Although it’s snowing on this April day in the Northeast, I suspect that many students (and teachers) are thinking of the summer break. But as the theme of this issue suggests, students will keep on learning. How can we as teachers build on their experiences when they return from a break? How can we encourage them to take advantages of learning opportunities in their neighborhoods and communities?
If you’re thinking of what to do in a summer program, Slithering Into Summer has ideas for helping students to explore reptiles and amphibians. [SciLinks: Amphibians, Reptiles] I could see also this being adapted for a teacher professional development project, such as the one described in Bayou-tiful Data. The author describes how her summer experience led to the creation of similar learning opportunities for her students to investigate water quality. Just Me and You—And a Whole Community Down by the Stream has ideas for starting a science club and engaging the students in studies of nearby habitats. [SciLinks: Water Quality, Wetlands]
A teacher summer institute that also includes a summer camp for students sounds like a win-win program. The authors of Is Your Soil Sick? describe how teachers and students collaborated on an investigation of soil quality. Learning and getting dirty—sounds like a good combination. [SciLinks: Soil, Soil Types]
Summer Science has more suggestions for family involvement, particularly for younger students. And get out the sunblock for Solar Energy: Fun in the Sunas you read about solar activities at a camp for junior naturalists, especially building and cooking in solar ovens. [SciLinks: Alternative Energy Resources]
The title Studying Zooarchaeology brought back memories of a student who was really interested in word origins. He would probably have figured out that this is about the study of animals remains such as bones, shells, or teeth found in archeological digs. The investigation describe here focuses on observing artifacts and making inferences about their history. [SciLinks: Animal Bones]
I’ve always admired those who keep journals that are more than dates and events. Notebooking Like a Naturalist has ideas for using trade books and modeling for young naturalists interested in this lifelong process. As an alternative to sending home find-a-word puzzles or coloring pages, take a look at the four enrichment activities and photos in A Traveler’s Guide to the Universe. Students and their families or friends can do these together under starry skies with a pair of binoculars. [SciLinks: Stars, Moon Phases, Constellations]
Birdwatching, sports events, wildlife viewing, and stargazing are popular vacation activities. How Do Binoculars Work? has a brief primer on the principles of optics that bring objects up close and personal. I’ve visited many national, state, and local parks that have a lending program for visitors—a nice way for families who can’t afford (or forgot to bring) equipment. [SciLinks: Lenses]
Many of these articles have extensive resources to share, so check out the Connections for this issue (April/May 2012). Even if the article does not quite fit with your lesson agenda, there are ideas for handouts, background information sheets, data sheets, rubrics, and other resources.