unfortunately, this situation is so tangled up politically that it can’t just be Shikako swooping in to save the day.

Like, even if they somehow found Gaara, it wouldn’t change the fact the Shikamaru was assassinated, Naruto wouldn’t let the Nara clan have their justified vengeance, and Shikako took it by force anyway.

It’s a very sins of the father (or… aunts/uncles) situation where only the next generation—ie Shikadai—can seize the means by which to… I guess… forgive all parties involved and if not repair then at least put out the active flames of the burning bridges.

Either that or time travel which has been brought up before… which could be pretty cool but is also pretty funny because, like, imagine you’re a 12 year old boy and your international superstar aunt and your foreign king uncle, both of whom you’ve only just met, go time traveling together. That’s hilarious.

All of which is a very long way for me to say that the passive trajectory is bleak, but an active narrative would involve attempts to make it less bleak (either by Shikadai becoming Hokage or the strangest boy and his aunt and uncle go on a time travel roadtrip, lol)

[hyeahgaku]

"We start with one blow."

[k12academics]

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[education30and40blog]

Mosa Mack Science: How to Use It to Teach | Tech & Learning

Mosa Mack Science is an NGSS teaching tool packing in great science programs for kids and teachers.

[mishkatelwarriorgoddess]

Okay, let's play a game. EDUCATORS, sorry but y'all are disqualified from the jump (and you understand why).

Let's get into it: What do the following abbreviations stand for?

IEP

FBA

BIP

SIT/SST

GATE

AP

CTE

NGSS

CCSS

ML

LD

ID

E/BD

ELA

ESSA

IDEA

NAEP

PBIS

PD

RTI

FOIA

ADA

ADD/ADHD

FARMS

FERPA

LEA

LRE

AFT

NEA

GPA

OHI

OT/PT/ST

SEL

DIBELS

SRO

UbD

These are only A FEW (40) of the HUNDREDS of ones that educators use on the daily (and no, I don't have all of them memorized and have no problem asking about it if I'm not sure - I've been teaching for 27 years starting next school year and don't have time to waste being confused when I want to help my kiddos out).

There are days that I come home and I'm worn out from all the paperwork I've had to fill out to get a student the help that they so desperately need but have to jump through hoops to get it for them. And I have had parents game the system, but not many truthfully.

If you want to know what they mean, let me know and I'll answer.

❤️😍🥰

No one tells you when you get a Big Serious Job™ how many fucking abbreviations you’ll be forced to learn.

[aigirish]

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Authenticated by STEM.org, Phiro ensures a safe, high-quality, and affordable learning tool for classrooms around the globe. Bring innovation and excitement to your STEM curriculum with Phiro today!

Learn more at

[spencer-studies]

intro ii

for those of you who don’t know me, i’m spencer (you can call me spence or ennie if you like!) one can hope that by making a study blog, i’ll actually be inspired to study this year… T-T (psst: main blog here @wolfstar-being-ridikkulus)

a short about me:

they/she | american | high school senior | intj-t | student-athlete | intended psychology major

things i’ve done (and do!):

top 10% of my class | varsity cross-country | color guard/varsity winter guard captain | ngss chapter president | international thespian society chapter treasurer/historian | advanced choir | county honor band

ap classes i have taken || plan to take:

ap world | apush | ap lang | ap comp sci | ap psych || ap lit | ap gov | ap macro | ap calc bc | ap stats | ap bio (??)

tags:

#spencer’s pens - random school-related posts

#spencer studies - my actual study posts

#spencer’s odyssey - college applications

#spencer to the pantheon - athletics/arts/performances

#spencer struggles - tw: probably vents about pain, annoying school things, etc

#spencer screams - exam realated things

#spencer’s got mail - asks

no promises on being consistent due to chronic pain and sheer business, but i will try!

dividers by @saradika!

[amemathenglish]

馬鞍山 STEM．編程｜ Kids Coding｜Ma On Shan STEM

STEM教育：讓孩子贏在起跑線的關鍵

AME Kids Coding 編程遊戲課程【適合 4.5-12 歲】

榮獲親子王家長最愛 STEM 品牌。引入美國 NGSS 標準精心設計的 Kids Coding 課程，通過豐富多樣的編程遊戲、趣味機械及手機應用程式開發，讓孩子輕鬆掌握科技知識，為未來打下堅實基礎。

馬鞍山STEM ( Kids Coding ) 位於馬鞍山巿中心，交通便利。

STEM教育是什麼？

STEM教育簡介：STEM教育是一項跨領域、科目整合的教學方式，核心著重於科學(Science)、 科技(Technology)、工程(Engineering)及數學 (Math)，後續也延伸出含藝術(Art)，亦稱為STEAM教育。STEM或者是STEAM ? 在國際上除了台灣與香港之外，多用 “STEM “作為整個核心STEM教育的總稱。

STEM教育 VS 傳統教育

傳統教育以教師為中心，知識由老師傳遞予學生，並由老師評估學生程度，着重學生對知識的記憶。每個學科由不同老師教授，各自學習及評估。而STEM課程則主張引導學生探索問題，學習解決問題，從而培養創新能力與實踐能力。此外，STEM教育亦強調各種知識的融會貫通。

KIDS CODING 課程亮點

1. 學生使用指定的Coding平台，將面臨一系列的挑戰。在應用程序��的謎題，學習64個編程的基本概念。

2. 引入機械工程的基本知識，讓學生了解機械材料、結構設計及規劃，讓學生親自設計和組裝，從而提升對力學及工程學的邏輯思維。

3. 課程包括可編程的電路元素，讓學生學習利用電路積木平台。創建各種創新的小工具。結合直觀流程為本的編程方法，讓學生將無限的想法變為現實。

4. 在現代社會，A.I分析應用廣泛，課程幫助學生學習A.I運用和數據分析方法，提升他們的數據處理和解讀能力。

[software-specialist]

تازه ترین برنامه نویسی رباتیک برای کودکان

کدگذاری روشی است که به رایانه دستور می دهد تا  برنامه نویسی رباتیک برای کودکان یک کار خاص را انجام دهد. همچنین ممکن است کدهایی را بشنوید که به آنها برنامه نویسی نرم افزار یا برنامه نویسی کامپیوتری گفته می شود. این دستورالعمل‌ها با استفاده از زبانی که رایانه‌ها می‌توانند آن را درک کنند، مانند بلوک‌های بصری، جاوا اسکریپت و پایتون منتقل می‌شوند.

برنامه‌نویسی برای بچه‌ها، از ریزپردازنده‌ها در اقلام روزمره برنامه نویسی رباتیک برای کودکان  مانند یخچال‌ها و آبگرمکن‌ها گرفته تا برنامه‌های پیچیده‌ای که ماشین‌ها و ساختمان‌های ما را اداره می‌کنند، پایه‌ای را برای فناوری جهان ما ایجاد می‌کند. یادگیری کدنویسی فرصتی عالی برای کودکان در هر سنی است ��ا مهارت های حل مسئله و تفکر انتقادی خود را توسعه دهند و در عین حال تمرکز و سازماندهی لازم را برای مشاهده پروژه ها تا پایان تکمیل کنند.

کدنویسی معمولاً با برنامه‌نویسی بصری کشیدن و رها کر برنامه نویسی رباتیک برای کودکان دن شروع می‌شود که در آن کودکان بلوک‌ها را به یکدیگر متصل می‌کنند تا برنامه‌ها را بسازند. برنامه نویسی بصری با تمرکز بر منطق پشت کد، مفاهیم اساسی را بدون تایپ یا نحو آموزش می دهد. زمانی که کودکان اصول اولیه را یاد گرفتند، می توانند به زبان های برنامه نویسی دنیای واقعی مانند پایتون، جاوا اسکریپت و سی تغییر یابند.

از دوره‌ها و بازی‌های کدنویسی آنلاین گرفته تا یادگیری آفلاین، برنامه نویسی رباتیک برای کودکان  از آموزش کدنویسی حضوری تا آموزش آنلاین زنده، منابع کدنویسی بی‌پایانی در دسترس هستند. بهترین پلتفرم‌ها و برنامه‌های کدنویسی مانند Scratch، Code.org و Tynker به کودکان در تمام سنین و سطوح تجربه توانایی کدنویسی را می‌دهند و در عین حال فرآیند را سرگرم‌کننده و جذاب می‌کنند.

  چرا باید از کدگذاری Tynker برای کودکان استفاده کنیم؟

Tynker پلتفرم شماره یک کدنویسی در جهان برای کودکان 5 تا 18 ساله به دلایلی کار می کند! Tynker قدرت خلاقیت بیش از 60 میلیون دانش آموز را فراهم می کند و به هزاران مدرسه و مربی در سراسر جهان خدمت می کند.

دوره‌های گیمی‌شده و برنامه‌نویسی برای فعالیت‌های بچه‌ها، برنامه نویسی رباتیک برای کودکان  برنده جایزه Tynker، بچه‌ها را تشویق می‌کند تا پروژه‌ها را در حین تفریح انجام دهند و به آن‌ها اجازه می‌دهد تا از مبتدی به متخصص با استفاده از زبان‌هایی مانند پایتون پیشرفت کنند. درس های تعاملی Tynker دارای آموزش های داخلی برای تمام سنین و سطوح مهارت هستند. برنامه تلفن همراه با امتیاز بالا (4.7 ستاره) به دانش آموزان اجازه می دهد تا Tynker را در حال حرکت ببرند. یادگیری نحوه کدنویسی با Tynker، خلاقیت کودکان را باز می کند و قدرت می برنامه نویسی رباتیک برای کودکان  بخشد و به آنها مهارت های مادام العمر را می آموزد که می توانند امروز و آینده از آنها استفاده کنند.

چگونه به کودک 7 ساله ام آموزش بدهم؟

یادگیری کدنویسی برای همه است. برای یادگیری نحوه  آموزش برنامه نویسی برای کودکان و نوجوانان کدنویسی، لازم نیست در ریاضیات یا یک "متخصص" خوب باشید. بچه‌های پنج‌ساله  برنامه نویسی رباتیک برای کودکان می‌توانند کدنویسی را یاد بگیرند و سریع‌تر از بزرگسالان آن را دریافت کنند. Tynker Junior یک راه سرگرم کننده و تعاملی برای برانگیختن علاقه کودک شما به کدنویسی است. بچه‌ها (سنین 5 تا 7 سال) با اتصال بلوک‌های تصویر برای حرکت دادن شخصیت‌هایشان، اصول کدنویسی را یاد می‌گیرند. دوره های برنامه نویسی همهجانبه مانند بازی Tynker و درس های تعاملی با آموزش های داخلی برای مبتدیان بالای 5 سال تا کارشناسان بالای 18 عالی است.

چه گزینه هایی برای برنامه نویسی برای نوجوانان وجود دارد؟

Code.org یک دوره یک ساله در اصول علوم کامپیوتر برنامه نویسی رباتیک برای کودکان  دارد که دانش‌آموزان را با مفاهیم اساسی علوم کامپیوتر آشنا می‌کند و آنها را به چالش می‌کشد که چگونه محاسبات و فناوری می‌توانند بر جهان تأثیر بگذارند.

Tynker دارای کدنویسی برای دوره‌های آموزشی کودکان است که با استانداردهای موضوعی مانند CCSS-ELA، CCSS-Math، NGSS و استانداردهای CS مانند CSTA، ISTE، CA CS، برنامه برنامه نویسی رباتیک برای کودکان  درسی ملی انگلستان و ��ندین استاندارد در سطح ایالتی مانند TEKS هماهنگ است.

Tynker توسط هیئت کالج به عنوان یک ارائه ده Robotic programming for children نده برنامه درسی تایید شده برای اصول علوم کامپیوتر AP و AP Computer Science A شناخته شده است.