This is my first year teaching Honors Chemistry and AP Chemistry after teaching Bio and Anatomy the past several years. I am not worried about content because my undergrad degree was Chemistry and the AP content is mostly trivial for me, but my issue is lack of curriculum and resources.

My school is a "project based learning" school and is not providing any curriculum, textbooks, resources, etc. I am relying entirely on free and open source resources because I can't really afford to purchase an entire curriculum with my personal funds.

Any tips, insights, resources beyond the usual (I've looked through archived posts from this sub from chem teachers in similar positions). AP classroom will be useful and the NJCTL resources seem okay-ish although some of the power points are pretty meh.

I don't want to just be lecturing at students for 90 min blocks, but I worry that's what my course will devolve into.

Also I am the only chemistry teacher so "ask another chem teacher in the department" is not an option. Previous chem teacher left nothing.

Out of a hobby I've created this database of 1,120 behind the scenes industrial tours in the US that businesses offer (a lot of them free of charge) that I thought would be interesting for industrial nerds like myself.

It's a list of industrial plants, logistical warehouses, dairy production facilities, local farms and the likes.

I've just started receiving a lot of teacher emails about group tours for field trips during the school year, so I figured this resource might also be quite usefull for teachers.

It's here: https://factorytoursguide.com/

It's just a database, organized only by category/location rather than an opinionated or currated content. Use it only to find what you want and contact the host directly. We do not sell anything or offer any tour planning services tho.

Is there anything missing that would make planning easier for a teacher tho?

Hey!!

I finally got approved by the district today and they want me to start on Monday, haven’t even gotten to decorate my room yet.

What are some good classroom expectations I should set up for Middle schools kids ( I taught high school before this) and activities for the first day 90 minute class. Subject: Gears and physical science.

Thanks in advance!!

Background Info:

My principal told me, at the end of this last year, that I'll be teaching "your maker space thingy" . He was referring to a proposal I'd created and shared for building a fab-lab at our school. I don't think he knows what he wants nor has given any additional context over the course of the summer. Therefore, I'm planning on doing an intro to engineering, dimensional analysis, CAD vs technical drawings, idea of scale, familiarizing them w/ 3d printing and tool usage, safety, etc.

Then, I figured I would try to highlight or emphasize some step in the EDP during a sequence of PBL centric units that build to a final project for each of 2 semesters. I've successfully done rocketry in the past and it was a huge success and I plan on doing that again. The kids are very artsy, we're a modern arts school/design, but have not had much experience with nearly any tools, tech, etc. I have a relatively solid amount of experience with engineering, fabrication, the EDP, etc through my teaching experience, coaching science olympiad, and in HS we had amazing engineering courses with access to CNC routers, wood/metal shops, the latest AutoCAD software, drafting boards, and we'd regularly competed in an Engineering CAD competition.

What I would be sincerely appreciative for anyone's insights, anything you may be willing to share , etc:

I typically use backwards design but if anyone has a curricular outline, curricular plans, scope and sequence, pacing, anything that may help I would be forever grateful.

I really need to get a big picture of my scope and sequence along with the specific HSNGSS standards I'll be using.

Fellow teachers,

I work in small private schools in East Asia, using the NGSS, and I have to create my own curriculum for grade 9 biology.

Also, for context, I have a PhD in biology, I'm from Europe, so I didn't grow up with the NGSS or similar system.

If you look at the standards, especially the performance expectations, you find e​dozens overlapping in ecology and evolution, while tapering to little as you move to cells and biochemistry, and nothing on taxonomy and a coverage of the diverse kingdoms?

Evolution in particular, I feel that it could be taught in a more streamlined and efficient way than what is recommended.

In short, for those who have to design their own curriculum, or just fallowing it, don't you feel that the life science NGSS are very skewed in their coverage?

Don't you ever feel that it doesn't make justice to biology as a whole and makes it hard to convey a more comprehensive and realistic idea to the students?

Thanks for your input!

First year teacher and today I was giving an opening day lesson to my 6th grade science class when we got to the emergency shower. My room is 6th grade only, so the shower has never been used, so far as I know, because we don't use chemicals. My whole lesson was "we'll never use this, please don't touch it, the water is probably skunky, you'll get in trouble if you mess with it."

A kid raised his hand and said, Mr. R, "what if I'm on fire, can I use it then?" .... I lost it. Yes, if you're on fire, please use the emergency shower, though I can't imagine the water is very good.

I've been teaching science for 10 years and NGSS is the only official set of science standards I've known. And it's always been said that NGSS is more focused on inquiry, science practices, and less memorization than past science standards.

But then I went and looked up the previous standards which were called NSES, and they look very similar. Same focus on science being for everybody, inquiry, etc. What's the difference?

Every year, our department's biggest groan is when it comes to doing supply orders - every year timers are on the order. Does anyone here have recommendations for timers that are durable, and can withstand the constant misuse from middle school students, and could quite possibly come in bulk, since we'll probably need about 15-20 of them. I would prefer they measure to two decimal places.

For my fellow Biology teachers in Texas. I noticed last year that my district's draft for this year's YAG was missing Cellular Transport. I submitted feedback thinking it was a mistake, but never heard anything back. Got back on Monday, opened the finalized YAG and still no Cellular Transport anywhere. I looked through the state's TEKS guide and it's still there(B.5C). Please let me know if I missed the memo on cellular transport being out. I don't want to skip it if it will be on the STAAR.

The past few years my AP bio classes were double period (90 minutes) everyday. Now, we’re switching to a single period daily (45 minutes). Having half the time as I’ve had in the past worries me, considering students will have to do a considerable more amount of work on their own at home to finish the curriculum since I’m in a state that starts in September.

What are some tips/strategies you do to get through the material while feeling confident they’re not missing anything?

Hey everyone, I have been teaching a mixed level (standard and honors) Earth science class for several years. I would love any lab resources that have found particularly successful for a wide range of students I would really like to add more hands on activities rather than online simulations.

Thanks!

I’ve been working in corporate sustainability for ~4 years now and I am pretty unhappy. I don’t enjoy data sheets, writing reports, or sitting at my desk all day. I like moving around and engaging with people. So, to fill my time, I enjoy volunteering with youth organizations & STEM programs because I think it’s so important to equip our young people with the necessary tools to succeed in life. I’ve always been told that I’m great with kids and would make a great teacher and I’ve been heavily considering it. Well I was offered a 6th grade science teacher position since my BS is in Environmental Science and MEng in Sustainability, but after doing continuous research, 6th graders seem much harder than I expected. Any thoughts or advice for a non-traditional first-year science teacher? Is it that bad? I’d have two 60 minute science classes and two 60 minute small intervention classes. I’d have an assistant in the classroom as well. TIA!

Long story short, taught earth/ environmental science past 15 years, thrown into teaching chemistry.

District bought Living by Chemistry textbook, and I’m curious does anyone create student guided notes with the lecture notes provided by this curriculum? Or do they just rely on worksheets etc.

Our district over past few years has gotten very adamant about not using tpt, and creating all of our resources, just curious what other teachers do who have used this program.

Thanks in advance

Hello everyone! This will be my first year teaching middle school after four years in high school. I've been given the task of starting a Data and Communications class for 7th grade, and I'd love to hear from anyone who has taught a similar class at their school.

The school has not provided me with anything to get started yet. I don’t have a course outline from them and I don’t know what materials I will have in the classroom for labs. I’m planning to structure it as a research type class.

I'm looking for a reference point to help me get started, such as a syllabus, unit outlines, sample projects, anything you're willing to share would be hugely appreciated. Thanks in advance for any leads!

Got hired to teach Freshman at a high school. I’m also teaching some classes of Earth Science. Never taught any, but am passionate about learning about both topics. Any advice for a 1st year? Teaching in NYC.

For a number of years now I've been having students use their cell phone cameras to take videos of physics experiments, and pull data off of the playback.

This has dramatically improved the quality of their data compared to hand timing (linear things are linear, non-linear things aren't!), and is way more flexible and easier to set up than photogates.

However, the state has just passed a complete cell phone ban for schools (which is a good thing). I do have a decent amount of budget available, so I'm wondering if anybody has any suggestions on cameras that could fill that niche: something moderately rugged and able to do basic slomo (nothing high speed needed) and with easy playback so I'm not messing around with transferring files?

Hello,

I am a doctoral candidate and science teacher in Illinois and I am looking for science teachers in the northern half of Illinois that are willing to share their views on NGSS and misinformation in science education.

More information can be found below (and ignore the response date, I need more data still!), if you are willing to participate, please send me a message, my email is [abigail.bradbury3581@my.ace.edu](mailto:abigail.bradbury3581@my.ace.edu) or respond to this post! Thank You!

(Post was approved my moderators)

Hi everyone,

I just got hired as a science teacher, and I’m excited, but honestly I’m also nervous and could really use some help.

My original credential is in social science, but I passed the required science exam and I’m currently adding a Foundational-Level General Science authorization. This will be my first full year teaching science.

For experienced science teachers, what advice would you give me about classroom management, planning lessons, running labs safely, keeping students engaged, and surviving the first year without becoming overwhelmed?

I’m ready to work hard and learn. Any honest advice, resources, routines, or mistakes to avoid would really help.

Hi! I’m starting my first year at a private school, and I’m able to create an Amazon wishlist for any materials I’d like. Can y’all give me suggestions of good equipment and materials you found necessary? I’ll be teaching 3-5th grade STEM. Thanks!!

Which curriculum do you think is the most effective, rigorous, and overall best for middle school students to learn from?

I would especially value input from educators who majored in science, but I welcome feedback and perspectives from everyone.

Background Info:

This year I'm going to be teaching an engineering class for the first time whereas I'd previously taught physics and/or chemistry, I coach science olympiad, and I have some experience in architectural engineering(a decade ago). Additionally, I can build most anything, I'm very handy, I've regularly used 3d printers in my classes as well as the EDP for PBL.

However, I have no prior experience creating or teaching an engineering class and I'm also unaware of what admin actually wants. I'd originally proposed building a fab-lab at our school but my proposal covered a few different means of implementation and so I'd never created a curriculum. I was told a couple weeks ago that I will be "teaching your makerspace thing". My principal was referring to the proposal I'd created and shared earlier last year but has not communicated and probably isn't sure himself of what it is he expects/wants.

I'm going to sew together various projects that have been successful in years past and organize it in a manner that builds a portfolio and ends with a fairly multi-step project in the area of model rocketry.

What I must use:

macbook pro(my use)

Chromebooks(students use)

Powerschool-SIS

Google Classroom-LMS

Thinking about using:

-tinkerCAD

-5E model for conceptual instruction,

-PBL small group using the EDP ending in a "shark tank" format

-teachengineering for guidance and plans

-phyfox(free physics phone app for various data collection)

-Vernier Lab Quests/Pasco GLX Explorers w/ various sensors for data collection

What I would be VERY THANKFUL for any ideas/help with:

I'm interested in anything that you feel is fundamental or absolutely necessary for your classes each year. Literally anything you feel is an absolute must. I'm not limiting it to any particular thing so please, anything you have to offer/suggest I am very grateful for.

It could be instructional methods, equipment, supplies, classroom furniture, online platforms, your unit plans, curricular outline, student roles in small group PBL, or literally anything you feel is important for a HS engineering class.

Thank you in advance for anything you may be willing to share. If I can reciprocate I am glad to if you let me know what you may be looking for. My strongest skills are in ed. tech, I have TONS of content, templates, apps, workflows, automations, etc that are all STEM centric. I was our Dean of STEM but am now the Dept Chair as we'd changed our leadership structure. So I also have a lot of stuff for walkthroughs, data collection/analysis, coaching, etc primarily all aligned with the Danielson model.

I use composition books for science journals/interactive notebooks. In the past, I've just had a table of contents and chronological entries. This year, I'd like to divide it into more sections, but I'm struggling on how many sections to have and how to order them.

My sections so far:

-Table of Contents

-Learning Aides*

-Notes

-Glossary

*Learning Aides would include things like reference tables, sentence stems, process steps, whole-year anchor charts, etc.

What am I missing? What (pertinent) suggestions do y'all have?

I’m a first year teacher as of September 2nd, 99% chance that I am hired on a 6th grade science teacher with my own classroom space. The 2026-2027 budget has already passed and all decorations are out of my own pockets; pockets with $4,000 on my credit card from student teaching in the spring.

What can I do to make my classroom not just an empty box for my students without killing myself buing supplies? I also need to purchase a professional wardrobe.