Welcome to the
Activate Learning® Support
We’re here to help you. Below are are answers to common questions. If you have any further inquiries please fill out the form at the bottom.
A printable order form can be obtained at the following link: Download
Our customer service department can provide you with a quote within 24 hours. To request a quote, please contact us at email@example.com or call 888.698.8463.
Proper documentation must be supplied to purchase teacher’s materials. These materials will not be shipped to a non-recognized educational institution. An online license for a Teacher’s Edition is available at no charge with the purchase of 32 or more student texts. The license is good for 6 years. Hardcopy editions are available for purchase.
All orders are subject to a 12% shipping and handling charge depending upon order classification. State and local taxes will be added where they apply. If you use your shipping carrier, a handling charge will still be applied. Prices are slightly higher in Canada. To ensure prompt delivery of your order, we suggest that you place orders as early as possible. Please be advised that kit orders may take up to 4–6 weeks to process. It is suggested that you request rush shipment ONLY when essential. Rush shipments are subject to an additional shipping charge. The company reserves the right to institute a finance charge within legal guidelines for any or all product lines. Please Note: Additional shipping costs are applied for Alaska, Hawaii, and international orders.
If you choose to use your own carrier there will be a 6% handling fee.
- Please check your order before affixing school stamps to materials. STAMPED OR MARKED BOOKS CANNOT BE RETURNED FOR CREDIT.
- No returns will be accepted for custom books. Merchandise may not be returned without prior authorization.
- All items returned must be in resalable condition. To request a return, please contact Lisa Befanis at firstname.lastname@example.org or call 888.698.8463. Please have your purchase order number available. We will accept returns for books within 60 days of purchase and book returns will be subject to a 20% restocking fee. Return of kit materials will be accepted within 10 days of purchase and is subject to a 30% restocking fee. All returns will be at the customer’s shipping expense. Return authorization numbers should be referenced on all packages and include a copy of the original invoice. A credit for the approved items returned will be processed, less the restocking fee. Note: Kit orders only can be modified or canceled within 10 days of the confirmation of your order.
- Damaged Merchandise: Please notify us immediately of any items damaged in transit or any other discrepancies by calling Customer Service at 888.698.8463. All claims for damages and/or shortages must be made within 30 days after receipt of merchandise. If materials have been received with a binding defect, the customer must provide a representative book as an example of the defective binding. When these books are returned and verified by us to be defective, they will be replaced on an equitable depreciation scale reflecting the elapsed time from the original purchase of the book(s) to the date of return.
In connection with your purchase and receipt of Products and Materials from SASC, LLC, DBA Activate Learning (“Activate”), Activates’ policy is the following.
When you receive a shipment, immediately inspect the shipment for visible damage and visible shortages.
- An example of visible damage is a kit box that is crushed or opened.
- An example of visible shortage is kit box 2 of 3 is missing.
- Count all boxes and compare that to what is stated on the Bill of Lading or other shipment documentation.
- If you identify any damage or shortage, immediately note such on the shipment documentation, take a picture of the damage/shortage and notify Activate.
- When you receive a shipment, immediately inspect the shipment for visible damage and visible shortages.
Within thirty (30) days of your shipment receipt, open all boxes and inspect and count the components to ensure that all Products and Materials identified on the order are included and are undamaged.
- To the extent your inspection identifies any shortages or damage, please take a picture of the damage/shortage and notify Activate.
- Within thirty (30) days of your shipment receipt, open all boxes and inspect and count the components to ensure that all Products and Materials identified on the order are included and are undamaged.
- All notifications to Activate under this Claims Policy should be emailed to email@example.com. Please state “Claims Policy” in the subject and include the order number/PO number and tracking number along with other details regarding the damage and/or shortage.
- Activate is not liable for visible damages and shortages that are not promptly reported upon delivery receipt.
- Activate is not liable for concealed damages and/or shortages that are claimed (i) more than thirty days after delivery receipt or (ii) after the Products or Materials are moved to a location other than your receiving area.
IQWST is unique as the only curriculum that fully operationalizes the research-based vision of A Framework for K-12 Science Education (2012) and the NGSS by building students’ experiences with and understanding of crosscutting concepts, science and engineering practices, and science content over time. The preferred sequence is not recommended because developers wrote the curriculum that way, but developers wrote IQWST in a particular sequence because research shows that it is the optimum way to support student learning.
The Framework calls for a significant shift in how science is taught not only within a grade, but also across grades and grade bands. This shift was motivated by “a growing national consensus around the need for greater coherence—that is, a sense of unity—in K-12 science education” (NRC, p. 10), as well as a significant body of research on how people learn and how students learn science, in particular. That is, the learning of both science content and scientific practices should build over time in increasingly complex and connected ways. IQWST carefully scaffolds student engagement with scientific practices and their learning of science content over time. Ideas about the particle nature of matter and the concept of energy, first explored first in 6th grade, then become the prior knowledge of each unit that follows in 6th grade, are are leveraged in 7th and 8th grades as students continue to deepen their understanding as they apply “what they know so far” to new contexts. Simultaneously, the 6th grade units introduce students to the practice of modeling and to metamodeling knowledge, to explaining and arguing from evidence, to designing investigations, to analyzing and interpreting data, and to systems thinking (a crucial Crosscutting Concept). They apply their understanding of crosscutting concepts across disciplines and perform increasingly rigorous aspects of the practices, such as expanding the reasoning used in their scientific explanations to include rebuttals. This inter-unit coherence across units in a grade level, and across grades 6-8, reflects the vision of the Framework and the NGSS. Research also suggests that it enables students “to develop a broader and deeper understanding of crosscutting concepts, by providing repeated, coordinated exposure to these concepts over years rather than weeks” (Fortus, Sutherland, Krajcik & Reiser, 2015, p. 1422).
For these reasons, we strongly recommend the suggested sequence. We can recommend alternative sequences that still ensure that key units are taught before others. However, many schools successfully use IQWST in a sequence adapted to their district standards. Even when units are not taught in the recommended sequence, student achievement soars because of the pedagogies and practices of IQWST, the strong literacy component (reading, writing, and oral discourse), and the experiences students have as young scientists that enable them to engage with and apply science content and scientific practices to new contexts and to science in their everyday worlds.
The vision forged in the equity and diversity chapter in the Framework shaped the core of IQWST’s development to “grow out of lived experiences” (NRC, p.284). Students’ funds of knowledge--their interests, language, identity, and prior knowledge--should be leveraged as the entry point into science and science learning in order to fluidly move between “everyday” and scientific ways to think about, talk about, and understand the world around us. This crucial principle guided the development of the Driving Question Board (DQB) in each IQWST unit. Along with discussion, the DQB is the tool by which teachers leverage students’ funds of knowledge around a complex and puzzling phenomenon. Students ask questions about the phenomenon - questions that reflect their interests and identity and are given a voice and a public stage through using the DQB. For instance, in the context of a weather phenomenon-based unit, one emerging bilingual student asked, “Why did air pullution only happens at China?” The DQB provided this student the opportunity to share his unique experiences in an area of the world where people go indoors for fresh air, rather than outdoors as many of his peers indicated is common cultural practice in the US. By sharing this question and experience aloud, this student is able to practice discipline-specific language while also constructing his identity as a science “knower.” Of course, the “need to know more” based on unanswered or partially answered questions motivates student engagement with the practices in order to figure out answers to their questions. When the curriculum doesn’t directly answer certain questions, these become opportunities for differentiation - for students to investigate or research. Moreover, the DQB and accompanying discussion is the primary tool for teachers to attend and respond to students’ funds of knowledge and keep their interests driving (and sustaining) their investigations in science
If your roster has already been uploaded, students may have trouble logging in if they are not using the correct URL. Make sure that they are going to your district-specific URL. It was provided during your setup process and will look something like this: "https://yourdistrict.iqwst.com"
Sign in to IQWST IDE and from the first screen, choose the Admin button on the bottom right. This will take you to the Admin Dashboard
On the Admin Dashboard, find your student's current class in the list and click the Manage Students icon on the right.
Find the student in the list and click Edit on the right side. you will see a form with the student ID, name, etc.
Find the School field and select the correct school.
Find the Class field and select the correct class. This will move the student from their current class to this new class.
To verify the change has been made, click on Manage Class from the menu at the top, select the target class, and check that the student has been moved to this class.
If you have any difficulty, please e-mail to firstname.lastname@example.org.
Only District Managers can create new teachers.
To manually add a single teacher to the district:
- On the Manage District page, choose Manage Teachers. This will open list of teachers in the district.
- Click Create Teacher and enter the correct info for all fields. If the teacher already exists in the district, skip this step.
- Go to the Manage District page and choose Manage Teachers.
- Find the teacher in the list and click Manage Class on the right side.
- Select the desired School and Class, then click Add.
- The classes that this teacher is included in are listed on the right side under Classes.
To create teachers from a roster, please see the FAQ topic about upload a district roster.
If you have any difficulty, please e-mail to email@example.com.
To obtain instructions on how to upload roster information to IDE as teacher: click here
You may also view the video below.
To obtain instructions on how to upload roster information to IDE as district manager: click here
You may also view the video below.
No, the storylines are not provided as printable documents. The storylines are made available electronically--with permissions that enable teachers to copy & paste---so that teachers have the ability to put language directly into their lesson plans rather than having to type everything from scratch. Thus, the storylines are intended to support teachers and make this weekly (or daily) task more efficient.
As a readable document, they are also designed to support teachers in seeing the overall scope of the curriculum, as well as targeted ideas for each lesson. They are not available as printable documents because they are copyrighted, and printing them would be a copyright violation.
To obtain a VPAT 2.0 Accessibility Conformance Report please click here.