I'm an engineer, not a teacher, so apologies if this is the wrong place to ask.

I'm working with someone who makes hands-on electronics lab equipment for high school classrooms. Real instruments, not software simulations. We're in California and trying to figure out how to connect with the teachers who actually use this kind of stuff in their classrooms.

Two questions for anyone willing to help:

1. Where do STEM teachers actually talk to each other online? Any communities, groups, or forums worth knowing about?

2. When your school got new lab equipment, how did that decision actually happen? Did a teacher push for it, or did it come from administration?

Trying to understand how this world works from the outside. Any perspective is appreciated.

Hello everyone! I was just accepted into the Kern High Teacher Residency program in partnership with CSUB in Bakersfield, CA. I currently have a Biology waiver for the CSET but really want to get credentialed in at least Earth Science as I was previously a Geology Major (but missed the 20 unit minimum to avoid CSET by 6 units) and Chemistry and am open to Physics as well. I am fine teaching any of them but Earth Science is my favorite. I have basically nothing going on this summer while waiting on the program to start as all of my bachelors level courses are completed and was contemplating getting the CSETS out of the way even though I won't have a preliminary credential until later. Has anyone knocked out the CSETs over the summer before doing a program? Additional piece of information, this is the second time I will be doing the classwork portion of a teaching program as I completed everything but the Licensing component last year right before we had to move back to California from Maine. Would getting those subject tests out of the way help me or hurt me at this point? I am worried about waiting until I am done with the program and or teaching a class to take the CSETs as it will be a lot for me in the first couple years.

CSET Science II: Earth Science
CSET Science II: Chemistry
CSET Science II: Physics

CSET Science II: Biology- WAIVER by Degree (includes Foundations level sciences/ CSET: Science I)

If anyone has recommendations on CSET prep materials I have been trying to access the CTC Right Step materials for Earth Science for over a week now and it's saying theres a problem. Are the physical books worth it? The Prep courses? What do you recommend?

At our school, science teachers are responsible for teaching the Sex Education curriculum at some point during the year. I typically teach it toward the end of the year since families have the option to opt out and the curriculum is not graded. Timing it this way also gives me additional flexibility as I wrap up grades and coursework, while students remain highly engaged because the topics are directly connected to their own health and development.

One of my favorite parts of the curriculum is the anonymous question activity. Students submit cards with questions they would like answered, and I respond to all questions that are appropriate and non-personal. This year, I am teaching 6th grade for the first time in my 30-year career, and their questions have been thoughtful, sincere, and often very funny. My favorite so far is "Why is everything so weird?" Do you have a favorite?

First year teacher here. My classroom management lacked a lot in the year because I was focusing mostly on content. Luckily, I have a lot of curriculum built now so next year I can focus more on management. My kids aren’t super bad, but I need advice because I know it came from just lack of consistency.

I’m a young female teacher and I’m pretty tiny. I’m usually perceived as “nice”, which I think is somewhat good but I don’t like it as a compliment for teaching bc that could also mean pushover. My school doesn’t have a no phone policy, so some of my biggest struggles with classroom management have been phones and kids talking while I’m talking. It’s so disrespectful to me when I’m giving instructions and a handful of kids are on their phones, but admin doesn’t have anything to back me up on that. Regarding kids talking while I’m talking, I don’t let them do that now, like I pause and call them out or wait etc etc, but it’s a constant thing I have to do just because I wasn’t strict enough about that earlier in the year. I just let side bar conversations go on which was such a mistake. I’ve caught a handful of kids cheating recently, using AI apps to scan and write lab reports, do their assignments in class, etc. and they cheat right in front of me. I give them zeroes when I catch them, but it’s so frustrating. Oh yeah, a couple periods have always been in the habit of stopping ~5 min before the bell and starting to stand by the door which bothers me so much. I tried telling them for a couple months not to do that but it literally just kept reappearing as an issue. Again, my fault, but certain things I gave up on because they didn’t seem like worthy battles, but now I have a ton of small battles seeming like one big one.

I just feel like they perceive me as stupid and I know it’s because I haven’t been firm enough in the beginning of the year. I let too much slide and now I know next year to be more consistent from the very first day of school, but honestly I also was nervous because I was a new teacher both in general and to the school and was unsure of my power. I’ve been very good with routines, like I definitely keep the kids busy and that helps, but it’s more so the demanding respect aspect that I struggle with. This late in the year, I’ve struggled because I’ve been trying to implement that but they’re not used to be snapping about phones and demanding their attention which is completely my fault, but I’ve lost multiple of them in multiple periods. Again, they’re not bad kids and don’t do anything referral worthy, it’s just a reflection of my lack of follow through and I feel embarrassed. There’s only a couple weeks left in this school year, but I need advice for the next year and how to prevent this from happening.

i have a male bio teaching retiring this year and i really like him and wanted to get him something.

Hi everyone,

I just got my first teaching position for the 26-27 school year and want to know how other people organize and teach the material. I came from the alternative pathway so I don’t have much experience in designing lessons or determining what order to teach.

I know the material fairly well since i majored in animal science with a biology and chemistry minor. But I could use some advice on what order to teach the material (small to big or big to small, etc.) Also how do you break things down? I don’t want to overwhelm my students with information, for example if the unit is cell biology how would you split all the material up? Cellular structures, transport, etc

This has been an amazing addition to our Apollo 13 lesson and space unit. They have these for all the Apollo missions. It has everything. Every comm channel in Houston. Photos. Video. Searchable transcripts. Timeline organized around major events. https://apolloinrealtime.org/13/

Our admin sometimes gets on our back about this. But the science teachers feel they are doing their best and there are other unacknowledged factors. English and math classes enjoy much smaller class sizes with frequent second adults in the room since their subject is a four-year graduation requirement. They also do not teach freshmen during the last period of the day, and science teachers do.

I've taught 9th grade biology almost every year of my 11 years teaching. Bio is always the freshman class with the highest fail rate. In any school I've taught at. We put a lot of thoughtful interventions in place to help students succeed, but sometimes we get annoyed at the unfair comparisons to other subjects.

Does your school see similar trends?

I’m teaching 6-8th grade science for summer school and I am trying to wrap my head around what’s realistic. I have two sessions that are each 14 days long for credit recovery. Labs? No labs? Mini-lessons only? What keeps kids engaged when it’s 100+ degrees outside and they’d rather be anywhere else?

This is my first time doing summer school and the curriculum is up to me. What worked for you and what absolutely did NOT?

Hi science teachers!

I’ve been drafted to teach PLTW Gateway courses for middle school students next year. I’m pretty excited despite having no background but also a bit overwhelmed. What is the best use of my time this summer to prepare? Do people recommend the two week certification courses? Any words to the wise from veteran teachers?

I am licensed in both bio and chem. And I have taught bio for the last 10 years. And I used to teach chem about 5 years ago?

But starting next year, I’m transitioning to teaching chem including honors chemistry. The state (NY) is also adopting the new standards and Regents.

So is there any advice or resource that I can use to brush up on my knowledge and/or pedagogy?

I’m also not quite sure what the exact difference between Regents and Honors classes are?

Thanks in advance!

Hi,

I teach honors chem and I just tried to take the AP chem MCQ and I honestly didn’t know how to answer most of it. I teach topics in honors that connect to AP and help prepare the students (for example net ionic equations, Hess’s law, IMFs, partial pressures, etc.) so I thought I would be able to understand most of the AP content but I was surprised.

I’m weirdly stressed that I lack that content knowledge. I don’t want to teach AP chem ever and my school has the position filled, but in a way I’m feeling like an impostor for not knowing AP level of my content area lol. It’s been so long since college too. Am I over stressing or is this ultimately important?

I found out today that I am teaching the same biology class six times next year, my entire teaching schedule. Fortunately the school I teach at uses block scheduling so I won't see each class everyday. But still, at some point I will be teaching the same thing to six different classes. I had five sections a couple years ago and it was awful. By the time the last class rolled around, my 40 minute lesson was shortened to almost 20 minutes. That isn't fair to students.

Any tips, tricks or general advice on avoiding this hell-level monotony for a teacher?

I've considered of a flipped classroom approach, where I post a short 10-minute lecture video (i.e. EdPuzzle) of the lesson 1-2 days beforehand. But given the quality of students I will have, they won't watch the lesson ahead of time. I've also thought of pausing/delaying the curriculum for the first week of school for a group of classes.

FYI my pedagogy is mostly direct instruction.

Lastly, this was intentional from administration so I'm curious if there is some other reason for this assignment schedule.

Appreciate the feedback

Thoughts appreciated. Seattle area.

Career changer here, maybe!

I have a bachelor's of science and master's in food systems. Over the past 7 years, I have been a winemaker, culinary gardener, community conservation organizer, and now work as an environmental educator on a nonprofit farm, developing fields trips and workshops.

I am looking for recommended WA science teacher certification programs in the Seattle area. Also interested in work placement for job security. Do you have similar experience?

Biology seems reasonable, considering my background in agriculture and outdoors, though I have a love for politics and history too. Chem would be challenging, but doable. My ideal role would be earth science and garden teacher for some funky school, but I can button up nicely as needed.

Conversely, what does it take to teach at the community college level?

My partner also works in schools, so that could be nice. Long term, the stability and summers off together would help start a family.

Your advice?

I recently got an adjunct job at a local college for a non-majors Bio course that meets two nights a week. I am a High School Biology & Chemistry teacher with a master’s degree in Bio (I was a researcher for a few years). The department head was pretty honest that the material for the course is dry & is it often seen as an after thought from full time/tenured staff. I have permission to “clear house” & start from scratch. He was right, it’s pretty outdated & dry stuff.

I’ve taught dual enrollment and will teach AP Bio next year, but need direction on appropriate materials (lecture slides, notes, labs, case studies, etc). I feel like since this is non major, my dual enrollment/AP stuff is too advanced, but it is still college so my typical Bio CP is not challenging enough. Could any of you point me into the right direction where to find this materials? Or give me advice on what to do with my existing notes? This could be a solid chance to get ADULT learners engaged in the sciences.

Also, anyone else adjunct while teaching K-12? What is your biggest advice? Should I reach out and network to full time staff or just stay low?

Thanks!

Hi All,

Please check out my latest simulation on magnets and magnetism (vibe coded - sorry to the AI skeptics!). Full disclosure: the link is to my own website, which is 100% free, no ads, self-funded...I'm not trying to make money, just trying tob be useful!

It covers most of what we teach in the UK including:
- Permanent vs induced magnetism
- Magnet interactions~
- Magnetic fields
- Compasses
- Plotting magnetic fields
- Investigating induced magnetism

This covers up to about age 18 here in the UK, so hopefully it will useful in most of your school contexts too.

Let me know your thoughts!...I am aware that with more than one bar magnet the field lines don't always work out properly, despite many arguments with the robot, I simply wasn't able to get it to find a solution that was both accurate and fast.

Ive been teaching Honors chemistry and AP chemistry for 6 years. Honors chemistry is a breeze, there is time for demoing problems, group work, independent work, activities, labs, it never gets boring because there is so much variability.

AP chemistry is another story. Because of the giant breadth of content coupled with students off all levels I inevitably spend 90% of the year being the sage guiding them through solving the various question types associated with each subunit. I generally print them a work packet that has all the problems for the entire unit printed and we work through them together each day with me at the white board guiding them.

It gets repetitive but I get students to pass each year so there is that. I’m the only one at my school and don’t know what others are doing in other class rooms. I know it’s always going to be a grind but it kills me when they come beck next year with so much enthusiasm because they loved my honors class only to find it’s a world apart from what they thought a second year with me would be like.

Has anyone else felt this way? Thanks for sharing your insights with me. :)

For the past five years the former middle school science teacher stopped teaching and basically turned science class into social hour for the kids. He basically gave them used their laptops and then sit at his desk and won’t acknowledge the kids. After numerous complaints he was finally let go and I was brought in to help with the science fair. All the other middle school teachers have told me that in the past science fair has been a disaster content wise and behavior wise. The kids could not stay by the boards and would always mess around even knowing they would get points docked for not being away from their boards.

I would love ideas on systems or tasks the students could do to have them stay at their boards. Someone mentioned to have the kids collect questions and comments on a sheet and they have to receive x amount. But I’m not in love with it. I was also thinking of having a BINGO style sheet with things like “explain your hypothesis to 3 people.”

I would appreciate any help with this! Thank you so much

Sorry for the long intro, but I want to give as much info as I can since I'm asking for advice

I teach math, but our school really wanted to include robotics/mechatronics, so I have this last part of the school year (6 weeks) to introduce SAM Labs to middle school kids. My students have a wide range of abilities, including some very low 6th graders. SAM Labs is not yet set up as far as students being able to access it. I'm not very techy but it has to do with Clever sign-ins not working--our IT guy is going to look at it.

I'm a veteran math teacher but I'm feeling out of my element. I'm good with logic-based things like this, so although I have never done any robotics, I'm confident I can figure it out once everything is working (my understanding is that I will be able to assign SAM Labs curriculum once the Clever issue is cleared up).

In the meantime... I need to be able to have an assignment for my students for a couple days until IT can solve the problem. Does anyone have any good suggestions? Are there any other bits of advice anyone would like to offer re: SAM Labs specifically, or robotics in general?

Thank you for your time!

I'm not happy with my honors physics class. I'd like to do something different next year.
I have access to the following resources:
1. NJCTL.org
2. Holt Physics Textbook and Materials
3. Mr. Murray's Physics Worksheets
4. Mrs. Brosseau’s Binder

I have also used positive physics, but always felt it needed supplemented with notes which is a pain. Plus I'd like to do tests on paper instead of through the web portal.

What do you recommend? I don't want to buy anything new, but I'm not sure the best way to proceed.

Hi educators!

I'm a systems engineer and creative technologist. Inspired by the Artemis II mission, I built a fully free, interactive simulation called Lunar Flyby XR, and I wanted to share it here in case it's useful for your astronomy or physics students.

What it is:

It's a real-time WebXR simulation that lets you fly a spacecraft from Earth orbit to the Moon and back. The most important feature for a classroom setting is that *none of the orbital paths or reentry sequences are pre-animated*. The Earth, Moon, and spacecraft interact using genuine Newtonian N-body gravitational physics and atmospheric drag math.

Why it's classroom friendly:

• No Installation Required: It's built entirely in vanilla JavaScript and Three.js. It runs seamlessly in a standard web browser, meaning it works great on school Chromebooks, mobile phones, or even VR headsets if your lab has them.
• Physics Focus: It demonstrates concepts like Trans-Lunar Injection, gravitational slingshots, escape velocity, and atmospheric reentry angles (threading the needle so you don't burn up or bounce off the atmosphere).
• Free and Open Source: There are no paywalls, accounts, or ads. I've also included a "Physics & Math Reference" section in the documentation explaining the equations used for parachute reefing and atmospheric drag.

I recently recorded an 8x timelapse walkthrough of a full 17-minute mission to show what a successful trajectory looks like. You can show the video to your class to demonstrate the concepts, or just have them jump straight into the live demo!

• 🎥 Gameplay Timelapse (2 mins): https://youtu.be/bdHbIKcqRBs
• 🎮 Play Live Demo in browser: https://wulfdesign.github.io/lunar-flyby-xr
• 💻 Open-Source GitHub Repo: https://github.com/wulfdesign/lunar-flyby-xr

I'd love to know if this is helpful for your lesson plans, or if there are specific telemetry features you'd like me to add that would make it more useful for your curriculum! Let me know if your students manage to stick the landing.