K12Science: Recent Episodes
David Bydlowski
The purpose of K12Science is to share ideas about science teaching for grades K-12 and beyond. K12Science is hosted by David Bydlowski, science educator in Michigan
I was recently reading the May/June, 2026 issue of "The Science Teacher," a publication of the National Science Teaching Association.
In this issue I read an article written by Gregory MacDougall. He wrote an article entitled "Taking Students Outside: A Framework for Making Science Real."
Gregory shared a four-part framework for outdoor science instruction:
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Explore the school grounds with purpose.
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Connect standards to outdoor phenomena.
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Plan specific student actions using the science and engineering practices.
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Extend learning through reflection and action.
I was recently reading the May-June, 2026 issue of "Science and Children" a publication of the National Science Teaching Association.
In this issue, I read the Science 101 column written by Matt Bobrowsky. It was entitled "Q: How Can I Build Science Literacy for Lifelong Learning (Using Thermal Insulation)?"
We can build science literacy by teaching students that science is a process of asking questions, testing ideas, using evidence, and explaining results — skills they will use far beyond the classroom.
I was recently reading the May-June, 2026 issue of "Science Scope" a publication from the National Science Teaching Association.
In this issue, I read the Leadership Matters column written by Amy Bekins. It was entitled "The Unintentional Consequences of High Stakes Testing on Middle School Science."
Some ways that leaders can build science efficacy and increase achievement for all contents is to:
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Incorporate more nonfiction texts.
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Conduct experiments where students can practice mathematics skills, such as graphing, with real data.
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Leverage each teachers' content expertise through cross content teams and projects.
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Encourage science to be an integral part of the curriculum.
I was recently reading the May-June, 2026 issue of "Science Scope" a publication from the National Science Teaching Association.
In this issue, I read a guest editorial, written by Christine Hirst Bernhardt. It was entitled "Making a Place for Earth and Space."
Christine is the President-Elect of the National Earth Science Teachers Association. She is a former Earth and space science teacher, her research and practice focus on supporting teachers in fostering authentic science learning and students' epistemic agency.
I was recently reading the May 20, 2026, blog from the National Science Teaching Association.
The blog was entitled, "Teaching Students to Think in Science: Where Curiosity Meets Cognitive Strategy" written by Kristen Barnes.
Science instruction leans heavily on synchronous learning, individual work, note-taking and getting the 'right answer." However, the true goal of science education isn't completion. Science education should focus on cultivating the lifelong journey of curiosity.
I was recently reading the March - April 2026, issue of The Science Teacher, a publication of the National Science Teaching Association.
In this issue I read an article written by Douglas Allchin. He wrote an article entitled "When Experts Disagree."
Respect the consensus of the relevant scientific experts. That's the benchmark for reliable science in informing public policy or personal decision-making. But what if the experts disagree? What if there is no genuine consensus? If we cannot confidently sort fact from fiction, what are we to do?
I was recently reading the March - April 2026, issue of Science and Children, a publication of the National Science Teaching Association.
In this issue I read an article written by Mary Starr, Jordan Sherry-Wagner, Carrie Tzou, Megan Bang, Shirin Vossoughi, and Anna Lees. They wrote an article entitled "Place Matters."
Outdoor learning is not simply a change in instructional setting, but a shift in relationships among children, educators, families, and the socio-ecological systems they inhabit. Outdoor learning, when historicized and relationally grounded, becomes a practice of responsibility, connection, and future-making.
I was recently reading the March - April 2026, issue of Science Scope, a publication of the National Science Teaching Association.
In this issue I read an article written by Patty McGinnis. She wrote an article entitled "AI in the Classroom."
The rate of cheating in science classrooms has not changed after the availability of ChatGPT and other generative AI tools. The sudden alarm to do something about a problem that we have been complacent about for decades highlights some fundamental misconceptions about both why cheating happens and the role that technology plays (or doesn't) in enabling it.
I was recently reading the April 22, 2026, NSTA Blog, a publication of the National Science Teaching Association.
In this blog I read an article written by Tara Graham. She wrote an article entitled "Stop Competing for Attention. Start Using It."
Ask any middle school science teacher what their biggest classroom challenge is right now, and there's a good chance that attention ranks near the top of the list. This isn't a new problem, but it is an accelerating one.
I was recently reading the April 10, 2026, NSTA Blog, a publication of the National Science Teaching Association.
In this blog I read an article written by Ken Roy. He wrote an article entitled "Mercury Spills in the Science Instructional Space: Hazards, Risks, and Safety Actions."
Use of mercury in high school and middle school science classrooms and laboratory instructional spaces has well-known safety and health hazards and risks. Bottomline is don't take any chances with safety and health-even to learn important science.
I was recently reading the April 2, 2026, NSTA Blog, a publication of the National Science Teaching Association.
In this blog I read an article written by Christine Anne Royce. She wrote an article entitled "A New Dawn on the Lunar Horizon: #WeAreGoing."
On April 1, 2026, the Space Launch System engines ignited, lift off occurred, and Artemis II headed to the moon. It carried the first four humans to venture into the deep-space proving ground in over a half century.
I was recently reading the April 1, 2026 NSTA Blog, a publication of the National Science Teaching Association.
In this blog I read an article written by Jill Nugent. She wrote an article entitled "Spark Curiosity This Spring."
Citizen science refers to public participation in science. Opportunities for students to participate in authentic science practices can deepen their understanding of the world. One way to provide such opportunities is by incorporating citizen science experiences in the classroom and schoolyard during Citizen Science Month, this April. For more information about Citizen science, visit the following websites:
https://scistarter.org/citizensciencemonth
https://scistarter.org/citizen-science
I was recently reading the March 17, 2026 NSTA Blog, a publication of the National Science Teaching Association.
In this blog I read an article written by Christine Anne Royce and Valerie Bennett. They wrote an article entitled "Discovering AI Gems."
AI Gems are custom versions of Google Gemini that act as specialized AI assistants. Gems can serve as "thought partners" that remember your specific instructional frameworks, grade levels, and pedagogical goals so you don't have to retype them every time. You can find examples of Gems at:
https://EduGems.ai
I was recently reading the November 24, 2025 NSTA Blog, a publication of the National Science Teaching Association.
In this blog I read an article written by Jason Strohl. He wrote an article entitled "Embrace the Chaos: Advice for New Science Teachers."
Jason interviewed Madeline Grygiel, a science instructional support teacher for the Richmond (Virginia) Public Schools. The article shares four keys to successful science teaching:
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Redefine what science looks like
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Connect lessons to the real world
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Collaborate with fellow educators and professional organizations
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Remember your "Why"
K12Science Podcast: What if AI Gets it Wrong?
I was recently reading the February 18, 2026 NSTA Blog, a publication of the National Science Teaching Association.
In this blog I read the section, "From Chalkboards to AI" written by Valerie Bennett and Christine Anne Royce. They wrote an article entitled "What if AI Gets it Wrong? Teaching Students to Detect Errors and Misleading Models."
When teachers intentionally surface AI errors, students learn that:
- Authority does not equal accuracy.
- Confidence is not evidence.
- Scientific knowledge is always provisional.
It may be best to integrate AI literacy with disciplinary practices rather than teaching is as a standalone skill.
I was recently reading the January - February 2026 issue of "Science and Children," a publication of the National Science Teaching Association.
In this issue, I read the section, "Science 101" written by Matt Bobrowsky. He wrote an article entitled "What is Data, and Is Data Science Really Science?"
In the article, Matt addresses three misconceptions about data science:
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Data refers only to numbers.
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Data tells the whole story.
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It's computers, not people, who do data science.
I was recently reading the January - February 2026 issue of "Science Scope", a publication of the National Science Teaching Association. In this issue, I read the section, "Citizen Science" written by Jill Nugent. She wrote an article entitled "Data and Discovery from the Sea to the Science Classroom."
Students can follow in the footsteps of Benjamin Franklin's study of ocean currents, by participating in the citizen science "Global Ocean Surface Ecosystem Alliance Project (GO-SEA)." You can learn more about the project at:
https://goseascience.org
I was recently reading the November-December 2025 issue of "The Science Teacher", a publication of the National Science Teaching Association.
In this issue, I read a featured article written Matthias Fisher, Cody Pritchard, Zhen Xu, and Joshua Rosenberg. They wrote an article entitled, "Finding Your Way into Data Science Education as a Science Teacher."
This is the third podcast in a series of three podcasts on the topics of Data, Data Science, and Data Science Education. In this article, the authors aimed to support science teachers without backgrounds in data science. by addressing three major challenges:
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The lack of training to teach data science.
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The difficulty of designing relevant and engaging data science lessons.
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The challenge of teaching data science with limited technological resources.
In this podcast I address challenge #3 - the challenge of teaching data science with limited technological resources.
I was recently reading the November-December 2025 issue of "The Science Teacher", a publication of the National Science Teaching Association.
In this issue, I read a featured article written Matthias Fisher, Cody Pritchard, Zhen Xu, and Joshua Rosenberg. They wrote an article entitled, "Finding Your Way into Data Science Education as a Science Teacher."
This is the second podcast in a series of three podcasts on the topics of Data, Data Science, and Data Science Education. In this article, the authors aimed to support science teachers without backgrounds in data science. by addressing three major challenges:
-
The lack of training to teach data science.
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The difficulty of designing relevant and engaging data science lessons.
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The challenge of teaching data science with limited technological resources.
In this podcast I address challenge #2 - the difficulty of designing relevant and engaging data science lessons.
I was recently reading the November-December 2025 issue of "The Science Teacher", a publication of the National Science Teaching Association.
In this issue, I read a featured article written Matthias Fisher, Cody Pritchard, Zhen Xu, and Joshua Rosenberg. They wrote an article entitled, "Finding Your Way into Data Science Education as a Science Teacher."
This is the first podcast of three podcasts on the topics of Data, Data Science, and Data Science Education. In this article, the authors aimed to support science teachers without backgrounds in data science. by addressing three major challenges:
-
The lack of training to teach data science.
-
The difficulty of designing relevant and engaging data science lessons.
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The challenge of teaching data science with limited technological resources.
In this podcast I address challenge #1.
I was recently reading the November-December 2025 issue of "The Science Teacher", a publication of the National Science Teaching Association.
In this issue, I read the section, "Career of the Month" written by Luba Vangelova. She wrote an article entitled, "Museum-Based Educator Tammy Cook-Endres."
Museum-based science educators encourage curiosity and hands-on learning about science. Depending on their areas of expertise, they may work with children, adults, or people of all ages. The field of museum education is most suitable for people who have some teaching experience, enjoy working with people, and can inspire a love of science.
I was recently reading the November-December 2025 issue of "Science and Children", a publication of the National Science Teaching Association.
In this issue, I read the section, "Science 101" written by Matt Bobrowsky. He wrote an article entitled, "Q: How Can I Make Science Investigations More Creative?"
Many teachers do not like science fairs, but there are many ways to have a science festival that avoids most of the issues that impact students, teachers, and families. A science fair can be redesignedj to be less stressful and more genuinely educational by shifting the focus from competition to learning.
I was recently reading the November-December 2025 issue of "Science Scope", a publication of the National Science Teaching Association.
In this issue, I read the section, "Scope on the Skies" written by Bob Riddle. He wrote an article entitled, "Is Anyone Home?"
We have always been curious about life beyond Earth, but we still do not have a definitive answer about that life beyond Earth. In a "big picture" sense, what we learn because of our curiosity, our intelligence, and certainly our technology offers us a chance to shape our future and, as educators, to increase our student's curiosity and appreciation for the magnitude of the universe and the possibilities of life beyond Earth.
I was recently reading the November-December 2025 issue of "Science Scope", a publication of the National Science Teaching Association.
In this issue, I read the section, "Citizen Science" written by Jill Nugent. She wrote an article entitled, "Meet the Microbiome."
The human microbiome refers to the microorganisms that live on and in the human body. Colony B is a citizen science project that invites learners to engage in science and contribute to what is known about the human microbiome. Colony B was designed by researchers at McGill University, and it involves sorting and analyzing microbiome data that were gathered as part of the American Gut Project. To learn more about this citizen science project, visit their website at:
https://scistarter.org/education/colony-b-homeschool
I was recently reading the November-December 2025 issue of "The Science Teacher", a publication of the National Science Teaching Association.
In this issue, I read the section, "Editor's Corner written by Brooke A. Whitworth. She wrote an article entitled, "The Enduring Impact of Science Education: Why We Persist."
Despite the challenges of teaching, science teaching is not just important work, but essential work. Our students, our communities, and our future need dedicated science educators now more than ever. That is why we continue to teach and why we persist.
I was recently reading the November-December 2025 issue of "Science and Children", a publication of the National Science Teaching Association. In this issue, I read the section, "Editor's Note" written by Elizabeth Barrett-Zahn. She wrote an article entitled, "Making Space for Creativity."
Now more than ever, the ability to think creatively has become most essential. Creative thinking through a discerning lens pushes students to think abstractly, consider diverse perspectives, and embrace unconventional approaches.
I was recently reading the November-December 2025 issue of "Science Scope", a publication of the National Science Teaching Association. In this issue, I read the section, "From the Editor's Desk" written by Patti McGinnis. She wrote an article entitled, "Life Science Matters."
Middle school is the age when students develop awareness of their place in the world; as such, it is the perfect age to challenge them to consider how human actions impact our planet.
K12Science Podcast: Seven Tips for Science Instruction
I was recently reading the November 6, 2025, NSTA Blog, a publication of the National Science Teaching Association.
I read the blog entry "Seven Essential Tips for Modern Science Instruction" written by Jason Strohl.
The Seven Essential Tips are:
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Focus on Science and Engineering Practices Over Content Delivery
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Connect Science to Real-World Problems in Students' Communities
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Embrace Crosscutting Concepts and Interdisciplinary Connections
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Be Intentional About Technology Integration
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Develop a Systematic Approach to Evaluating Instructional Materials
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Prioritize Student Curiosity and Wonder
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Scaffold Support for Science Learners
I was recently reading the September-October 2025 issue of "Science and Children'" a publication of the National Science Teaching Association.
In this issue, I read the section, "Science 101" written by Matt Bobrowsky. He wrote an article entitled, "Q: Is There Gravity in Space? Is There Gravity on the Moon?"
Gravity is a fundamental force that attracts two masses toward each other. The Moon, having mass, exerts a gravitational force. This force is sufficient to keep objects anchored to its surface and to influence tides in the Earth's oceans.
I was recently reading the September-October 2025 issue of "Science Scope", a publication of the National Science Teaching Association.
In this issue, I read the section, "Citizen Science" written by Jill Nugent. She wrote an article entitled, "Study Stream Ecology This Season!"
The Leaf Pack Network citizen science project was developed by the Stroud Water Research Center, a global leader in freshwater ecosystem research, education, and restoration. To learn more about the project and how to get your students involved, visit their website at:
https://leafpacknetwork.org
I was recently reading the September-October 2025 issue of “Science Scope”, a publication of the National Science Teaching Association.
In this issue, I read the section, “Interdisciplinary Ideas” written by Katie Coppens. She wrote an article entitled, “Enhancing Understanding Through Science-Themed Picture Books.”
Embedding a high-interest, science-themed picture book into a unit enhances students’ ability to learn vocabulary and visualize scientific concepts. The approachable style and ability to convey information visually makes picture books an engaging learning tool for students of all ages.
I was recently reading the September-October 2025 issue of “Science Scope”, a publication of the National Science Teaching Association.
In this issue, I read the section, “From the Editor’s Desk” written by Patty McGinnis. She wrote an article entitled, “Engineering in the Middle School Science Classroom”
If you are looking for engineering ideas for your classroom, you can peruse sites such as:
teachingengineering.org
or
tryengineering.org
both of which contain a searchable database of Next Generation Science Standards aligned activities.
I was recently reading the NSTA Blog, dated July 15, 2025, a publication of the National Science Teaching Association.
In this issue, I read the blog entry “Rethinking Science Assessment in the Age of AI,” written by Christine Anne Royce and Valerie Bennett.
Recent questions about how students are using AI in their classes have included questions focusing on how much of students’ work is their own and how much is generated by AI. How do we ensure that assessment still reflects what students know, understand, and can do?
I was recently reading the July-August 2025 issue of “The Science Teacher”, a publication of the National Science Teaching Association.
In this issue, I read the section, “Right to Source” written by Jessica Fries-Gaither. She wrote an article entitled, “Exploring Everyday Inventions with “Lady Edison”.”
Beulah Louse Henry (1887-1973) was a self-taught inventor, earning 49 patents and creating over 100 inventions over a 50 year period, including a vacuum ice-cream freezer, a bobbinless sewing machine, and an umbrella with color-coordinated snap-on covers.
I was recently reading the July-August 2025 issue of “The Science Teacher”, a publication of the National Science Teaching Association.
In this issue, I read the section, “Career of the Month” written by Luba Vangelova. She wrote an article entitled, “Rollercoaster Engineer Greg Lewis.”
Rollercoaster engineers design and maintain amusement park rides. The largest parks have staff engineers; the rest contract out such work to companies that specialize in this field. Greg Lewis works for Skyline Attractions, based in Orlando, Florida.
I was recently reading the July-August 2025 issue of “The Science Teacher”, a publication of the National Science Teaching Association.
In this issue, I read the section, “Idea Bank” written by Alexander Eden. He wrote an article entitled, “The Power of Newsletters: Welcoming Parents into the Biology Classroom Community.”
When leveraged correctly, engaging parents and families can have a positive impact on students and the classroom. It is critical to maintain a line of communication with families that is not solely based on when student concerns arise. One method of maintaining consistent communication with families involves the construction of a parent newsletter.
I was recently reading the July-August 2025 issue of “The Science Teacher”, a publication of the National Science Teaching Association.
In this issue, I read the section, “Editor’s Corner” written by Brooke A Whitworth. She wrote an article entitled, “Developing Disciplinary Literacy.”
We can think of disciplinary literacy in two ways, when it comes to science:
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Broadly, in terms of how science compares to other content areas.
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Specifically, in terms of how the subdiscipline of chemistry differs from biology or physics or earth science.
I was recently reading the July-August 2025 issue of “Science and Children”, a publication of the National Science Teaching Association.
In this issue, I read the section, “Editor’s Note” written by Elizabeth Barrett-Zahn. She wrote an article entitled, “Exploring Real-World Problems.”
Students in classrooms are encouraged to act as problem-solvers, inventors and young scientists. Real-world problems, big or small, offer meaningful opportunities to engage students in authentic science that matters.
I was recently reading the July-August 2025 issue of “Science Scope”, a publication of the National Science Teaching Association.
In this issue, I read the section, “From the Editor’s Desk” written by Patty McGinnis She wrote an article entitled, “‘Science Beyond Classroom Walls.”
Moving science beyond the classroom can cultivate a sense of environmental stewardship.
I was recently reading the June 30, 2025 blog posting on the National Science Teachers Association website.
The blog was posted by Ken Roy and the title of his blog post was “Dealing with Chemical Waste in the Science Instructional Space.”
Unattended hazardous chemical waste can be unsafe, and at times, dangerous. In Ken’s blog posting, he shares 10 key factors to consider for an appropriate chemical disposal program in school.
I was recently reading the June 20, 2025 blog posting on the National Science Teachers Association website.
The blog was posted by Susan Deemer and the title of her blog post was “Why Teaching Science to Girls Now is More Important Than Ever.”
Susan said that the longer she teaches, the more she realizes that cultivating a scientific mindset is the most important thing that she can teach, particularly when teaching girls, as she has for most of her career. This is important for two reasons:
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Scientific thinking can help eradicate self-defeating thought patterns and deconstruct stereotypes about girls and women perpetuated for generations.
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A scientific mindset is critical as girls grow up to become consumers of products, news, and services, as well as citizens who effect change in their communities.
I was recently reading the May - June 2025 issue of “The Science Teacher”, a publication of the National Science Teaching Association.
In this issue, I read the section, “Career of the Month” written by Luba Vangelova She wrote an article entitled, “‘Logistics Engineer Ron Charest.”
Logistics engineers typically work on supply chains, which encompass all of the steps required to get finished products to users, from procuring raw materials for factories, to warehousing and transporting goods. Ron Charest is a logistics engineer for the Coast Guard in Washington, DC.
I was recently reading the May - June 2025 issue of “The Science Teacher”, a publication of the National Science Teaching Association.
In this issue, I read the section, “Career of the Month” written by Luba Vangelova She wrote an article entitled, “‘Logistics Engineer Ron Charest.”
Logistics engineers typically work on supply chains, which encompass all of the steps required to get finished products to users, from procuring raw materials for factories, to warehousing and transporting goods. Ron Charest is a logistics engineer for the Coast Guard in Washington, DC.
I was recently reading the May - June 2025 issue of “Science and Children”, a publication of the National Science Teaching Association.
In this issue, I read the section, “Science 101” written by Matt Bobrowsky. He wrote an article entitled, “‘What Would Be An Activity That Involves Both Learning and Play?.”
A nature scavenger hunt can encourage exploration, observation, and critical thinking while being fun and engaging which shows that it can be an activity that involves both learning and play.
I was recently reading the May - June 2025 issue of “Science and Children”, a publication of the National Science Teaching Association.
In this issue, I read the section, “The Poetry of Science” written by Amy Ludwig VanDerwater. She wrote an article entitled, “‘Out of the Box Summer.”
As we enter, “Summer Vacation Time,” it is helpful to provide students with some creative ways that they can enjoy summer outdoors.
I was recently reading the May - June 2025 issue of “Science and Children”, a publication of the National Science Teaching Association.
In this issue, I read the section, “The Poetry of Science” written by Amy Ludwig VanDerwater. She wrote an article entitled, “‘Out of the Box Summer.”
As we enter, “Summer Vacation Time,” it is helpful to provide students with some creative ways that they can enjoy summer outdoors.
I was recently reading the May - June 2025 issue of “Science and Children”, a publication of the National Science Teaching Association.
In this issue, I read the section, “Editor’s Note” written by Elizabeth Barret-Zahn. She wrote an article entitled, “‘Prioritizing Play.”
We can’t turn every lesson into an open-ended discovery session. But where can discovery, creativity and fun be sprinkled in? With a subtle mindset change, we can make learning feel less like work and more like play.
I was recently reading the May - June 2025 issue of “Science Scope”, a publication of the National Science Teaching Association.
In this issue, I read the section, “Citizen Science” written by Jill Nugent. She wrote an article entitled, “‘Participate in Pollinator Science This Season with Bumble Bee Watch.”
Spring and summer serve as a rewarding time for students to survey pollinator biodiversity. In fact, the month of June is known as pollinator month, making this a natural time of the year to incorporate pollinator science in your classroom. Bumble Bee Watch is a collaborative project focused on tracking North American Bumble Bees. To learn more, visit the project website at:
https://www.bumblebeewatch.org
I was recently reading the May - June 2025 issue of “Science Scope”, a publication of the National Science Teaching Association.
In this issue, I read the section, “From the Editor’s Desk” written by Patti McGinnis. She wrote an article entitled, “‘The Power of a Passionate Teacher.”
Passionate teachers inspire their students to learn, they create collaborative learning environments where risk-taking is encouraged, and they help students connect their learning to real-world applications. Passionate teachers are committed to their discipline, are knowledgeable to world events, and are committed to ensuring their students learn.
I was recently reading the May - June 2025 issue of “The Science Teacher”, a publication of the National Science Teaching Association.
In this issue, I read the section, “Editor’s Corner” written by Brooke A. Whitworth. She wrote an article entitled, “‘Fostering Innovation, Creativity, and Curiosity in Science Education.”
In this article, Brooke shared many practical strategies that teachers can implement immediately, regardless of resources, in the areas of:
Community-Connected Science
Resource-Conscious Innovation
Curiosity-Driven Learning
I was recently reading the March - April 2025 issue of “The Science & Children”, a publication of the National Science Teaching Association. In this issue, I read the section, “The Poetry of Science” written by Amy Ludwig VanDerwater She wrote an article entitled, “‘If We Stopped.”
When we imagine acting as Earth’s stewards, we often focus on what we can DO, but in this poem, the author challenges us to consider what we might STOP doing.
I was recently reading the March - April 2025 issue of “The Science Teacher”, a publication of the National Science Teaching Association.
In this issue, I read the section, “Right to the Source,” written by Jessica Fries-Gaither She wrote an article entitled, “‘The 1900 Christmas Bird Census: Introducing a New Annual Tradition and Citizen Science Project.
This “historical” podcast provides an entry point for students in the Christmas Bird Count’s history and current applications in ornithology. Students use data from the Count’s history to help construct their scientific understanding.
I was recently reading the March - April 2025 issue of “Science and Children”, a publication of the National Science Teaching Association.
In this issue, I read the section, “Editor’s Note,” written by Elizabeth Barrett-Zahn She wrote an article entitled, “‘Human Impacts.
As Earth Day 2025 approaches, we must ask: What kind of world are we leaving behind? Will we continue to exploit resources without regard for limitations, or will we treat the Earth’s resources as gifts to be respected and shared? The choices we make now will shape not only the future of the planet but also the future of the children we teach.
I was recently reading the March - April 2025 issue of “Science Scope”, a publication of the National Science Teaching Association.
In this issue, I read the section, “Scope on the Skies,” written by Bob Riddle. He wrote an article entitled, “‘Water Bound: Part I”
Space missions that search for water are important because they could add to our understanding of the origin and evolution of life on Earth and elsewhere in the solar system and beyond. Finding the presence of water is an important aspect of the search for life beyond the confines of our planet.
I was recently reading the March - April 2025 issue of “Science Scope”, a publication of the National Science Teaching Association.
In this issue, I read the section, “Citizen Science,” written by Jill Nugent. She wrote an article entitled, “‘Water’ Are You Waiting For? Dive Into Action With the EarthEcho Water Challenge.”
The EarthEcho Water Challenge engages students in local water quality monitoring while fostering environmental stewardship. The project is part of EarthEcho International, founded by the Cousteau family in honor of Jacques Cousteau’s legacy and life’s work advocating for environmental and ocean conservation. To learn more about the challenge visit the project website at:
https://earthecho.org/contact
I was recently reading the March - April 2025 issue of “Science Scope”, a publication of the National Science Teaching Association.
In this issue, I read the section, “From the Editor’s Desk,” written by Patty McGinnis. She wrote an article entitled, “Water: Earth’s Most Vital Resource.”
Oceans, rivers, lakes, glaciers, and groundwater are all part of a dynamic system that not only shapes Earth’s physical landscape, but also supports all forms of life.
K12Science Podcast: Aurorasaurus
I was recently reading the January - February 2025 issue of “Science Scope”, a publication of the National Science Teaching Association.
In this issue, I read the section, “Citizen Science,” written by Jill Nugent. She wrote an article entitled, “Illuminating the Northern Lights with Aurorasaurus.”
Aurorasaurus invites participants from around the world to contribute to aurora research by reporting sightings and observing real-time data. Auroras are stunning natural light displays that occur near our planet’s poles. To learn more about this citizen science project, visit:
https://www.aurorasaurus.org
I was recently reading the January - February 2025 issue of “Science Scope”, a publication of the National Science Teaching Association.
In this issue, I read the section, “From the Editor’s Desk,” written by Patty McGinnis. She wrote an article entitled, “Helping Students Make Sense.”
Creating a classroom in which the emphasis shifts the learner role from “learning about” to “figuring out” requires students to engage in the collaborative task of sensemaking. The type of classroom discussion is critical to sensemaking. STEM Teaching Tools, at:
https://stemteachingtools.org/tools
can help you plan for student discussions.
I was recently reading the December 9, 2024 issue of “Smithsonian” magazine.
In this issue, I read an article entitles, “The Ten Best Science Books of 2024,” written by Joe Spring, Riley Black, Shi En Kim, Dan Falk, Christian Elliott, and Benjamin Cassidy.
The book review that I enjoyed the most was “Why We Remember: Unlocking Memory’s Power to Hold On to What Matters,” written by Charan Ranganath. Ranganath draws on 25 years of experience studying the mechanisms of human memory to explain how remarkable it is that we remember anything at all.
I was recently reading the November/December 2024 issue of “Science and Children” a publication of the National Science Teaching Association.
In this issue, I read the “Science 101” column, written by Matt Bobrowsky. He wrote an article entitled, “Q: What’s a Good Way of Explaining Ecosystems?”
An ecosystem is like a big neighborhood where plants, animals, and even tiny things like bugs and mushrooms all love together.
I was recently reading the November/December 2024 issue of “Science and Children” a publication of the National Science Teaching Association.
In this issue, I read the “Early Years” column, written by Alissa A. Lange. She wrote an article entitled, “Deconstructing Common Misconceptions in Early Science.”
Misconceptions are common in science—even into adulthood. Instead of feeling guilty when we discover our misconceptions, what if we, as adults, turn this feeling into curiosity? What if we help our students to do the same?
I was recently reading the November/December 2024 issue of “Science and Children” a publication of the National Science Teaching Association.
In this issue, I read the “Guest Editorial” column, written by Emily Adah Miller and Ayca Fackler. They wrote an article entitled, “Expanding Science Knowledge Through Expansive Science Teaching.”
To prepare students for future scientific endeavor and to be scientifically literate world citizens, teachers must challenge the status quo, pushing the limits of science education by using local place to contextualize and increase science understanding.
I was recently reading the November/December 2024 issue of “Science and Children” a publication of the National Science Teaching Association.
In this issue, I read the “Editor’s Note” column, written by Elizabeth Barrett-Zahn. She wrote an article entitled, “Expansive Science Teaching Practices.”
Expansive learning theory, rooted in activity theory, provides a framework for how learners create new knowledge and practices for novel situations.
Recently, I had the pleasure of reading the November-December 2024 issue of “The Science Teacher,” a journal published by the National Science Teaching Association.
Within this issue, I encountered the “Right to the Source” section, authored by Michael Apfeldorft. His article, titled “Joyfully Asking Why,” provided insightful information on a list of questions compiled by Carl Sagan and his wife, author/producer Ann Druyan.
In the mid-1990’s, Carl Sagan and Ann Druyan conceived of an interesting way to help young learners confidently ask questions and think about the world around them. Carl and Ann compiled a list of 150 questions to develop a book series, where the title of each book would begin simply with the word WHY? To download this manuscript of questions, please, visit:
https://www.loc.gov/item/cosmos000083
Recently, I had the pleasure of reading the November-December 2024 issue of “Science Scope,” a journal published by the National Science Teaching Association.
Within this issue, I encountered the “Citizen Science” section, authored by Jill Nugent. Her article, titled “Journey of the Monarchs: Studying North America’s Nomadic Butterfly,” provided insightful information on the migration of Monarch populations.
Journey North, a participatory science project based at the University of Wisconsin-Madison Arboretum, offers a special way for educators to bring the study of the monarch butterfly migration into their classrooms. To learn more about this project, visit:
https://journeynorth.org/monarchs
Recently, I had the pleasure of reading the November-December 2024 issue of “Science Scope,” a journal published by the National Science Teaching Association.
Within this issue, I encountered the “From the Editor’s Desk” section, authored by Patty McGinnis. Her article, titled “Reading in the Science Classroom,” provided insightful information on the science of reading.
Reading plays a pivotal role in all disciplines, and science is no exception. If you are seeking reading-based strategies to incorporate into your classroom, The California Academy of Sciences offers several before, during, and after active reading strategies that can assist students in comprehending science texts. To access these active reading strategies, kindly visit:
https://tinyurl.com/mr2swwcu
Recently, I had the pleasure of reading the September-October 2024 issue of “The Science Teacher,” a journal published by the National Science Teaching Association.
Within this issue, I came across the “Career of the Month” section, authored by Luba Vangelova. Her article, titled “Amy DeJong, Food Scientist,” provided insightful information on the field of food science.
Food science is an applied science that merges chemistry, engineering, and microbiology to develop safe, palatable, and nutritious food products. Amy DeJong, a process development engineer, is employed by Mars Wrigley in Chicago. Her role involves contributing to research and development efforts aimed at enhancing food quality and safety.
I was recently reading the September-October 2024 issue of Science and Children, a journal published by the National Science Teaching Association.
In this issue, I read the “Science 101” section, written by Matthew Bobrowsky. He wrote an article entitled: “Q: How Can I Address Science Misconceptions Using Phenomena-Driven Instruction?”
A phenomena might just be the best way to address misconception because research has shown that misconceptions are very persistent, and merely teaching the correct information doesn’t automatically remove the misconception.
I was recently reading the September-October 2024 issue of Science and Children, a publication of the National Science Teaching Association.
In this issue, I read the “Poetry of Science” section, written by Amy Ludwig VanDerwater. She wrote an article entitled: “Changes in the Leaves.” Included in the article was a poem entitled, “Saving the Best for Last,” written by David L. Harrison.
Leaves change color in the fall because the amounts of chemical pigments inside the leaves change. The intensity and timing of fall colors can be affected by weather, both in fall and earlier in the growing season.
I was recently reading the September-October 2024 issue of Science Scope, a journal published by the National Science Teaching Association.
In this issue, I read the “Interdisciplinary Ideas” section, written by Katie Coppens. She wrote an article entitled: “Fieldwork Fridays: Connecting Scientific Learning to Nature.”
Each Friday, in what are referred to as “Fieldwork Fridays,” the author brings her students outside to apply what they learned that week in class to the environment around them.
I was recently reading the September-October 2024 issue of Science Scope, a journal published by the National Science Teaching Association.
In this issue, I read the “Scope on the Skies” section, written by Bob Riddle. He wrote an article entitled: “Chasing Giant Ice Balls.”
Comets are frozen leftovers from the formation of the solar system composed of dust, rock, and ices. They range in size from a few miles to tens of miles wide, but as they orbit closer to the Sun, they heat up and spew gases and dust into a glowing head that can be larger than a planet. This material forms a tail that stretches millions of miles.
I was recently reading the September-October 2024 issue of Science Scope, a journal published by the National Science Teaching Association.
In this issue, I read the “Citizen Science” section, written by Jill Nugent. She wrote an article entitled: “Snapshot Safari: Elephant Edition.”
Elephant ID is an online project that leverages Zooniverse’s people-powered research platform to address behavior and conservation questions related to the African savanna elephant, a species facing pressing challenges, including habitat loss. To learn more, visit the project website at:
https://www.zooniverse.org/projects/aeuk/elephant-id
I was recently reading the September-October 2024 issue of Science Scope, a journal published by the National Science Teaching Association.
In this issue, I read the “Editorial” section, written by Patty McGinnis. She wrote an article entitled: “Social-Emotional Learning in the Science Classroom.”
Perhaps nowhere else in education is social-emotional (SEL) more crucial than in the middle school science classroom, a place where students are expected to collaborate, communicate, and participate respectfully in the practice of argumentation. For more information about SEL consider exploring the site for the Collaborative for Academic, Social and Emotional Learning (CASEL), a nonprofit organization that utilizes research to guide SEL initiatives. For more information, visit:
https://casel.org
I was recently reading the July-August 2024 issue of Science and Children, a journal published by the National Science Teaching Association.
In this issue, I read the “Science 101” section, written by Matt Bobrowsky. He wrote a Q and A article entitled: “Q: If Students Have Different Learning Styles, What Kinds of Science Activities Are Best for Reaching All Students?”
For a more well-rounded educational experience, teachers can use “multimodal” teaching. Examples include visual, kinesthetic, and auditory. But that does not mean that students have specific “learning styles.” If students believe they have a particular “learning style” it can lead to a self-limiting mindset.
I was recently reading the July-August 2024 issue of Science Scope, a journal published by the National Science Teaching Association, for middle school teachers.
In this issue, I read the “Scope on the Skies” section. In the section was an article entitled, “Capturing Photons,” written by Bob Riddle.
One way to make astronomy more accessible and engaging to students is to introduce them to astrophotography. The most direct way is probably with the student’s own smartphone.
I was recently reading the July-August 2024 issue of Science Scope, a journal published by the National Science Teaching Association, for middle school teachers.
In this issue, I read the “Commentary” section. In the section was an article entitled, “Finding Instructional Resources for Teaching About Scientific Misinformation,” written by Andy Zucker.
The nonprofit Media Literacy Now has developed a first-of-its-kind online database where teachers can find and access instructional materials to help student resists false and misleading information. To access the database, please visit:
https://medialiteracynow.org/science-resources
I was recently reading the July-August 2024 issue of Science Scope, a journal published by the National Science Teaching Association, for middle school teachers.
In this issue, I read the “Citizen Science” section, written by Jill Nugent. She wrote an article entitled “Summer Science With the Secchi Dip-In Project.”
The Robert Carlson Secchi Dip-In Project is a demonstration of the potential of volunteer monitors to gather environmentally important information on our lakes, rivers, and estuaries. For more information, visit:
https://www.nalms.org/secchidipin
I was recently reading the July-August 2024 issue of Science Scope, a journal published by the National Science Teaching Association.
In this issue, I read an article entitled “Phenomena in the Classroom,” written by Patty McGinnis.
An engaging phenomena is determined more by how the students generate compelling lines of inquiry that create real opportunities for learning. Paul Anderson’s “Wonder of Science” website has an extensive list of phenomena organized by grade level and standard. It is available at:
https://thewonderofscience.com/phenomenal
I was recently reading the book, “Transformative Science Teaching: A Catalyst for Justice and Sustainability,” written by Daniel Morales-Doyle.
In this book, Daniel looks at two questions:
"Why teach science?"
"How does my teaching reflect the world in which my students live and project the world they would like to see?"
I was recently reading the book, “Transformative Science Teaching: A Catalyst for Justice and Sustainability,” written by Daniel Morales-Doyle.
In this book, Daniel challenges the goal of science education.
I was recently reading the March/April 2024 issue of “The Science Teacher,” a publication of the National Science Teaching Association.
In this issue, I read “Editor’s Corner” written by Ann Haley Mackenzie. She wrote an article entitled, “Artificial Intelligence: Friend or Foe?”
Artificial Intelligence (AI) is here, in a big way. Do you see it as a friend or foe in your science classroom? The possibilities for AI are endless. Do you feel comfortable with AI developing further? Are you skeptical of AI? Do you see the many possibilities of AI for your science teaching? Should we fear AI? These are all questions being considered by users and developers.
I was recently reading the January/February 2024 issue of “Connected Science Learning” a publication of the National Science Teaching Association.
In this issue, I read an article written by Benjamin Krause Recchia and T.J. McKenna. The article was entitled, “Field Trips to Zoos and Aquariums: Solving Pedagogical Challenges Using the Next Generation Science Standards.”
Though zoos and aquariums have become increasingly focused on conservation education, their unique and diverse learning opportunities have been underused. Active learning pedagogy aligned with the Next Generation Science Standards can facilitate expansion of education at zoos and aquariums beyond their conservation education niche.
I was recently reading the May/June 2024 issue of “The Science Teacher” a publication of the National Science Teaching Association.
In this issue, I read the “Right to the Source” section written by Danna Bell. This section included an article entitled, “See America and Its National Parks.”
Today over 300 million people annually visit the 429 individual designated properties that are managed by the National Park Service, covering 85 million acres in all 50 states, the District of Columbia, and the territories.
I was recently reading the May/June 2024 issue of “Science & Children” a publication of the National Science Teaching Association.
In this issue, I read the “Science 101” section written by Matt Bobrowsky. He wrote an article entitled, “What Activity Can I Use to Illustrate the Importance of Math in Science?”
Matt summarized 7 ways in which math is not only useful but essential in science:
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Being Clear and Precise
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Measuring
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Modeling and Simulation
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Problem-Solving
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Discovery of Patterns and Relationships
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Verification of Results
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Predictive Power
I was recently reading the May/June 2024 issue of “Science Scope,” a publication of the National Science Teaching Association.
In this issue, I read the “Citizen Science” section written by Jill Nugent. She wrote an article entitled, “Caterpillars Count.”
Caterpillars Count is a citizen science project to monitor the seasonality and abundance of arthropods (including caterpillars) on foliage. To learn more about this citizen science project visit their website at:
https://caterpillarscount.unc.edu
I was recently reading the May/June 2024 issue of “Science Scope,” a publication of the National Science Teaching Association.
In this issue, I read the “Editorial” section written by Patty McGinnis. She wrote an article entitled, “Raising a Voice for Change.”
Our students can act as change agents. Involving students in community outreach in which they educate, encourage, and assist families in organizing carpools, planning for weekly meatless meals, and limiting food waste are all actionable things that help the planet.
I was recently reading the March/April 2024 issue of “Science and Children,” a publication of the National Science Teaching Association.
In this issue, I read the “Editor’s Note” section written by Elizabeth Barrett-Zahn. She wrote an article entitled, “Climate Justice.”
Education is a critical agent in addressing the issue of climate change. The UN Framework Convention on Climate Change assigns responsibility to Parties of the Convention to undertake educational and public awareness campaigns on climate-change, and to ensure public participation in programs and information access on the issue.
I was recently reading the March/April 2024 issue of “Science Scope,” a publication of the National Science Teaching Association.
In this issue, I read the “Interdisciplinary Ideas” section written by Katie Coppens. She wrote an article entitled, “Designing Performance-Based Assessments That Engage!”
Rather than stressful, an assessment should feel like a celebration of learning for students. Performance-based assessments allow students to demonstrate their understanding of one or more standards by accomplishing tasks that are engaging and flexible in how students approach them. In addition to seeing students’ scientific knowledge, teachers get a better sense of their students’ interests and strengths that they bring to each open-ended assignment. The author then shared an example of a performance-based assignment based on the Flint Water Crisis.
I was recently reading the March/April 2024 issue of “Science Scope,” a publication of the National Science Teaching Association.
In this issue, I read the “From the Editor’s Desk” column written by Patty McGinnis. She wrote an article entitled, “3D Assessment.”
In the article she shared ideas about writing assessments aligned to the Next Generation Science Standards. The National Research Council recommends that teachers utilize a combination of constructed response, selected response, and projects to assess three-dimensional learning. She recommended two resources that provide tips for writing assessments. They are:
“STEM Teaching Tool #30: Integrating Science Practices in Assessment Tasks”
and
“The NGSS Evidence Statements”
I was recently reading the January/February 2024 issue of “The Science Teacher,” a publication of the National Science Teaching Association.
In this issue, I read the “Editor’s Corner” written by Ann Haley MacKenzie. She wrote an article entitled, “How Can We Make Our Students’ Thinking Visible?”
In the article she shared three strategies for making thinking visible. The strategies were taken from the books, “Making Thinking Visible” and “The Power of Making Thinking Visible.”
The strategies are:
“See-Think-Wonder”
“Connect-Extend-Challenge”
“CSI: Color, Symbol, Image”
I was recently reading the January/February 2024 issue of “Science and Children,” a publication of the National Science Teaching Association, for elementary school science teachers.
In this issue, I read the section on the “Outstanding Science Trade Books for Students.” The selections are a collaboration of the National Science Teaching Association and the Children’s Book Council.
In part 2 of this two-part podcast series, I share eight books that were selected for early elementary students. The books are:
“Whale Fall” by Melissa Stewart
“Find Out About Animal Camouflage” by Martin Jenkins
“The Bone Wars: The True Story of an Epic Battle to Find Dinosaur Fossils” by Jane Kurtz
“The Clues are in the Poo: The Story of Dinosaur Scientist Karen Chin” by Jane Kurtz and Karen Chin
“Masked Hero: Who Wu Lien-teh Invented the Mask that Ended an Epidemic” by Dr. Shan Woo Liu
“Tell Me About Space” by Lisa Varchol Perron
“If the Rivers Run Free” by Andrea Debink
“Zero Waste: How One Community is Leading a World Recycling Revolution” by Allan Drummond
I was recently reading the January/February 2024 issue of “Science and Children,” a publication of the National Science Teaching Association, for elementary school science teachers.
In this issue, I read the section on the “Outstanding Science Trade Books for Students.” The selections are a collaboration of the National Science Teaching Association and the Children’s Book Council.
In part 1 of this two-part podcast series, I share nine books that were selected for early elementary students. The books are:
“We are Branches” by Joyce Sidman
“How Birds Sleep” by David Obuchowski
“Jumper: A Day in the Life of a Backyard Jumping Spider” by Jessica Lanan
“The Pie That Molly Grew” by Sue Heavenrich
“Santiago Saw Things Differently: Santiago Ramon y Cajal, Artist, Doctor, Father of Neuroscience” by Christine Iverson
“We are Starlings” by Robert Furrow and Donna Jo Napoli
“At Home with the Prairie Dog: The Story of a Keystone Specie” bu Dorothy Hinshaw Patent
“Creep, Leap, Crunch: A Food Chain Story” by Jody Jensen Shaffer
“Queen of Leaves: The Story of Botanist Ynes Mexia” by Stephen Briseno
I was recently reading the January/February 2024 issue of “Science Scope,” a publication of the National Science Teaching Association, for middle school science teachers.
In this issue, I read the section on the “Outstanding Science Trade Books for Students.” The selections are a collaboration of the National Science Teaching Association and the Children’s Book Council.
In part 2 of this podcast series, I share seven more books that were selected for middle-school students. The books are:
“A Star Explodes: The Story of Supernova 1054” by James Gladstone
“Old Enough to Make a Difference: Be Inspired by Real-Life Children Building a More Sustainable Future” by Rebecca Hul
“Becoming Bionic” by Heather Camlot
“Extra Life (Young Readers Adaptation) by Steven Johnson
“Hidden Systems” by Dan Nott
“Sisters in Science” by Linda Elovitz Marshall
“The Woman in the Moon” by Richard Maurer
I was recently reading the January/February 2024 issue of “The Science Teacher,” a publication of the National Science Teaching Association, for high school science teachers.
In this issue, I read the section on the “Outstanding Science Trade Books for Students.” The selections are a collaboration of the National Science Teaching Association and the Children’s Book Council.
In this podcast, I share the two books that were selected for high school students. The books are:
“Hidden Systems” by Dan Nott
“The Woman in the Moon” by Richard Maurer
I was recently reading the January/February 2024 issue of “Science Scope,” a publication of the National Science Teaching Association, for middle school science teachers.
In this issue, I read the section on the “Outstanding Science Trade Books for Students. The selections are a collaboration of the National Science Teaching Association and the Children’s Book Council.
In this first of two podcasts, I share six of the twelve books that were selected for middle school students. The books are:
“My Indigo World” by Rosa Chang
“Before Colors: Where Do Pigments and Dyes Come From” by Annette Bay Pimental
“Grizzly Bears: Guardians of the Wilderness” by Frances Backhouse
“Mission Arctic: A Scientific Adventure to a Changing North Pole” by Katharina Weiss-Tuider
“We Need to Talk About Vaginas” by Dr. Allison K. Rodgers
“Evolution” by Sarah Darwin and Eva-Maria Sadowski
I was recently reading the January/February 2024 issue of “Science Scope,” a publication of the National Science Teaching Association for middle school science teachers.
In this issue, I read the “Citizen Science” section written by Jill Nugent. She wrote an article entitled, “Growing Beyond Earth: Cultivating 21st-Century Science Exploration.”
The Growing Beyond Earth citizen science project, in partnership with NASA and the Fairchild Tropical Botanical Garden, partners with classrooms and identifies edible plant varieties that are well suited for beyond Earth growing conditions. For more information, visit:
https://fairchildgarden.org/gbe
I was recently reading the January/February 2024 issue of “Science Scope,” a publication of the National Science Teaching Association, for middle school science teachers.
In this issue, I read the “Editorial” section written by Patty McGinnis. She wrote an article entitled, “Eliciting Student Thinking.”
Eliciting student thinking is a high-leverage practice in which the teacher utilizes questions and tasks that encourage and promote student thinking and sharing of ideas.
I was recently reading a WestEd blog post on the Next Gen Science website, dated January 10, 2024.
In this blog, I read the post “Seeing is Believing: Building a Shared Vision of Quality Science Instruction.” It was written by Vanessa Wolbrink.
In the years following the adoption of new science standards, states and districts must begin to navigate the complexities of transitioning to new learning goals — including updating instructional materials, professional learning, course descriptions and requirements, and assessments. In order to determine what changes are needed and how to enact them effectively, we need to ask the question, “What does it really take to build a shared understanding of the shift in teaching and learning expected in today’s science classrooms?”
I was recently visiting the Cornell Labs website. While visiting the site I was reminded of the upcoming Great Backyard Bird Count.
The Great Backyard Bird Count takes place February 16-19, 2024. During this time you are encouraged to observe birds for at least 15 minutes and then report the data. You can observe for longer than 15 minutes and for more than one day. To learn about how to identify birds and how to submit data, please visit:
https://www.birds.cornell.edu/k12/gbbc/
I was recently reading a community blog post on the GLOBE website, dated January 18, 2024.
In this blog, I read the post “GLOBE Clouds and NGSS (Elementary and Middle School.” It was posted by Marile Colon Robles.
A new resource is now available created by GLOBE educator Mr. Roger Rose as part of his NASA internship in 2023 titled, GLOBE Atmosphere Clouds and NGSS. This document compares portions of the clouds protocol to Next Generation Science Standards (NGSS) for elementary and middle school with tips and resources to use in the classroom. To view this blog post, please visit:
https://www.globe.gov/globe-community/blogs/community-blogs/-/blogs/120484191/maximized
I was recently reading the December 11, 2023 issue of “Forbes” magazine.
In this issue, I read the article “Bright Minds, Big Innovations: Exploring ’Science Fair: The Series’.” It was written by Tony Bradley.
“Science Fair: The Series,” National Geographic’s latest documentary series, is a deep dive into the world of young scientific minds, capturing their journey through the highly competitive International Science and Engineering Fair (ISEF). It is available to stream on Hulu and Disney+. This documentary series is a must-watch for anyone interested in the power of education, the resilience of youth, and the hopeful future shaped by bright, young minds.
I was recently reading the September-October, 2023 issue of “Connected Science Learning,” a publication of the National Science Teaching Association.
In this issue, I read the article “40 Years of Inspiring Students to Explore STEM: What has Science Olympiad Learned?” It was written by John F. Loehr and Jenny Kopach.
In May 2024, Science Olympiad will celebrate the 40th Annual Science Olympiad National Tournament at Michigan State University. The Olympiad has been successful over these 40 years because it has demonstrated the following four factors:
- Recognition - Students’ work and efforts are displayed and recognized in a very public fashion.
- Personal Choice - Students have the autonomy to decide how they want to be involved in the program.
- Peer and Professional Networks - Students’ passion and interest in topics is recognized and celebrated by both their peers and STEM professionals.
- Responsiveness - The 23-event structure gives Science Olympiad the flexibility to adapt to changing interests, circumstances, and needs.
K12Science Podcast: International Space Station
I was recently reading the October, 2023 special issue of USA Today, entitled, “NASA at 65.”
In this issue, I read the article “25 Years Up There: International Space Station Operators are Preparing for the Outpost’s Demise.”
25 years ago, the first two elements of the International Space Station were connected by shuttle astronauts. After 2030, NASA will need to bring the space station out of orbit.
I was recently reading the December 7, 2023 issue of “Smithsonian” magazine.
In this issue, I read the article “The Ten Best Science Books of 2023” written by Bridget Alex, Riley Black, Dan Falk, Shi En Kim, Carlyn Kranking, and Joe Spring.
In the article they shared their top nonfiction science titles from the past year, selected by “Smithsonian” magazine’s editors and frequent contributors. In our last podcast, I shared the reviews of two of the top ten books. In today’s podcast, we will look at the reviews of two more books from the list:
Crossings: How Road Ecology is Shaping the Future of Our Planet by Ben Goldfarb
Starborn: How the Stars Made Us (and Who We Would Be Without Them) by Roberto Trotta
I was recently reading the December 7, 2023 issue of “Smithsonian” magazine.
In this issue, I read the article “The Ten Best Science Books of 2023” written by Bridget Alex, Riley Black, Dan Falk, Shi En Kim, Carlyn Kranking, and Joe Spring.
In the article they shared their top nonfiction science titles from the past year, selected by “Smithsonian” magazine’s editors and frequent contributors. In this podcast, we look at two of their selections:
“Fire Weather: A True Story From a Hotter World” by John Vaillant
“Of Time and Turtles: Mending the World, Shell by Shattered Shell” by Sy Montgomery
I was recently reading the Fall, 2023 issue of “The Science Teacher” a publication of the National Science Teaching Association.
In this issue, I read the section “Career of the Month” written by Luba Vangelova. In this section, she focused on the career of an acoustician.
An acoustician is an expert in the branch of physics concerned with the properties of sound. Tony Hoover is an acoustician and recommends interested students to have a great understanding of acoustics, which is an interdisciplinary field that involves a lot of physics, math, and engineering.
I was recently reading the Fall, 2023 issue of “Science Scope” a publication of the National Science Teaching Association.
In this issue, I read the section, “Practical Research” written by Samantha Lindgren, Meghan McCleary, Susan Gasper, Amanda Nieves, Kara Stengren, and Amira Shabana. They wrote an article entitled, “Outdoor Teaching and Learning in Natural Spaces and Outdoor Classrooms.”
When we consider topics like climate change and the complex impacts it has on our students’ futures, learning in outdoor spaces and using the natural environment as a primary learning resource becomes an important and timely approach to science education. This type of learning draws on the fields of outdoor and environmental education, which emphasize place-based and experiential pedagogies, interdisciplinary, and the relationships between people and nature.
I was recently reading the Fall, 2023 issue of “Science Scope” a publication of the National Science Teaching Association.
In this issue, I read the section, “Citizen Science” written by Jill Nugent. She wrote an article entitled, “Beavers from Space!”
Beavers from Space is an online project that launched in 2023, and your help is needed to determine where beavers are found and where they appear to be absent, specifically in the waterways of Alberta, Canada. For more information, please visit:
https://workingwithbeavers.ca
I was recently reading the Fall, 2023 issue of “The Science Teacher” a publication of the National Science Teaching Association.
In this issue, I read the article “The Use of Storytelling to Model NGSS Science and Engineering Practices” written by Adrienne Larocque and Anna Babarinde.
An important strand of three-dimensional learning in the Next Generation Science Standards is science and engineering practices. These practices replace the oversimplified “scientific method” often presented in science textbooks that bears little resemblance to actual scientific research. It requires time and effort to research and prepare accounts about people who model the Scientific and Engineering Practices. Joanna Haigh is one of those people.
I was recently reading the Fall, 2023 issue of “Science and Children” a publication of the National Science Teaching Association.
In this issue, I read the section, “Science 101” written by Matthew Bobrowsky. He wrote an article entitled, “What Can My Students See During the Upcoming Solar Eclipse?!”
The total solar eclipse that will take place on April 8, 2024, will probably be your last chance to see one until 2025.
I was recently reading the Fall, 2023 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the section, “Commentary” written by John Suchocki. He wrote an article entitled, “Pathways to Science Literacy.”
The concepts of science and the practices of doing science are not the same. As science teachers, we should pull the rich practices of science (the ways of doing science) out front and center as a helix wrapping around the core concepts of science.
I was recently reading the Fall, 2023 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the section, “Integrating Technology,” written by Michael McKenzie and Alex Fegely. They wrote an article entitled, “Differentiate Science Lessons by Using VR in Station Rotations.”
Blended learning strategies combined with innovative technology, for example, virtual reality (VR), can be used in science classrooms to differentiate teaching and enrich learning experiences. An app often used in classrooms is YouTube VR. You can learn more by visiting:
https://www.youtube.com/@360
I was recently reading the Fall, 2023 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the section, “From the Editor’s Desk,” written by Patty McGinnis. She wrote an article entitled, “Cultivating Collaboration,”
Collaboration is a key skill that is foundational to society. The expansion of scientific knowledge, coupled with today’s complex global issues, makes collaboration among scientists and engineers crucial if we are to develop solutions to difficult problems.
I was recently reading the July/August 2023 issue of “Connected Science Learning” a publication of the National Science Teaching Association. In this issue, I read an article entitled, “Innovative Technology Enhances Outdoor Learning Experiences with Playground Physics.” It was written by Michaela Labriole, Judith Hutton, Laycca Umer, and Kate Maschak.
Playground Physics is a free digital application and supplemental curriculum for grades 6-8 developed by the New York Hall of Science. You can learn more by visiting:
https://noticing.nysci.org/apps/playground-physics/
I was recently reading the April 2023 issue of “Connected Science Learning” a publication of the National Science Teaching Association. In this issue, I read the editorial section written by Beth Murphy. She wrote an article entitled, “Science, Science, Everywhere.”
If we look to the history of science and engineering, it all begins with phenomena-observations of the natural and human-made worlds that cause one to ask questions and identify problems worth answering and solving. In her editorial she looks at how the formal science education system as we know it came to be.
I was recently reading the July/August 2023 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the “Career of the Month” column, written by Luba Vangelova. She wrote an article entitled, “Agronomist.”
Agronomists, or agriculturists, use their knowledge of soil and plants to help farmers row crops more effectively. They can work for government agencies, nonprofits, academic institutions, or private enterprises. The article features Lee Briese a Certified Crop Advisor who lives in Jamestown, North Dakota.
I was recently reading the July/August 2023 issue of “Science and Children” a publication of the National Science Teaching Association. In this issue, I read the “Science 101” column, written by Matt Bobrowsky. He wrote an article entitled, “Origin of Dinosaur Names.”
Most of our English words have their roots in other languages. In this podcast we look at the origin of:
Dinosaur
Stegosaurus
Tyrannosaurus rex
I was recently reading the July/August 2023 issue of “Science and Children” a publication of the National Science Teaching Association. In this issue, I read the “Editor’s Note” column, written by Elizabeth Barrett-Zahn. She wrote an article entitled, “Inspired by Nature: Biomimicry.”
Biomimicry is a powerful approach to designing and engineering sustainable solutions by taking inspiration from nature.
I was recently reading the July/August 2023 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the “Citizen Science” column, written by Jill Nugent. She wrote an article entitled, “Megamovie 2024: A Project to Eclipse All Others.”
The primary goal of the Eclipse Megamovie Project 2017 was to produce a high definition, time-expanded, video of the total solar eclipse that crossed North America from the northwest to the southeast on August 21, 2017. With new knowledge in-hand they are ready to initiate Eclipse Megamovie 2024. The goals are to characterize transient plasma features in the solar corona while improving the quality of the Eclipse Megamovie aesthetically. For more information, please visit:
https://eclipsemegamovie.org/megamovie
I was recently reading the July/August 2023 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the “Commentary” column, written by Kurtz Miller. He wrote an article entitled, “Preparing for the Great American Eclipse of 2024.”
The Great American Eclipse of 2024 will pass across the United States on Monday, April 8, 2024, from Eagle Pass, Texas to Presque Isle, Maine. It is important to consider how to prepare for this upcoming event.
I was recently reading the July/August 2023 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the “From the Editor’s Desk” column, written by Patty McGinnis. She wrote an article entitled, “Hurrah for Teachable Moments.”
Two wonderful teachable celestial events will occur during this school year in North America, allowing plenty of time to plan. A solar eclipse “double-header” occurs on Saturday, October 14, 2023 (an annular eclipse) and on Monday, April 8, 2024 (a total eclipse).
I was recently reading the May/June 2023 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the “Career of the Month” column, written by Luba Vangelova. She wrote an article entitled, “Building Science Engineer.”
Broadly speaking, building science involves the study of how heat, air, and moisture move through a building’s components. Andrea DelGiudice is an associate principal and unit manager specializing in building enclosures (exteriors).
I was recently reading the May/June 2023 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the “Editor’s Corner” column, written by Ann Haley MacKenzie. She wrote an article entitled, “Promoting Scientific Literacy in the Science Classroom.”
This is the second of a two-part podcast series on Scientific Literacy. In this podcast we will look at the strategies for encouraging scientific literacy:
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Incorporate real-world examples
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Encourage critical thinking
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Provide hands-on learning opportunities
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Use many kinds of media resources
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Address misconceptions
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Collaborate with community resources
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Creating a culture of making student thinking visible
I was recently reading the May/June 2023 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the “Editor’s Corner” column, written by Ann Haley MacKenzie. She wrote an article entitled, “Promoting Scientific Literacy in the Science Classroom.”
This is the first of a two-part podcast series on Scientific Literacy. In this podcast we will look at the meaning of Scientific Literacy - “understanding how science is done.” The next podcast will look at strategies for incorporating Scientific Literacy.
I was recently reading the May/June 2023 issue of “Science & Children” a publication of the National Science Teaching Association. In this issue, I read the “Science 101” column, written by Matt Bobrowsky. He wrote an article entitled, “What Are Some Fun Activities Related to Thunderstorms?.”
There are several activities you can do related to thunderstorms or just rain. One activity is to try and tell if a storm is getting closer to you or farther away and then determine the distance.
I was recently reading the May/June 2023 issue of “Science & Children” a publication of the National Science Teaching Association. In this issue, I read the “Editor’s Note” column, written by Elizabeth Barrett-Zahn. She wrote an article entitled, “Natural Disasters.”
Our student population has been through a great deal in the last few years: a pandemic with gaps in school access, increased natural disasters, social unrest and violence. Instead of backing away from teaching about natural disasters, we must provide opportunities for our students to see how scientists and engineers are actively working on solutions.
I was recently reading the May/June 2023 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the “Citizen Science” column, written by Jill Nugent. She wrote an article entitled, “Surveying Sounds of the Season.”
Participation in FrogWatch USA provides students with authentic science engagement experiences. The large-scale and long-term project provides learners with a unique opportunity to contribute to real-world science, derive meaning from data, and make discoveries. For more information, please visit:
https://www.akronzoo.org/frogwatch
I was recently reading the May/June 2023 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the “From the Editor’s Desk” column, written by Patty McGinnis. She wrote an article entitled, “Exploring Real-World Problems.”
Incorporating real-world projects provides your students with opportunities to grow not only in STEM, but also in their ability to think critically and compassionately.
I was recently reading the March/April 2023 issue of “The Science & Children” a publication of the National Science Teaching Association. In this issue, I read an article on the Best STEM Books 2023 for books published in 2022.
Best STEM Books winners explore problems and possible solutions in the scientific world and, where applicable, in the lives of the protagonists. Instead of focusing on specific content, the Best STEM Books emphasize real-world issues that cross disciplinary boundaries. There were two books in the list that were most appropriate for early elementary students. They are:
Action! How Movies Began
The Amazing World of Video Game Development
Bear Builds a House
Blips on a Screen: How Ralph Baer Invented TV Video Gaming and Launched a Worldwide Obsession
In Our Garden
Lion Lights: My Invention that Made Peace with Lions
The Mystery of the Monarchs: How Kids, Teachers, and Butterfly Farms Helped Fred and Norah Urquhart Track the Great Monarch Migration
Penny, the Engineering Tail of the Fourth Little Pig
Something Great
What is Math?
I was recently reading the March/April 2023 issue of “Science & Children” a publication of the National Science Teaching Association. In this issue, I read the “Editor’s Note” column, written by Elizabeth Barrett-Zahn. She wrote an article entitled, “Ten Years of NGSS: Where Are We Now?”
In the 10 years since the Next Generation Science Standards (NGSS) were released, 44 states have implemented standards influenced by NGSS and/or “A Framework for K-12 Science Education.” Where are we now with the implementation of the NGSS?
I was recently reading the March/April 2023 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read an article on the Best STEM Books 2023 for books published in 2022.
Best STEM Books winners explore problems and possible solutions in the scientific world and, where applicable, in the lives of the protagonists. Instead of focusing on specific content, the Best STEM Books emphasize real-world issues that cross disciplinary boundaries. There were two books in the list that were most appropriate for high school students. They are:
American Murderer: The Parasite that Haunted the South
Edward Lorenz and the Chaotic Butterflies
I was recently reading the March/April 2023 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read an article on the Best STEM Books 2023 for books published in 2022.
Best STEM Books winners explore problems and possible solutions in the scientific world and, where applicable, in the lives of the protagonists. Instead of focusing on specific content, the Best STEM Books emphasize real-world issues that cross disciplinary boundaries. There were six books in the list that were most appropriate for middle school students. They are:
American Murderer: The Parasite that Haunted the South
Break Down: Explosions, Implosions, Crashes, Crunches, Cracks, and More……A How Things Work Look at How Things Don’t
Concrete: From the Ground Up
No Boundaries: 25 Women Explorers and Scientists Share Adventures, Inspiration, and Advice
Science Comics: Bridges: Engineering Masterpieces
Superpower? The Wearable-Tech Revolution
I was recently reading the March/April 2023 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the “Scope on the Skies” column, written by Bob Riddle. He wrote an article entitled, “Castles in the Sky.”
Bob jokingly talks about people suffering from Pareidolia, a human condition that has us seeing familiar patterns or images as we look around us. This, of course, is not a serious condition, but helps to explain the things we see when looking at puffy cumulus clouds. This provided a lead into the citizen science project of studying clouds using the GLOBE Observer app, provided by the GLOBE Program. To learn more about the GLOBE Observer app, visit:
https://observer.globe.gov
I was recently reading the March/April 2023 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the “Practical Research” column, written by Alison Betz Seymour. She wrote an article entitled, ““But, I’m Not Done Yet!” Time Management in the Science Classroom.”
Here are some practical, simple suggestions to develop time management skills:
1. Explicitly talk about time management.
2. Prompts such as “Check in with your time, there are about 10 minutes left for this task.”
3. Scaffold students’ ability to visualize time by using an analog clock with time intervals marked with dry-erase pens.
I was recently reading the March/April 2023 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the “Citizen Science” column, written by Jill Nugent. She wrote an article entitled, “Become a Salt Watcher in Your Community.”
When students think of salt, they typically think of table salt, which is sodium chloride. Road salt, also known as rock salt, is often sodium chloride or magnesium chloride. The goal of the Izaak Walton League of America Salt Watch project is to monitor chloride levels in local streams and creeks. For more information, please visit:
http://iwla.org
K12Science Podcast: 8 Billion Humans
I was recently reading the March/April 2023 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the “From the Editor’s Desk” column, written by Patty McGinnis. She wrote an article entitled, “8 Billion and Counting.”
Human population is increasing rapidly. More humans on the planet equates to more stress on the planet and its resources.
2022 — 8 Billion Humans
2010 — 7 Billion Humans
1950 — 2.5 Billion Humans
1804 — 1 Billion Humans
I was recently reading the March/April 2023 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the “Career of the Month” column, written by Luba Vangelova. She wrote an article entitled, “Systems Technology Engineer.”
Systems technology engineers design, develop, test, and/or manage the software, hardware, and firmware that comprise information technology systems. Rebecca Herold of Des Moines, Iowa is the featured Systems Technology Engineer.
I was recently reading the January/February 2023 issue of “Science and Children” a publication of the National Science Teaching Association. In this issue, I read an article on the Outstanding Science Trade Books for Students in 2023.
Here are the 13 books selected as outstanding for elementary school students:
Luminous: Living Things That Light Up the Night (K-5)
Moving Words About a Flower (K-2)
The Mystery of the Monarchs (K-2)
Animal Sidekicks: Amazing Stories of Symbiosis in Animals and Plants (3-5)
Building (K-2)
Hidden Habitats: Earth (3-5)
A Journey Under the Sea (K-2)
Life in Hot Water: Wildlife at the Bottom of the Sea (3-5)
Over and Under the Waves (K-2)
A Walk Through the Rain Forest (3-5)
Narwhal: The Arctic Unicorn (K-2)
The Whale Who Swam Through Time: A 200 Year Journey in the Arctic (K-2)
Lion Lights: My Invention That Made Peace with Lions (K-5)
I was recently reading the January/February 2023 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the “Editor’s Corner” column, written by Ann Haley MacKenzie. She wrote an article entitled, “Did the Pandemic Impact the Brains of Our Science Students?”
A recent study in the Journal, “Biological Psychiatry: Global Open Science,” found that teen brains aged prematurely during the pandemic. The paper states that teenagers’ brains aged several years in just a few months during the isolation and stress of the pandemic lockdown. For more information on this study, please visit:
https://www.bpsgos.org/article/S2667-1743(22)00142-2/fulltext
I was recently reading the January/February 2023 issue of “Science & Children” a publication of the National Science Teaching Association. In this issue, I read the “Science 101” column, written by Matthew Bobrowsky. He wrote a Q and A article entitled, “How Does the Sun’s Heat Get to Us Here on Earth?”
Heat is the flow of energy from one object to another object because of their difference in temperature. That energy, thermal energy, results from the random motion of atoms and molecules. The molecules move around, bouncing off of each other and bouncing off anything with which the object comes into contact. The hotter the object, the faster the molecules are moving.
I was recently reading the January/February 2023 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the “Citizen Science” column, written by Jill Nugent. She wrote an article entitled, “Iguanas from Above.”
“Iguanas from Above’ is a citizen science project designed to answer questions about marine iguanas, their population, and their habitat. The project will help to determine the current population size of marine iguanas and their locations within the archipelagos. For more information, visit:
https://www.iguanasfromabove.com
I was recently reading the January/February 2023 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read an article on the Outstanding Science Trade Books for Students in 2023.
Here are the 8 books selected as outstanding for high school students:
American Murderer: The Parasite That Haunted the South
Oceanarium: Welcome to the Museum
Salmon: Swimming for Survival
The Code Breaker — Young Readers Edition: Jennifer Doudna and the Race to Understand Our Genetic Code
Queer Ducks (And Other Animals): The Natural World of Animal Sexuality
Braiding Sweetgrass for Young Adults: Indigenous Wisdom, Scientific Knowledge, and the Teaching of Plants
Urgent Message from a Hot Planet: Navigating the Climate Crisis
The Woman Who Split the Atom: The Life of Lise Meitner
I was recently reading the January/February 2023 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the “Interdisciplinary Ideas” column, written by Kristin Hunter-Thomson. She wrote an article entitled, “Why Should We All Embrace Statistical Thinking?”
Statistical thinking is the mindset that we use when doing anything with data. The mindset is based on the following three criteria:
1. Any work with data involves interconnected processes.
2. All processes and data have variability.
3. Understanding variability and these processes is key to making sense of data.
I was recently reading the January/February 2023 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read an article on the Outstanding Science Trade Books for Students in 2023.
Here are the 7 books selected as outstanding for middle school students:
- Antarctica: A Melting Continent
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Oceanarium: Welcome to the Museum
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Salmon: Swimming for Survival
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The Code Breaker — Young Readers Edition: Jennifer Doudna and the Race to Understand Our Genetic Code
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Animal Allies: 15 Amazing Women in Wildlife Research
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How to Build a Human: In Seven Evolutionary Steps
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The Woman Who Split the Atom: The Life of Lise Meitner
I was recently reading the January/February 2023 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the “From the Editor’s Desk” column, written by Patti McGinnis. She wrote an article entitled, “Ecosystem Dynamics.”
A healthy ecosystem can be defined as one that “has the ability to maintain its structure and function over time in the face of external stress.” Managing ecosystems in a manner that creates resilience and long-term sustainability is more crucial than ever.
I was recently reading the November/December 2022 issue of “Science & Children” a publication of the National Science Teaching Association. In this issue, I read the “Methods and Strategies” column, written by Christopher Roemmele, Steven Smith, Sarah Nern, Brett Criswell, and Miss Holzer. They wrote an article entitled, “Don’t Forget the Demo.”
Demonstrations are defined as the manipulation of materials and equipment for learners to observe one or more aspects of scientific principles or phenomena, providing students with the opportunity for engagement of Science and Engineering Practices and Cross Cutting Concepts.
I was recently reading the November/December 2022 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the “Career of the Month” column, written by Luba Vangelova. She wrote a column entitled, “Geologist.”
Geologists study the Earth and the forces that shape its solid, liquid, and gaseous components. The article featured Michael Loso, the park geologist at Wrangell-St. Elias National Park and Preserve in Copper Center, Alaska.
I was recently reading the November/December 2022 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the “Idea Bank” column, written by Fatemeh Mirghassemi. She wrote a column entitled, “Getting to the STEM of Environmental Justice: Equity Causes Enrich Student Learning in Science Classrooms.”
The US Environmental Protection Agency (EPA) defines environmental justice as “…the fair treatment and meaningful involvement of all people regardless of race, color, national origin, or income, with respect to the development, implementation, and enforcement of environmental laws, regulations, and policies.”
I was recently reading the November/December 2022 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the “Editor’s Corner” column, written by Ann Haley MacKenzie. She wrote a column entitled, “Direct Instruction: A Healthy Place for Both Science Teachers and Students?”
Direct instruction doesn’t always work. What we know about human learning is that students need exposure to a concept at least five or six times before they can begin to move it into long term memory. Hence the 5E Learning Cycle: Engage, Explore, Explain, Elaborate, Evaluate.
I was recently reading the November/December 2022 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the “Editor’s Corner” column, written by Ann Haley MacKenzie. She wrote a column entitled, “Direct Instruction: A Healthy Place for Both Science Teachers and Students?”
Direct instruction doesn’t always work. What we know about human learning is that students need exposure to a concept at least five or six times before they can begin to move it into long term memory. Hence the 5E Learning Cycle: Engage, Explore, Explain, Elaborate, Evaluate.
I was recently reading the November/December 2022 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the “Scope on the Skies” column, written by Bob Riddle. He wrote a column entitled, “Where on Earth is Mars.”
The day is coming when a crewed mission sets down on Mars and becomes the second group of humans to be “boots” on another world. The first group consisted of Apollo 12 astronauts who landed and returned from our Moon. However, getting to Mars is more of a challenge, as we have learned from the numerous robotic missions sent to Mars over the years. How will we prepare our astronauts for this mission?
I was recently reading the November/December 2022 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the “Citizen Science” column, written by Jill Nugent. She wrote a column entitled, “Get in the “Sknow” for Science!”
The Sknowledge project was formed around the natural curiosity that studnts have for the outdoors and the snow. The project goal is to help scientists ground truth winter weather data, one snowball at a time by measuring snow depth, air temperature, and cloud cover, and the ability to make a snowball. For more information, visit:
https://www.sknowledge.ca
I was recently reading the November/December 2022 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the “From the Editor’s Desk” column, written by Patty McGinnis. She wrote a column entitled, “Three-Dimensional Learning.”
The Next Generation Science Standards call for three-dimensional learning, or the intentional integration of disciplinary core ideas, crosscutting concepts, and scientific and engineering practices.
I was recently reading the September/October 2022 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the Career of the Month column, written by Luba Vangelova. She wrote a column entitled, “Astronomer.”
Her article focused in on Chris Carilli, an astronomer at the National Science Foundation’s Karl G. Jansky Very Large Array, where he uses radio-spectrum light captured by a series of antennas to study the early universe.
I was recently reading the September/October 2022 issue of “Science & Children” a publication of the National Science Teaching Association. In this issue, I read the Methods and Strategies column, written by Kathleen Easley and Jamie Lehto. They wrote a column entitled, “Let’s Work Together.”
In this column, they addressed five research-based strategies that support successful collaboration:
1. Establishing a culture of collaboration
2. Setting clear expectations
- “Making the rounds”
4. Class conversations
5. Mediating conflict
I was recently reading the September/October 2022 issue of “Science & Children” a publication of the National Science Teaching Association. In this issue, I read the Science 101 column, written by Matt Bobrowsky. He wrote a column entitled, “Do You Have a Weather-Related Activity That My Students Would Enjoy?”
In this column, Matt addressed two topics: Air Pressure and Barometers. This lead me to do a two-part podcast series. The previous podcast looked at the topic of air pressure and how it can be explained to students and this podcast will deal with the tool that measures air pressure - barometers. The air that surrounds us and surrounds the Earth is called air pressure. So, the pressure in the air surrounding us is called atmospheric pressure. An instrument for measuring atmospheric pressure is called a barometer.
I was recently reading the September/October 2022 issue of “Science & Children” a publication of the National Science Teaching Association. In this issue, I read the Science 101 column, written by Matt Bobrowsky. He wrote a column entitled, “Do You Have a Weather-Related Activity That My Students Would Enjoy?”
In this column, Matt addressed two topics: Air Pressure and Barometers. This leads me to do a two-part podcast series. This podcast will look at the topic of air pressure and how it can be explained to students and the next podcast will deal with tool that measures air pressure - barometers. Air pressure is the force exerted by air on any surface in contact with it.
I was recently reading the September/October 2022 issue of “Science & Children” a publication of the National Science Teaching Association. In this issue, I read the Editor’s Note column, written by Elizabeth Barrett-Zahn. She wrote a column entitled, “Joyful Science.”
Remember to plan lessons, follow the curriculum, and cover the content, but don’t forget that essential element in the planning — the students. Create space and time for them to find the joys in learning by figuring things out, debating, assessing data, developing arguments, and solving problems. Let’s find ways to make learning joyful.
I was recently reading the September/October 2022 issue of “Science & Children” a publication of the National Science Teaching Association. In this issue, I read the Editor’s Note column, written by Elizabeth Barrett-Zahn. She wrote a column entitled, “Joyful Science.”
Remember to plan lessons, follow the curriculum, and cover the content, but don’t forget that essential element in the planning — the students. Create space and time for them to find the joys in learning by figuring things out, debating, assessing data, developing arguments, and solving problems. Let’s find ways to make learning joyful.
I was recently reading the September/October 2022 issue of “Science & Children” a publication of the National Science Teaching Association. In this issue, I read the Editor’s Note column, written by Elizabeth Barrett-Zahn. She wrote a column entitled, “Joyful Science.”
Remember to plan lessons, follow the curriculum, and cover the content, but don’t forget that essential element in the planning — the students. Create space and time for them to find the joys in learning by figuring things out, debating, assessing data, developing arguments, and solving problems. Let’s find ways to make learning joyful.
I was recently reading the September/October 2022 issue of “Science & Children” a publication of the National Science Teaching Association. In this issue, I read the Editor’s Note column, written by Elizabeth Barrett-Zahn. She wrote a column entitled, “Joyful Science.”
Remember to plan lessons, follow the curriculum, and cover the content, but don’t forget that essential element in the planning — the students. Create space and time for them to find the joys in learning by figuring things out, debating, assessing data, developing arguments, and solving problems. Let’s find ways to make learning joyful.
I was recently reading the September/October 2022 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the Citizen Science column, written by Jill Nugent. She wrote a column entitled, “Getting a Sense of Local Air Quality.”
CanAirIO is a citizen science project using mobile and static sensors to measure air quality with cell phones and low-cost technology. They are looking to build a citizen network, an air quality map that will allow them to know what we are breathing and how we can improve life quality. With the data collected, official air quality numbers can be validated because what can be measured can be improved. For more information, please visit:
https://canair.io
I was recently reading the September/October 2022 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the Citizen Science column, written by Jill Nugent. She wrote a column entitled, “Getting a Sense of Local Air Quality.”
CanAirIO is a citizen science project using mobile and static sensors to measure air quality with cell phones and low-cost technology. They are looking to build a citizen network, an air quality map that will allow them to know what we are breathing and how we can improve life quality. With the data collected, official air quality numbers can be validated because what can be measured can be improved. For more information, please visit:
https://canair.io
I was recently reading the September/October 2022 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the Editor’s Corner, written by Patty McGinnis. She wrote a column entitled, “The Human Side of Our Dynamic Earth.”
Unfortunately, an increasing number and severity of natural disasters has been tied to climate change. While we may not be able to stop natural disasters from occurring, we can educate students about the link between climate change and natural disasters and the necessity of mitigating and adapting to climate change.
I was recently reading the September/October 2022 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the Editor’s Corner, written by Patty McGinnis. She wrote a column entitled, “The Human Side of Our Dynamic Earth.”
Unfortunately, an increasing number and severity of natural disasters has been tied to climate change. While we may not be able to stop natural disasters from occurring, we can educate students about the link between climate change and natural disasters and the necessity of mitigating and adapting to climate change.
I was recently reading the September/October 2022 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the Editor’s Corner, written by Patty McGinnis. She wrote a column entitled, “The Human Side of Our Dynamic Earth.”
Unfortunately, an increasing number and severity of natural disasters has been tied to climate change. While we may not be able to stop natural disasters from occurring, we can educate students about the link between climate change and natural disasters and the necessity of mitigating and adapting to climate change.
I was recently reading the September/October 2022 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the Editor’s Corner, written by Patty McGinnis. She wrote a column entitled, “The Human Side of Our Dynamic Earth.”
Unfortunately, an increasing number and severity of natural disasters has been tied to climate change. While we may not be able to stop natural disasters from occurring, we can educate students about the link between climate change and natural disasters and the necessity of mitigating and adapting to climate change.
I was recently reading the July/August 2022 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the Editor’s Corner, written by Patty McGinnis. She wrote a column entitled, “Energy Literacy.”
The Office of Energy Efficiency and Renewable Energy (EERE) defines energy literacy as “an understanding of the nature and role of energy in the world and daily lives accompanied by the ability to apply this understanding to answer questions and solve problems.”
I was recently reading the July/August 2022 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the Editor’s Corner, written by Ann Haley MacKenzie. She wrote a column entitles, “Teaching Societal Issues in the Science Classroom.”
By incorporating societal issues into our classrooms, we provide students a chance to explore topics in depth, instead of simply glossing over the content. Here are some reasons to include societal issues in science courses:
--These issues justify information included in science courses.
--Societal issues allow students to find science classes relevant to their daily lives.
--These societal issues enable teachers to evaluate student success at application and synthesis of ideas.
--Infusing societal issues defines the teacher’s role to be “facilitator” and relegates the textbook’s / digital learning platform status to “information sources.”
--These issues may allow for increased scientific understanding of concepts, ased on cognitive theories of learning.
I was recently reading the June 23, 2022 issue of “NSTA Weekly” a publication of the National Science Teaching Association. In this issue, I read the NSTA Blog feature “With, Not For: Why the Distinction Matters” written by Beth Murphy.
It is important to foster collaboration between organizations and schools, providing professional learning experiences for educators, and implementing program evaluation that supports practitioners to do their best work. Collaboration provides the opportunity to bridge the informal-formal science education divide.
I was recently reading the May/June 2022 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the “Career of the Month” column, written by Luba Vangelova. She wrote an article entitled, “Railway Engineer.”
Railway engineers design and maintain rail systems used by trains of various types, ranging from long-distance cargo trains to metropolitan light-rail and subway trains. Cassie Gouger is senior director of design within Union Pacific Railroad’s engineering department, in Omaha, Nebraska. She shares her career highlights, career path, and her advice for students.
I was recently reading the May/June 2022 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the “Idea Bank” column, written by Nick Thomas. He wrote an article entitled, “Chemicals Gone Funny.”
Using humor in the classroom at any level can be a gamble for teachers and most have probably experienced students collectively rolling their eyes at a corny joke. Puns, of course, frequently elicit that response along with the almost requisite group groan. Yet this ancient and simple form of humor can effectively impart a message if carefully worded, although any attempt at a science pun relies on the teacher first ensuring students understand the scientific principles tied to the humor.
I was recently reading the May/June 2022 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the “Editor’s Corner” column, written by Ann Haley MacKenzie. She wrote an article entitled, “Inclusive Strategies for the Science Classroom.”
The time is now for more attention to be paid to providing an inclusive environment for all learners. Our STEM pipeline depends on it. Our future as a progressive scientific country depends on it. Our scientific literacy depends on it. Our goal for an inclusive science classroom is to make sure all of our students can bring their authentic selves to school and feel that they belong, while providing engaging, responsive, and stimulating learning environments.
I was recently reading the May/June 2022 issue of “Science and Children” a publication of the National Science Teaching Association. In this issue, I read the “Science 101” column, written by Matt Bobrowsky. He wrote an article entitled, “What Makes a Great Science Investigation?”
Real-world science doesn’t involve a series of steps, and there’s not always a single correct answer. Real science is exploration and discovery and lots of fun! Scientific investigations are open-ended and can keep being extended or expanded, so too is learning an ongoing endeavor. Isaac Asimov said, “Education isn’t something you can finish.”
I was recently reading the May/June 2022 issue of “Science and Children” a publication of the National Science Teaching Association. In this issue, I read the “Tech Talk” column, written by Heather Pacheco-Guffrey. She wrote an article entitled, “Using Augmented Reality to Augment Inquiry (and Fun!) in Your Lessons.”
Technology has the potential to extend students’ reach into the world around them, increase their access to concepts and resources, and help to make learning fun and memorable. Augmented reality (AR) is just such a technology. AR works by overlaying 3D digital image files onto the real-world background visible through your mobile device’s camera app. Once the AR image has been “placed” in your space, use the device to view the digital image at all angles. The WWF Free Rivers app uses AR technology to turn your classroom into an interactive virtual river valley. The dynamic nature of the AR river valley makes it an exciting choice for inquiry learning.
I was recently reading the May/June 2022 issue of “Science and Children” a publication of the National Science Teaching Association. In this issue, I read the “Editor’s Note” column, written by Elizabeth Barrett-Zahn. She wrote an article entitled, “Finding Inspiration as the Year Winds Down.”
This is the time of the year when teachers need a boost of energy or inspiration to help finish the school year. One way of finding that boost of energy is to create space for large-scale investigations and in-depth activities where the students are in the driver’s seat.
I was recently reading the May/June 2022 issue of “Science Scope” a publication of the National Science Teaching Association.
In this issue, I read the “Citizen Science” column, written by Jill Nugent. She wrote an article entitled, “Mark My Bird!”
Mark My Bird is a global online citizen science project associated with the University of Sheffield that invites participants to study the how and why of bird biodiversity and change over time by studying bird bills. For more information, please visit:
https://www.markmybird.org
I was recently reading the May/June 2022 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the “From the Editor’s Desk” column, written by Patty McGinnis. She wrote an article entitled, “Equity in the Science Classroom.”
Despite advances in science education, there remains an opportunity gap; historically underperforming populations often opt out of advanced courses and are not equitably represented in the STEM fields. As teachers, we are tasked with closing this gap through practices that allow all students to succeed and thrive.
I was recently reading the March/April 2022 issue of “Science & Children” a publication of the National Science Teaching Association. In this issue, I read the Science 101 column, written by Matt Bobrowsky. He wrote an article entitled, “What’s Cool About Water?”
Water is a good example to use when discussing how matter can be in different states — solid, liquid, or gas. Students are quite familiar with solid water and liquid water but gaseous water is a bit more abstract. Bubbles in boiling water are made of water vapor (gaseous water). They are not empty, they are not air bubbles, and they are not made of separate hydrogen and oxygen gases.
I was recently reading the March/April 2022 issue of “Science & Children” a publication of the National Science Teaching Association. In this issue, I read the Formative Assessment column, written by Page Keeley. She wrote an article entitled, “Uncovering Student Ideas About Earth’s Defining Feature: The Ocean.”
Earth’s ocean is the defining feature of our planet. Principle #1 of the “Ocean Literacy Framework” states the Earth has one big ocean with many features. But research shows that both children and adults believe a common misconception that the oceans are not connected and act alone.
I was recently reading the March/April 2022 issue of “Science & Children” a publication of the National Science Teaching Association. In this issue, I read the Editor’s Note column, written by Elizabeth Barrett-Zahn. She wrote an article entitled, “Water In Our World.”
Water is critical whether we are floating in canoes, learning about waterfowl habitats, saving a local swamp, or building weather models. With over 2 billion people struggling to find safe drinking water access, the topic remains one of the most critical issues of this century.
I was recently reading the March/April 2022 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, the National Science Teaching Association in collaboration with the Children’s Book Council, selected the best STEM books for 2022.
In this podcast, we look at the nine middle school STEM books that were featured:
A Shot in the Arm: Big Ideas that Changed the World #3 — by Don Brown
Bones Unearthed (Creepy and True #3) — by Kerrie Logan Hollihan
Eat Bugs! #1: Project Startup — by Laura D’Asaro, Rose Wang, and Heather Alexander
Molly the Mathematical Mysteries: Ten Interactive Adventures in Mathematical Wonderland — by Eugenia Cheng
Race to the Bottom of the Earth: Surviving Antarctica — by Rebecca E. F. Barone
Scene of the Crime: Tracking Down Criminals with Forensic Science — by Hp Newquist
Upstream, Downstream: Exploring Watershed Connections — by Rowena Rae
What is Nintendo? (What Was?) — by Gina Shaw
Wonder Women of Science: Twelve Geniuses Who Are Currently Rocking Science, Technology, and the World — by Tiera Fletcher and Ginger Rue
I was recently reading the March/April 2022 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the section, “Citizen Science,” written by Jill Nugent. She wrote an article entitled, “The Land Loss Lookout Project.” Land Loss Lookout is a citizen science project from Healthy Gulf and Northeastern University designed to monitor land loss in the Mississippi River Delta region. Students can help categorize wetland impact patterns by looking at color infrared aerial images online. For more information, please visit the project’s website at: https://healthygulf.org/get-involved/contact
I was recently reading the March/April 2022 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the section, “Interdisciplinary Ideas,” written by Katie Coppens. She wrote an article entitled, “Creating Confidence and Community Through Nature Journals.”
Nature journals are a great tool for teaching students how to think about and express science in a way that’s individualized to their needs, while also connecting them to their classmates, teacher, and nature. Nature journaling also allows students to grow in their ability to observe, reflect, and document their own scientific understanding.
I was recently reading the March/April 2022 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the section, “From the Editor’s Desk,” written by Patty McGinnis. She wrote an article entitled, “Implicit Bias Has No Room in the Classroom.”
The tendency for stereotype-confirming thoughts to pass spontaneously through our minds is what psychologists call implicit bias. One way to cultivate an awareness of our own implicit biases is to participate in Harvard University’s Project Implicit:
https://bit.ly/3rpscjM
The project website contains numerous tests designed for individuals to uncover their biases.
I was recently reading the January/February 2022 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the section, “Focus on Physics,” written by Paul G. Hewitt. He wrote an article entitled, “A Personal Journey to Classroom Success.”
There are some central rules to heed, in order to be, an appreciated and effective science teacher:
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Attitude
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Do Less professing and more questioning and listening
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Not knowing everything is okay
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Pace your class well
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Exam coverage
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Don’t frown on the notion of “teaching to the test”
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Exam fairness
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Grade exams in a timely manner and post scores quickly
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Respect is a two-way street
I was recently reading the January/February 2022 issue of “Science & Children” a publication of the National Science Teaching Association. In this issue, I read the section, “Formative Assessment Probes,” written by Page Keeley. She wrote an article entitled, “Uncovering Students’ Ideas About Using Designs From Nature.”
Scientists seek to understand the natural world, while engineers solve problems in a human-designed world. While there are similarities and differences between the work of scientists and engineers, some students may think the natural world applies only to science.
I was recently reading the January/February 2022 issue of “Science & Children” a publication of the National Science Teaching Association. In this issue, I read the section, “Editor’s Note,” written by Elizabeth Barrett-Zahn. She wrote an article entitled, “Design Thinking.”
Design Thinking is a solution-based technique used to solve problems. The basics of Design Thinking are:
Empathize - consider others’ needs, not just solve the problem
Define - define the problem and create a meaningful and actionable problem statement
Ideate - encourage innovation through brainstorming
Prototype - identify and develop the best solution through multiple iterations
Test - evaluate prototypes and consider improvements
I was recently reading the January/February 2022 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the article listing the “2022 Outstanding Science Trade Books for Students.”
In this podcast, we look at eight “Outstanding Science Trade Books” recommended for middle school students in grades 6 - 8:
“Beavers: Radical Rodents and Ecosystem Engineers” by Frances Backhouse
“Inside In: X-Rays of Nature’s Hidden World” by Jan Paul Schuttten
“Tracking Tortoises: The Mission to Save a Galapagos Giant” by Kate Messner
“Ocean Planet: Animals of the Sea and Shore” by Ben Rothery
“Saving Sorya: Chang and the Sun Bear” by Trang Nguyen
“Fungarium: Welcome to the Museum” by Gaya Ester
“Fred and Marjorie: A Doctor, A Dog and the Discovery of Insulin” by Deborah Kerbel
“Wonder Women of Science” by Tiera Fletcher and Ginger Rue
I was recently reading the January/February 2022 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the article listing the “2022 Outstanding Science Trade Books for Students.”
In this podcast, we look at 13 “Outstanding Science Trade Books” recommended for students in grades 3-5:
“The Body Book” Illustrated by Hannah Alice
“Pooper Snooper” by Jennifer Keats Curtis
“The Dirt Book” by David Harrison
“Dr. Fauci: How a Boy from Brooklyn Became America’s Doctor” by Kate Messner
“History Smashers: Plagues and Pandemics” by Kate Messner
“Fearless World Traveler: Adventures of Marianne North, Botanical Artist” by Laurie Lawlor
“Fossils from Lost Worlds” by Helene Rajcak and Damien Laverdunt
“Masters of Disguise: Camouflaging Creatures and Magnificent Mimics” by Marc Martin
“Summertime Sleepers” by Melissa Stewart
“Disasters by the Numbers” by Steve Jenkins
“A Life Electric: The Story of Nikola Tesla” by Azadeh Westergaard
“She Persisted: Virginia Apgar” by Dr. Sayantani DasGupta and Chelsea Clinton
“Scientists: Inspiring Tales of the World’s Brightest Scientific Minds” by Isabel Thomas
I was recently reading the January/February 2022 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the article listing the “2022 Outstanding Science Trade Books for Students.”
In this podcast, we look at six “Outstanding Science Trade Books” recommended for K-2 students:
“The Secret Life of the Sloth” by Laurence Pringle
“If Bees Disappeared” by Lily Williams
“Over and Under the Canyon” by Kate Messner
“The Beak Book” by Robin Page
“Curious About Fish” by Cathryn Sill
“Hello Earth! Poems to Our Planet” by Joyce Sidman
I was recently reading the January/February 2022 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the section “Citizen Science” written by Jill Nugent. Jill wrote an article entitled “The Woodpecker Cavity Cam Project.”
The Woodpecker Cavity Cam Project study site is based at the Cedar Creek Ecosystem Science Reserve in Eastern Minnesota. The research site features the oak savanna habitat and is home to over 100 breeding red-headed woodpecker adults each year. Researchers have deployed nest cavity cams at this location to study the woodpeckers and life at the cavity nest sites. For more information, visit:
https://www.zooniverse.org/projects/elwest/woodpecker-cavity-cam
I was recently reading the January/February 2022 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the “Editor’s Desk” written by Patty McGinnis. She wrote an article entitled “Science Teaching Challenges.”
The pandemic has been extremely challenging in ways that could never have been anticipated. How do teachers keep emotionally healthy, given the tremendous stress that they are under?
I was recently reading the October 20, 2021 NSTA Blog, hosted by the National Science Teaching Association. This blog was entitled, “Creating a Culture of Science Safety: 7 Teacher Tips for This Fall (and Beyond),” written by Mike Marvel.
The seven tips that follow will help ensure safe lab practices year-round while helping educators establish a science culture rooted in safety:
1. Discuss risks
2. Conduct research
3. Never add methanol to a burning flame
4. Inspect equipment
5. Use a safety contract
6. Provide frequent reminders
7. Build student confidence
I was recently reading the December 9, 2021 NSTA Blog, hosted by the National Science Teaching Association. This blog was entitled, “A Call to Action for Science Education,” written by Dr. Heidi Schweingruber, Director for Board on Science Education at National Academies of Sciences, Engineering and Medicine.
Recognizing the urgency of elevating the importance of science education, the Carnegie Corporation of New York commissioned the National Academies of Sciences, Engineering, and Medicine (NASEM) to develop a report, “A Call to Action for Science Education.” NASEM convened a committee of 10 experts to develop the report and solicited input from hundreds of educators across the country. The committee’s vision for K-16 science education, grounded in decades of research on effective teaching and learning, is that every student is able to experience the joy and wonder of science, learn how science can be used to solve local and global problems, see the pathways they can take into science-related careers, and feel welcomed and valued in science classrooms.
I was recently reading the November/December 2021 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the section, “Career of the Month” which featured an article on Radiochemistry. It was written by Luba Vangelova.
Radiochemists study radiation from an atomic and molecular perspective and find ways to harness the power of radioactive chemical reactions. The radiochemist featured is Catherine Riddle, senior research scientist, at the Idaho National Laboratory.
I was recently reading the November/December 2021 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read an article entitled “Picture This! The Versatility of Graphic Novels in Science Class” written by Rachelle Haroldson.
The popularity of graphic novels in not surprising. They are colorful and engaging, marrying text to images, with diverse characters doing everything from strugling wi their tennis game to solving engineering problesm to battling villains from the Multiverse.
I was recently reading the November/December 2021 issue of “Science & Children” a publication of the National Science Teaching Association. In this issue, I read an article entitled “Why Do Certain Terms in the Language of Science Cause So Much Confusion?” written by Matt Bobrowski.
Language in the science classroom includes both technical/scientific terms and non-scientific words. Some problematic words include theory, law, and hypothesis.
I was recently reading the November/December 2021 issue of “Science & Children” a publication of the National Science Teaching Association. In this issue, I read an article entitled “Touch, Talk, Text” written by Sarah J. Carrier, Jill F. Grifenhagen, and Danielle Scharen. They wrote an article entitled “Touch, Talk, Text.”
Traditional approaches to science instruction often include reading science text, some hands-on science experiences, and teaching science language in isolation. They propose instead that teachers integrate touch, talk, and text in their science instruction to support authentic scientific inquiry and disciplinary literacy for students.
I was recently reading the November/December 2021 issue of “Science & Children” a publication of the National Science Teaching Association. In this issue, I read the section “Editor’s Note” written by Elizabeth Barrett-Zahn. Elizabeth wrote an article entitled “The Language of Science.”
The language of science is much more than just knowing technical or content-specific words or phrases. Understanding science requires the development of an academically social language. Students need opportunities to see how language can be used to describe, represent, question, refute, and reach a consensus when learning to make sense of the natural world.
I was recently reading the November/December 2021 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the section “Citizen Science” written by Jill Nugent. Jill wrote an article entitled “Taking the Pulse of Our Planet with Nature’s Notebook.”
Nature’s Notebook, a project of the USA National Phenology Network, invites participants to help scientists “take the pulse of our planet.” With Nature’s Notebook, your students will have the opportunity to observe, document, and share seasonal changes in your geographic area. For more information, please visit:
https://usanpn.org/natures_notebook
I was recently reading the November/December 2021 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the section “From the Editor’s Desk” written by Patti McGinnis. Patti wrote an article entitled “The Importance of Professional Development.”
Professional Development is best conducted via opportunities to learn in the workplace through Professional Learning Communities, instructional coaching, or any vehicle that focuses on improving student achievement through teacher practices.
I was recently reading the September/October 2021 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the section “Career of the Month” written by Luba Vangelova. Luba wrote an article entitled “Soil Scientist.”
Soil scientists study the soil, for the purpose of understanding it in its natural state, or in its capacity to serve human purposes. The podcast features Janes Hartsig, a soil scientist working in the role of vegetation manager, an Invenergy LLA in Denver, Colorado.
I was recently reading the September/October 2021 issue of “Science & Children” a publication of the National Science Teaching Association. In this issue, I read the section “Science 101” written by Matt Bobrowsky. Matt wrote an article entitled “What is Energy?”
Energy is one of those scientific terms that is commonly used outside of science and outside of the classroom with a variety of colloquial meanings. This is another case where students don’t enter the classroom as blank slates but come with preconceptions about what energy means. It’s a good idea to first find out what your students already think energy is, and then later they can compare their original ideas with what we know about it from scientists.
I was recently reading the September/October 2021 issue of “Science & Children” a publication of the National Science Teaching Association. In this issue, I read the section “Editor’s Note” written by Elizabeth Barrett-Zahn. Elizabeth wrote an article entitled “Three-Dimensional Teaching and Learning.”
One of the most important starting points when implementing three-dimensional teaching and learning is the placement of students within the learning environment. Are students the drivers of the learning, or are they passive recipients of a well-crafted lesson focusing on content and practice?
I was recently reading the September/October 2021 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the section “Citizen Science” written by Jill Nugent. Jill wrote an article entitled “Stream Tracker Science.”
Stream Tracker is a citizen science project that is helping to fill gaps in our understanding of intermittent streams, or streams that do not have continuous water flow throughout the year. For more information on the project, visit:
https://www.streamtracker.org
I was recently reading the September/October 2021 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the section “Teacher’s Toolkit” written by Daniel J. Bergman. Daniel wrote an article entitled “Spoiler Alert! Avoiding Hazards to Science Inquiry and Classroom Creativity.”
Spoilers can infiltrate our classrooms. Science education “spoilers” are elements or behaviors that sabotage, short-circuit, and short-change the learning process and student creativity. Here is a listing of several possible science education spoilers—hazards to authentic learning and creativity:
1. Objectives
2. Terminology
3. Cookbook Labs
4. Teachers
5. Students
I was recently reading the September/October 2021 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the section “From the Editor’s Desk” written by Patty McGinnis. Patty wrote an article entitled “Creativity in the Science Classroom.”
Students learn science—and use critical and creative thinking—by doing science. Rather than focusing on memorizing facts, they are engaged in application in which they apply content knowledge to real-world situations.
I was recently reading the July/August 2021 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the section “Citizen Science” written by Jill Nugent. Jill wrote an article entitled “Learning on Location with NASA GLOBE Observer”
GLOBE Observer, the app of the GLOBE Program, invites you to make environmental observations that complement NASA satellite observations to help scientists studying Earth and the global environment. The GLOBE Observer App has multiple data collection tools. In this podcast, the “GLOBE Mosquito Habitat Mapper,” is featured. For more information, please visit:
https://observer.globe.gov
I was recently reading the July/August 2021 issue of “Science & Children” a publication of the National Science Teaching Association. In this issue, I read the section “Science 101” written by Matt Bobrowsky. Matt wrote an article entitled “Which Came First - the Chicken or the Egg?”
This is one of those questions that people jokingly ask assuming there is no answer to it - like “If a tree falls in a forest….” In this podcast we realize how the methods of science can provide us with “egg-celent” answers to so many questions.
I was recently reading the July/August 2021 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the section “Citizen Science” written by Jill Nugent. Jill wrote an article entitled “The Great Sunflower Project.”
The Great Sunflower Project launched in 2008 to address questions about pollinator populations across varying habitats including urban, rural, and suburban landscapes. The project has over 100,000 participants contributing to pollinator citizen science. For more information, please visit:
https://www.greatsunflower.org
I was recently reading the July/August 2021 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the section “Science For All” written by Kaitlyn McGlynn and Janey Kelly. They wrote an article entitled “Wrapping It Up: Meaningful and Inclusive Lesson Closures to Recap the Day’s Learning.”
Lesson closure provides a time for students to pause and ponder what they have just learned during the lesson as well as where their level of understanding currently lies. They discuss their favorite lesson closures, which include:
- Whip Around
- Elevator Pitch
- Thumbs Up, Middle Thumbs, Thumbs Down
- Stick it!
- Any Questions?
I was recently reading the July/August 2021 issue of “Science Scope” a publication of the National Science Teaching Association.
In this issue, I read the section “From the Editor’s Desk” written by the editor, Patty McGinnis. Patty wrote an article entitled “Visual Literacy.”
Visual literacy can be defined as a set of abilities that enables an individual to effectively find, interpret, evaluate, use and create images and visual media.
I was recently reading the May/June 2021 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the section “Editor’s Corner” written by the editor, Ann Haley MacKenzie. Ann wrote an article entitled “What the 2020-2021 School Year Taught Us About Science Teaching and Learning.”
The school year has drawn to a close, although many schools have extended learning into the summer to address the gaps in learning experienced this year due to COVID. Some schools were remote all year, some have been face-to-face, and others have been hybrid. The year was surreal and reminded many of their first year of teaching or starting teaching all over again.
I was recently reading the May/June 2021 issue of “Science and Children” a publication of the National Science Teaching Association. In this issue, I read the section “Science 101” written by Matt Bobrowsky. Matt wrote an article entitled “What Color is the Sun?”
The fact that the Sun is white is why we can see so many different colors in the outdoor world. If sunlight were purely green, then everything outside would look green or dark. We can see the redness of a cardinal and the blueness of a blue jay because sunlight contains red and blue light. The same is true for all the other colors. All of these colors combined make the light from the Sun look white.
I was recently reading the May/June 2021 issue of “Science and Children” a publication of the National Science Teaching Association. In this issue, I read the section “Editor’s Note” written by Elizabeth Barrett-Zahn. Elizabeth wrote an article entitled “Digital Literacy.”
Digital Literacy, according to Cornell University, is the ability to find, evaluate, utilize, share, and create content using information technologies and the internet.
I was recently reading the May/June 2021 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the section “Scope on the Skies” written by Bob Riddle. Bob wrote an article entitled “Earth Watch.”
The planet Earth is currently the only place where we can live, and just like our homes, classrooms, and local communities, there is a constant need for environmental awareness. This should highlight both the importance of thinking globally while dealing with local circumstances and the importance of monitoring our ”home” from a global perspective, using for example, NOAA Satellites.
I was recently reading the May/June 2021 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the section “Citizen Science” written by Jill Nugent. Jill wrote an article entitled “Conservation Cameras: From the Wild to Your Classroom.”
The Zoological Society of London’s “Instant Wild” empowers you to take part in vital conservation work by bringing you LIVE images and videos from amazing locations all around the world for you to identify. For more information, please visit:
https://instantwild.zsl.org
I was recently reading the May/June 2021 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the section “Interdisciplinary Ideas” written by Raja Ridgway. Raja wrote an article entitled “The Intentional Integration of Computational Thinking.”
Computational Thinking Practices:
- Decomposition — Breaking down into components.
- Pattern Matching — Finding similarities between components.
- Abstraction — The process of reducing complexity by focusing on the main idea. By hiding details irrelevant to the question at hand and bringing together related and useful details, abstraction reduces complexity and allows one to focus on the problem.
- Algorithms — A step-by-step process to complete a task.
I was recently reading the May/June 2021 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the section “From the Editor’s Desk” written by Patty McGinnis. Patty wrote an article entitled “Mathematics and Computational Thinking: A Bridge to STEM Careers.”
Science practices have changed drastically over the years as a result of digital tools at the disposal of scientists. As a result, the sheer volume of data available necessitates an understanding of data management and analytics.
I was recently reading the March/April 2021 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the section “Career of the Month” written by Luba Vangelova. Luba wrote an article entitled “Exploration Geologist Quinton Hennigh.”
Exploration geologists, also known as prospectors, look for new sources of mineral deposits. They use a mix of geological, geophysical, and geochemical knowledge to analyze data and test hypotheses about where deposits are likely to be found. “You identify targets, drill holes, and try to find treasure,” says Quinton Hennigh.
I was recently reading the March/April 2021 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the section “Citizen Science” written by Jill Nugent. Jill wrote an article entitled “Accelerating Alzheimer’s Research with Stall Catchers.”
Stall Catchers, created by the Human Computation Institute at Cornell University, is an online citizen science game designed to speed up Alzheimer’s disease research. You can learn more by visiting the game’s website at:
https://stallcatchers.com
I was recently reading the March/April 2021 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the section “Commentary” written by Andrew Zucker. Andrew wrote an article entitled “Teaching Scientific Literacy.”
Here are five themes to consider in order to promote scientific literacy:
- Pay attention to the personal and societal contexts of science.
- Relate scientific literacy to traditional forms of literacy.
- Teach about how to find reliable information about science and how to reject junk science.
- Include some important events in the history of science.
- Help females and minority students realize their potential in science.
I was recently reading the March/April 2021 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the section “Editor’s Corner” written by Ann Haley Mackenzie. Ann wrote an article entitled “Technology and Scientific Habits of Mind.”
The focus of her article was on the importance of curiosity, persistence and perseverance. If we are too busy covering the content instead of providing a place for uncovering the science content with the students, then many chances for curiosity, persistence, and perseverance are lost.
I was recently reading the March/April 2021 issue of “Science and Children” a publication of the National Science Teaching Association. In this issue, I read the “Editor’s Note” section, written by Elizabeth Barrett-Zahn. Elizabeth wrote an article entitled, “Culturally Responsive Teaching.”
At the heart of Culturally Responsive and Relevant Teaching is a willingness to listen, reflect, and celebrate the richness that cultural and linguistic diversity has to offer.
The National Science Teaching Association in collaboration with the Children’s Book Council released the 2021 list of the Best STEM Trade Books for Students. In this podcast we look at the 7 books recommended for students in grades 6 - 8.
- All Thirteen: The Incredible Cave Rescue of the Thai Boys’ Soccer Team
- Beastly Bionics: Rad Robots, Brilliant Biomimicry, and Incredible Inventions Inspired by Nature
- Changing the Equation: 50+ US Black Women in STEM
- Galileo! Galileo!
- Machines That Think!: Big Ides that Changed the World
- Spaceman: The True Story of a Young Boy’s Journey to Becoming an Astronaut
- Who Gives a Poop?: Surprising Science from One End to the Other
The National Science Teaching Association in collaboration with the Children’s Book Council released the 2021 list of the Best STEM Trade Books for Students. In this podcast we look at the 7 books recommended for students in grades 3 - 5.
- Ada Lovelace
- Machines in Motion: The Amazing History of Transportation
- Marie’s Ocean: Marie Tharp Maps the Mountains Under the Sea
- Numbers in Motion: Sophie Kowalevski, Queen of Mathematics
- “Smelly” Kelly and His Super Senses
- Wood, Wire, Wings: Emma Lilian Todd Invents an Airplane
- Work It Girl: Blast Off Into Space Like Mae Jemison
The National Science Teaching Association in collaboration with the Children’s Book Council released the 2021 list of the Best STEM Trade Books for Students. In this podcast we look at the 5 books recommended for K-2 Students.
- Gnu and Shrew
- Jumbo: The Making of the Boeing 747
- Mission to the Bottom of the Sea
- Newton and Curie: The Science Squirrels
- The Polio Pioneer
I was recently reading the March/April 2021 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the section “Citizen Science” written by Jill Nugent. Jill wrote an article entitled “The Return of the River Herring.”
The Mystic River Herring Education Project is an online citizen science project with a user-friendly website full of information and resources. To engage in the citizen science project, student will visit the project home page and watch short video clips of migrating river herring. They will count the number of river herring that they observe swimming from right to left on the screen. To learn more, visit:
https://www.mysticherring.org
I was recently reading the January/February 2021 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the section “Career of the Month” written by Luba Vangelova. Luba wrote an article entitled “Entomologist Ary Faraji.”
Entomologists study insects and may work for educational or research institutions, government agencies, private industry, and consulting. Ary Faraji works as an entomologist in a local government agency in Salt Lake City, Utah. The mission of his agency is to reduce the annoyance levels posed by biting mosquitoes and to protect residents from pathogens mosquitoes can carry.
I was recently reading the January/February 2021 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the section “Current Science Classroom” written by Chris Anderson. Chris wrote an article entitled “Field Trips Last a Lifetime.”
Nothing can replace the authenticity and impact of an in-person field experience for kids, however, until the public health and school funding battles are won it’s up to us to get creative and bring the world to our students.
I was recently reading the January/February 2021 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the section “Citizen Science” written by Jill Nugent. She wrote an article entitled “A Window to the Wild.”
“Instant Wild” is a Citizen Science project that brings you live images from cameras around the world. Students can tag the animals to help conservation research. You can visit the “Instant Wild” website at:
https://instantwild.zsl.org
I was recently reading the January/February 2021 issue of “Science & Children” a publication of the National Science Teaching Association. In this issue, I read an article written by Matt Bobrowsky. His article was entitled “Q: Can a Simple Engineering Project Be Used to Teach Some Science?.”
Within the article, the author takes a quick look at the difference between science and engineering. Science increases our knowledge about the universe and our surroundings in a systematic way, while engineering is the application of this knowledge to create new and better products.
I was recently reading the January/February 2021 issue of “Science & Children” a publication of the National Science Teaching Association. In this issue, I read an article written by Ryan S. Nixon, Shannon L. Navy, Sarah Barnett, Marissa Johnson, and Delaney Larson. Their article was entitled “Pinning and Planning: Five Tips for Using Pinterest to Teach Science.”
Pinterest is an online resource that teachers seem to enjoy and find useful. Pinterest is a social media website where individuals can bookmark content found elsewhere on the internet in one convenient place. Nixon and his students spent several months closely analyzing 1600 pins and their associated websites for teaching the topics of force/motion and adaptations. Their research pointed out the benefits and weaknesses of Pinterest as a teaching resource.
The National Science Teaching Association in collaboration with the Children’s Book Council released the 2021 list of the Outstanding Science Trade Books for Students. In this podcast we look at the 12 books recommended for Third through Fifth Grade Students.
- The Kitchen Pantry Scientist: Chemistry for Kids: Homemade Science Experiments and Activities Inspired by Awesome Chemists Past and Present
- Animal Homes
- Audubon Birding Adventures for Kids: Activities and Ideas for Watching, Feeding, and Housing Our Feathered Friends
- North Pole/South Pole: From Pole to Pole: A Flip Book
- Grow: Secrets of Our DNA
- Bones: An Inside Look at the Animal Kingdom
- Pika Country: Climate Change at the Top of the World
- Pretty Tricky: The Sneaky Ways Plants Survive
- The Big Bang Book
- Journey Under the Arctic
- Wildlife Ranger Action Guide: Track, Spot and Provide Healthy Habitat for Creature Close to Home
- Bright Dreams: The Brilliant Ideas of Nikola Tesla
The National Science Teaching Association in collaboration with the Children’s Book Council released the 2021 list of the Outstanding Science Trade Books for Students. In this podcast we look at the 9 books recommended for K-2 Students.
- Nesting
- The Polio Pioneer: Dr. Jonas Salk and the Polio Vaccine
- If You Take Away the Otter
- Marjory Saves the Everglades: The Story of Marjory Stoneman Douglas
- Packs: Strength in Numbers
- What Do You Do If You Work at the Zoo?
- Dinosaur Lady: The Daring Discoveries of Mary Anning, the First Paleontologist
- Jumbo: The Making of the Boeing 747
- What Do Scientists Do All Day?
The National Science Teaching Association in collaboration with the Children’s Book Council released the 2021 list of the Outstanding Science Trade Books for Students. In this podcast we look at the 12 books recommended for Middle School Students.
- Condor Comeback
- Exploring the Elements: A Complete Guide to the Periodic Table
- Old Enough to Save the Planet
- Darwin’s Rival: Alfred Russel Wallace and the Search for Evolution
- Return From Extinction: The Triumph of the Elephant Seal
- Sea Otters: A Survival Story
- The Big One: The Cascadia Earthquakes and the Science of Saving Lives
- Blood and Germs: The Civil War Battle Against Wounds and Disease
- Born Curious: 20 Girls Who Grew Up to be Awesome Scientists
- Changing the Equation: 50+ US Black Women in STEM
- Plasticus Maritimus: An Invasive Species
- To Fly Among the Stars: The Hidden Story of the Fight for Women Astronauts
I was recently reading the January/February 2021 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the “From the Editor’s Desk“ column written by Patty McGinnis. Her article was entitled “Learning for All.”
The changing demographics of our classrooms require differentiation strategies to ensure all students are working toward the performance expectations outlined in the NGSS. One resource that you may find useful is the Universal Design for Learning framework, in which the teacher thoughtfully analyzes the learning environment and plans for all learners by removing barriers to learning.
I was recently reading the November/December 2020 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the “Career of the Month“ column written by Luba Vangelova. Her article was entitled “Meteorologist.”
Meteorology is a branch of atmospheric science. It emphasizes the study of atmospheric chemistry and physics, with the aim of forecasting weather. Maureen McCann is the featured meteorologist in this podcast. She is a meteorologist at Spectrum News 13, a television station in Orlando, Florida.
I was recently reading the November/December 2020 issue of “The Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the “Editor’s Corner“ column written by Ann Haley Mackenzie. Her article was entitled “Why Science Teachers Must Employ Interdisciplinary Science Methods to Save the World.”
Interdisciplinary science is when two disciplines come together to broaden the portrait of the concepts being uncovered by their students. Climate change, cancer, overpopulation, food deserts, pollution, and other critical topics benefit from individuals ingaging in collaborative interdisciplinary science. It is a way to help students see the interconnections of the natural world.
I was recently reading the November/December 2020 issue of “Science & Children” a publication of the National Science Teaching Association. In this issue, I read the “Formative Assessment Probes“ column written by Page Keeley. Her article was entitled “The Day-Night Cycle: Adding Models to Probe Explanations.”
As you select formative assessment probes to use with your lessons, consider ways to have students use a model to support their explanation. In this example, students use the Earth’s motion and position in relation to the Sun to explain the day-night cycle and why it seems to us from an Earth perspective, that the Sun appears to rise, move across the sky, and set. Models, such as a globe and a flashlight representing the Sun are used to explain the pattern of day and night.
I was recently reading the November/December 2020 issue of “Science and Children” a publication of the National Science Teaching Association. In this issue, I read the “Editor’s Note” column written by Elizabeth Barrett-Zahn. Her article was entitled “What a Year.”
As we move toward the early winter of 2020 we look back at schools following a patchwork of face-to-face, hybrid, and virtual models of instruction. All teachers, at whatever grade-level, have been returned to their “rookie year” of teaching as they struggle to find ways to meet the needs of learners in their physical classrooms and on screens.
I was recently reading the November/December 2020 issue of “Science Scope” a publication for middle school teachers from the National Science Teaching Association.
In this issue, I read the “Citizen Science” column written by Jill Nugent. Her article was entitled “Count Birds for Science This Winter with Project FeederWatch.”
You can feed birds from the comfort of your classroom or your home this winter and contribute to real world scientific discovery with Project FeederWatch! For more information, visit their website at:
https://feederwatch.org
As the holiday season approaches, I am reminded of some of the songs that I recorded with the group, Science Explosion. All of the songs that we sang were written by group member Fred Ribits. Many of the songs were written to familiar tunes and some of them were written to the tunes of traditional Christmas songs.
In this podcast I will share three of the songs. If you enjoy them and want to share them with others, just visit:
http://k12science.net/scienceexplosion/songs
There you will be able to listen to and download the vocal and instrumental tracks for the songs. You will also be able to download a Science Explosion songbook that includes the lyrics, critical thinking questions, and mind-mapping opportunities for each song.
The three songs are most appropriate for elementary and middle school students.
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The first song will be a life science song entitled “Energy Flow” (1:13) written to the tune of “We Wish You a Merry Christmas.”
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It will be followed by another life science song, “Natures Way” (1:00), written to the tune of “Jingle Bells.”
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The final song is a science practices and concept song entitled “Creative Expression” (1:14) written to the tune of “What Child Is This?”
Happy Holidays!
I was recently reading the November/December 2020 issue of “Science Scope” a publication for middle school teachers from the National Science Teaching Association. In this issue, I read “The Online Teacher“ column written by Denise Wright. Her article was entitled “Conducting Science Labs in a Virtual World.”
This is the third in a three-part series on the three strategies for conducting science labs in the virtual world.
Part 1 — Virtual Simulations
Part 2 — Science at Home
Part 3 — Use of Data Sets
Data sets are a great way to get students to analyze scientific data. Online science courses can contain virtual labs that can be applied to real life applications. In the online world, students have the opportunity to create their own experiments, analyze data, and participate in meaningful learning.
I was recently reading the November/December 2020 issue of “Science Scope” a publication for middle school teachers from the National Science Teaching Association.
In this issue, I read “The Online Teacher“ column written by Denise Wright. Her article was entitled “Conducting Science Labs in a Virtual World.”
This is the second in a three-part series on the three strategies for conducting science labs in the virtual world.
Part 1 — Virtual Simulations
Part 2 — Science at Home
Part 3 — Use of Data Sets
Teachers can include labs in online learning by using science experimentation at home with an emphasis on safety and family involvement. In this environment, don’t forget that flexibility can be provided by allowing digital options, which allows for student choice and equity. The results of these experiments can be shared on a virtual bulletin board. When conducting at-home science experiments, follow National Science Teaching Association guidelines and require parent supervision.
I was recently reading the November/December 2020 issue of “Science Scope” a publication for middle school teachers from the National Science Teaching Association. In this issue, I read “The Online Teacher“ column written by Denise Wright. Her article was entitled “Conducting Science Labs in a Virtual World.”
This is the first in a three-part series on the three strategies for conducting science labs in the virtual world.
Part 1 — Virtual Simulations
Part 2 — Science at Home
Part 3 — Use of Data Sets
Online science labs can be rich experiences that students enjoy. Teachers can include labs in online learning by using virtual simulations that include written directions, a screencast explaining directions, and questions for discussion.
I was recently reading the November/December 2020 issue of “Science Scope” a publication for middle school teachers from the National Science Teaching Association. In this issue, I read the “From the Editor’s Desk“ column written by Patty McGinnis. Her article was entitled “Using Literature in the Science Classroom.”
The Next Generation Science Standards contain numerous connections to the Common Core State Standards for English Language Arts as verification of the supporting role that literature serves when learning science.
I was recently reading the September/October 2020 issue of “Science & Children” a publication of the National Science Teaching Association. In this issue, I read the “Formative Assessment Probes“ column written by Page Keeley. Her article was entitled “Using Formative Assessment Probes with Real or Virtual Field Trips.”
Using a formative assessment probe prior to a real-time or virtual field trip activates students’ thinking about the concepts and phenomena they will be learning about during their experience.
I was recently reading the September/October 2020 issue of “Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the “Current Science Classroom“ column written by Chris Anderson. Her article was entitled “The New Normal.”
What can we do, as educators, in the face of the worst pandemic in the last 100 years.? It can seem like an insurmountable problem, but in this podcast we share six things that are within our control that can have a positive impact on our school and community.
I was recently reading the September/October 2020 issue of “Science Teacher” a publication of the National Science Teaching Association. In this issue, I read the “Career of the Month“ column written by Luba Vangelova. Her article was entitled “Online Science Educator.”
Online educators present courses on a broad range of topics, to children or adults. Course lengths and formats vary to — they can be live or asynchronous, interactive or lecture based, or any combination thereof. Julia Brodsky is one of these online science Educator and teaches astrobiology to elementary and middle school students. She teaches world-wide while located in Rockville, Maryland.
I was recently reading the July/August, 2020 issue of “Science and Children” a publication of the National Science Teaching Association. In this issue, I read the “Science 101“ column written by Matt Bobrowsky. His article was entitled “What’s a Fun Activity that Combines Science with Art?”
There are many connections between science and art, and one of the easiest to investigate, in school or at home, has to do with color. The investigation works with coffee filter strips labeled with a black marker. The coffee filters are then placed in water and the colors from the marker separate in the filter paper. This investigation lets us see that there are different colors in a substance, such as tree leaves, which turn different colors in the fall.
I was recently reading the July/August, 2020 issue of “Science and Children” a publication of the National Science Teaching Association. In this issue, I read the “Methods and Strategies “ column written by Meredith Hayes, P. Sean Smith, and W. Robert Midden. Their article was entitled “Students as Citizen Scientists.”
Citizen Science involves individuals who are not professional scientists in authentic scietific endeavors, typically in collaboration with or supervised by professional scientists or scientific institutions. Increasingly, Citizen Science is making its way into schools and into science classes in particular.
I was recently reading the July/August, 2020 issue of “The Science Teacher,” a publication of the National Science Teaching Association. In this issue, I read the “Notes from the Editor “ column written by Ann Haley MacKenzie. Her article was entitled “Equity for All: Essential for All Facets of the Scientific Enterprise.”
Under the microscope, the cell being observed does not care who is observing it. Woman, man, African American, Latinx, Asian, gay, middle-class, hearing-challenged, Native American: why has the scientific playing field not been equal for ALL? How can we, as science educators, erase inequitable practices in our teaching?
I was recently reading the September/October, 2020 issue of “Science Scope,” a publication of the National Science Teaching Association. In this issue, I read the Online Teacher column “Creating a New Environment for Science Learning” written by Denise Wright.
Moving from the face-to-face classroom to the online setting doesn’t happen without challenges. The main objective is for all students to have a passion for learning. A positive online learning environment can be created from a personalized approach. Making a personalized connection is the key to building a positive climate in an online classroom.
I was recently reading the September/October, 2020 issue of “Science Scope,” a publication of the National Science Teaching Association. In this issue, I read the Editor’s Note column “Straight from the Headlines” written by Patty McGinnis. There are many ways that current events can be incorporated into the classroom. Current events can be used as an introductory phenomenon to a problem, can support a claim, or can be utilized to provide students with an engineering task. The use of websites can provide teachers with vetted articles about recent events and current events, most of which are identified by Lexile score. Resources include:
Readworks — http://readworks.org
TweenTribune — https://www.tweentribune.com
Science News for Students — https://www.sciencenewsforstudents.org
Science Daily — https://www.sciencedaily.com
I was recently looking at ideas for at home learning and I came across a fun investigation from “Physics Central.” The investigation is entitled: “Create Your Own Rainbow.” The investigation and rainbows share the same principles:
refraction — light bending
reflecting — light bouncing back
I was recently looking at ideas for at home learning and I came across a fun investigation from “Physics Central.” The investigation is entitled: “Create Your Own Rainbow.” The investigation and rainbows share the same principles:
refraction — light bending
reflecting — light bouncing back
I was recently looking at ideas for at home learning and I came across a fun investigation from “Physics Central.” The investigation is entitled: “Create Your Own Rainbow.” The investigation and rainbows share the same principles:
refraction — light bending
reflecting — light bouncing back
I was recently looking at ideas for at home learning and I came across a fun investigation from “Physics Central.” The investigation is entitled: “Create Your Own Rainbow.” The investigation and rainbows share the same principles:
refraction — light bending
reflecting — light bouncing back
I was recently looking at ideas for at home learning and I came across a fun investigation from “Physics Central.” The investigation is entitled: “Create Your Own Rainbow.” The investigation and rainbows share the same principles:
refraction — light bending
reflecting — light bouncing back