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Is It A Change?

Assessments and demonstrations to challenge students’ conceptions about matter and encourage practice forming explanations

Science and Children—January/February 2023 (Volume 60, Issue 3)

By Patrick Brown

Is It A Change?

 

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Modeling Energy

Stations to support fourth-grade students’ learning of energy concepts

Science and Children—January/February 2023 (Volume 60, Issue 3)

By Delaney Carone, Ashley Perkins, and Catherine Scott

Modeling Energy

 

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Come On Feel The Noise

Investigating sound and vibration in first grade with a nod to NOS

Science and Children—January/February 2023 (Volume 60, Issue 3)

By Ellen Gow, Jerrid Kruse, Susan Wees, Kristy Dee, and Leslie Hernandez

Come On Feel The Noise

 

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Eco Chess

A classroom game exploring energy transfer within an ecosystem

Science and Children—January/February 2023 (Volume 60, Issue 3)

By Colby Tofel-Grehl, Sarah Braden, Candace Penrod, Laura Wheeler, Tyler Hansen, Andrew Jones, and Clayton Chamberlain

Eco Chess

 

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Let Me Tell You A Story

Using storytelling followed by hands-on activities to teach energy transfer to upper elementary students

Science and Children—January/February 2023 (Volume 60, Issue 3)

By Janet Yamaguchi

Let Me Tell You A Story

 

teaching through trade books

Seeing The Light

Science and Children—January/February 2023 (Volume 60, Issue 3)

By Christine Anne Royce

Seeing The Light

 

Tech Talk

Energy in Its Many Forms

Science and Children—January/February 2023 (Volume 60, Issue 3)

By Heather Pacheco-Guffrey

Universal Design for Learning Science: Reframing Elementary Instruction in Physical Science: Professional Book Study for K-5 Teachers

Universal Design for Learning Science: Reframing Elementary Instruction in Physical Science is a unique classroom resource, first and foremost, because of its assumption of ability rather than disability.

Universal Design for Learning Science: Reframing Elementary Instruction in Physical Science is a unique classroom resource, first and foremost, because of its assumption of ability rather than disability.

Universal Design for Learning Science: Reframing Elementary Instruction in Physical Science is a unique classroom resource, first and foremost, because of its assumption of ability rather than disability.

Universal Design for Learning Science: Reframing Elementary Instruction in Physical Science is a unique classroom resource, first and foremost, because of its assumption of ability rather than disability.

Universal Design for Learning Science: Reframing Elementary Instruction in Physical Science is a unique classroom resource, first and foremost, because of its assumption of ability rather than disability.

coverVolume 46, Number 3
Ecosystems: Interactions, Energy, and 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.
coverVolume 46, Number 3
Ecosystems: Interactions, Energy, and 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.
coverVolume 46, Number 3
Ecosystems: Interactions, Energy, and 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.
cover
Volume 60, Number 3
Energy
In this issue of Science and Children, we address energy by examining how it can be a starting point for deeper learning, help build student-generated testable questions, foster scientific explanations, and allow students to trace energy through ecosystems.
cover
Volume 60, Number 3
Energy
In this issue of Science and Children, we address energy by examining how it can be a starting point for deeper learning, help build student-generated testable questions, foster scientific explanations, and allow students to trace energy through ecosystems.
cover
Volume 60, Number 3
Energy
In this issue of Science and Children, we address energy by examining how it can be a starting point for deeper learning, help build student-generated testable questions, foster scientific explanations, and allow students to trace energy through ecosystems.
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