My introduction to teaching and learning with “big ideas” was as an undergraduate in the required US History course. Rather than presenting history as a laundry list of factoids (names, dates, places, events to memorize), the professor started the course with several big ideas or themes in history. As the semester progressed, the lectures, readings, and assignments all related to these themes. And at the end of the course, the exam was not a multiple-choice marathon, but rather an essay in which we were to discuss the theme.
I tried to incorporate big ideas/themes into my own science teaching, to help students make sense of the large curriculum and fact-laden textbook. So it’s interesting to read about the Framework for K-12 Science Education and the draft of the NGSS which focus on a core ideas and “crosscutting concepts.” The articles in this issue describe class activities that support this focus.
The big idea of The Nuts and Bolts of Enzymes is that life is based on chemical processes. It may be hard for students to understand the characteristics of enzymes, and this article describes a tangible modeling activity (using materials found in hardware stores) to make these abstract characteristics more concrete. [SciLinks: Enzyme Activity, Enzymes, Proteins/Enzymes]
Evolution and Natural Selection are big ideas in science. The Guppy Game describes an activity in which students explore “population genetics and environmental influences on behaviors.” In the game, which is available through Project Neuron, students explore the advantages and disadvantages of different traits in terms of how these traits help the fish survive and reproduce. The article illustrates the game “cards” and how the score cards can be used to identify trends.  [SciLinks: Evolution and Natural Selection, Dominant and Recessive Traits, Genes and Traits]

Growing Water Pearls is subtitled Teaching big ideas on a shoestring budget. Although I do frequent dollar stores (which the author calls “the science teacher’s best friend”), I admit that I’ve never see these items. And yet, the author illustrates how these items can be used to introduce students to polymers and teach concepts such as scaling, evaporation and relative humidity, and refraction. The author includes suggestions for inquiry-based investigations. Hmm…could this be used in a PD session for teachers? [SciLinks: Refraction]
In Making the Argument, students used resources to support ideas and statements related to environmental health issues, particularly those dealing with water quality. The authors cite a definition for argument that focuses on supporting claims with evidence and anticipating and responding to counterclaims. In a time when arguing and shouting out opinions that have little or no basis in fact, this sounds like an essential skill to use and understand    [SciLinks: Drinking Water Standards, Water Quality, Water Conservation] For more on argumentation, see the  November 2009 issue of Science & Children Argumentation in Science.
How many of us would be delighted if our students came up with ideas or products that were “new, surprising, or valuable?” Teaching for Creativity has questions to guide teachers to “adapt your existing activities and labs to get students thinking more creatively” and provides an example in adding creativity to a rocketry activity. (And creating is now part of the revised Bloom’s Taxonomy)
Food can be a big idea for teenagers (especially in the class period right before lunch!). Ask students to discuss what all goes into what they eat in terms of what it takes to grow, process, transport, market, and prepare our meals. How many people are involved? What resources are used? The Ecology of Food lists resources for keeping up to date on food production and modern agricultural practices [SciLinks: Sustainable Agriculture].
If your textbook or curriculum documents do not support the concept of “big ideas,” you can use resources such as NSTA’s SciLinks to supplement and connect what students are learning. In this issue, the Science 2.0 column Big Tools for Teaching Big Ideas describes communications tools such as Google Docs that can “expand the boundaries of the classroom.”
Summer Reading That Inspires has book reviews from NSTA recommends. These are different from the recommendations in Science Scope’s Book Your Summer Vacation. Between the two, you can keep up to date on content and get ideas for your classes.
Current Research: 2012 Summer Reading Suggestions has summaries of research articles published in journals such as the Journal of Research in Science Teaching, Science Educator, and Journal of Science Teacher Education. The Connections for this issue has links to the original articles.
Don’t forget to look at the Connections  for this issue (Summer 2012), which includes links to the studies cited in the research article. These Connections also have ideas for handouts, background information sheets, data sheets, rubrics, etc.