Lab-Aids Kits / SEPUP Issue-Oriented Science

Our Partners

SEPUP and Lab-Aids work with various federally-funded projects to help reform the school science program at the local level. We provide technical assistance to these projects, who in turn provide a menu of services for local districts, including curriculum showcases, support in curriculum evaluation and implementation, and coaching and professional development.

For more information, click on the individual projects.

LASER (www.si.edu/nsrc)
National Science Resource Center, Washington, DC

The Leadership and Assistance for Science Education Reform (LASER) works to reform K-8 science teaching and learning through systemic planning across the country. Working with regional hubs, the project offers a variety of technical assistance and support, and has produced a variety of programs and publications to help local districts.

The SCI Center
Biological Sciences Curriculum Study (BSCS), Colorado Springs, CO

The Science Curriculum Improvement (SCI) Center is a program of the BSCS. Through the National Academy of Curriculum Leadership (NACL), the program seeks to reform high school (9-12) science teaching through a variety of professional development projects, publications, and detailed planning/implementation tools.

EDC K-12 Center (csedev.edc.org)
Education Development Center, Newton, MA

The K-12 Center seeks to develop local capacity for science teaching and learning, K-12, primarily to either rural or previously underserved areas of the country. A wide variety of technical support and planning services are available, including initial and follow-up planning seminars.

Look What Teachers
Are Saying...

The program puts the student in the role of being the scientist. They are led in a direction but, in the end, the students feel they got there on their own. Just the way the module was set up, kids ended up showing other kids their results. They saw their results as real and would argue from them. Kids who didn't get the expected results would repeat their procedures without prompting. Often, they found they made a procedural error or they didn't look close enough. Throughout the module they became comfortable with the language of chemistry. Without teaching formulas, they are ready for the next step. They rarely learned a science term without seeing or experiencing it themselves. With Solutions and Pollution, the incoming seventh graders started the year with real science. This set the tone for the entire year.

Jenny Shibayama,
Teacher
Seattle, WA

Quick Links...