Want to engage your students in learning about structure and processes from molecules to organisms? What about learning more about Juno’s mission to Jupiter? Are your high school students confused on what the word model means in relation to science? Are your college students interested in interdisciplinary problem based learning? The Summer K–College journals from the National Science Teachers Association (NSTA) have the answers you need. Written by science teachers for science teachers, these peer-reviewed journals are targeted to your teaching level and are packed with lesson plans, expert advice, and ideas for using whatever time/space you have available. Browse the Summer issues; they are online (see below), in members’ mailboxes, and ready to inspire teachers!

Science and Children 

The Next Generation Science Standards call for students to learn structure and processes, from molecules to organisms. In this issue of Science and Children, students discover how plant and animal structures can solve a problem, how plant parts work together and function—and even get an introduction to parts of the human body.

Featured articles (please note, only those marked “free” are available to nonmembers without a fee):

• Elementary Anatomy
• Learning About Plants With STEAM
• Who Is Your Champion?
• Stalk It Up to Integrated Learning
• Making the Transition to Three-Dimensional Teaching
• Free – Native Plants and Seeds, Oh My!
• Free – Editor’s Note: From Molecules to Organisms
• Full Table of Contents

Science Scope 

Juno’s mission to Jupiter is one of the latest aerospace engineering marvels that is expanding our understanding of our solar system and the universe. Help launch the next wave of engineers that will build on Juno’s success by sharing the activities found in this issue with your students.

Featured articles (please note, only those marked “free” are available to nonmembers without a fee):

• Bone Tissue Engineering: An Interactive Engineering Design Module
• Engineering Seltzer Rockets
• Engineering Technology for the Digital World
• WISEngineering Hydroponics: A Technology-Enhanced, Life Science Engineering Design Unit
• Tired and True: Falling in Style
• Free – Editor’s Roundtable: Saying Goodbye: An Editor’s “Footprint” on Science Scope
• Free – Evaluating the Egg Drop: Using the EQuIp Rubric to Ensure Activities Meet the Next Generation Science Standards
• Full Table of Contents

The Science Teacher 

Fashion models, role models, economic models, model organisms, 3D models, climate models, model airplanes, model cars, and car models. We use the term model in so many ways in everyday speech, it’s no wonder students are often confused when we talk about models in science class. In every scientific discipline, the most important overall goal is to develop understanding of how the natural world works through the construction of scientific models, which are conceptual models. Our classes should be focused on engaging students in this central science and engineering practice.

Featured articles (please note, only those marked “free” are available to nonmembers without a fee):

• Computer-Aided Drug Design
• Connecting the Visible World With the Invisible
• Crafting a Masterpiece
• Explaining Ramps With Models
• Simulating Life
• Free – Editor’s Corner: What Is a Scientific Model?
• Free – Modeling DNA
• Full Table of Contents

Journal of College Science Teaching 

Read about an interdisciplinary, problem-based learning course titled Writing Science for the Public that was designed to teach students how to effectively communicate science to the public. Learn how a model for an optional, research-based course was
used to bridge two traditionally separate, introductory science courses. And don’t miss this issue’s Two-Year Community column, which features an article on a project that provided scholarships and an embedded social worker model to increase retention, graduation, and employment rates for at-risk students in a STEM field.

Featured articles (please note, only those marked “free” are available to nonmembers without a fee):

• What Can Students Learn About Lab Safety From Mr. Bean?
• Research and Teaching: Using Twitter in a Nonscience Major Science Class Increases Journal of College Science Teaching
• Learning Experiences of University Biology Faculty: A Qualitative Pilot Study
• Research and Teaching: The Explorations Program: Benefits of Single-Session, Research-Focused Classes for Students and Postdoctoral Instructors
• Live From Boone Lake: Interdisciplinary Problem-Based Learning Meets Public Science Writing
• Assessing Climate Literacy Content in Higher Education Science Courses: Distribution, Challenges, and Needs
• Free – A Community Mentoring Model for STEM Undergraduate Research Experiences
• Full Table of Contents

Get these journals in your mailbox as well as your inbox—become an NSTA member!

The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.

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A colleague asked me, “If you were going to provide a small starter set of science materials for family child care providers, what would you buy?” This group will be participating in some science education professional development. Most of these early childhood educators speak English as a second language but they might not read it very well. The children in their care vary in age from infants to school age children.

I suggested 5 plastic hand held magnifiers, 5 pipettes or droppers, a water color paint set with just 3-4 colors, a few extra brushes, and a book to look at, read and discuss with children of different ages—What Is A Scientist? By Barbara Lehn with photos by Carol Krauss (1998 Lerner Group).

I chose the magnifiers because they are durable and help us see details of structures such as flowers and rocks. The droppers are also a tool, good for making drops of water to play with, and help children practice their pincer grip. Children can use the paint set to make pictures of what they observe, and to explore color mixing. The book What Is A Scientist? has photos of a variety of children engaged in the practices of science. They are doing interesting work in activities that children can do in their home or at their child care provider’s home. There is text—one page with a small amount and one page with more explanation—and it ends with “Scientists have fun.”

What materials would you recommend be part of a starter kit for engaging young children in science learning?

(May I suggest a set of blocks too?)

I’m a recent graduate. A school district where I would really like to teach has an opening for a secondary science teacher. But when I read the job description, the position requires teaching five classes of two different subjects (general biology and an environmental science elective). During student teaching, I just taught biology. Is it common for teachers to have more than one subject? How can I do this? I felt overwhelmed with just one! –L., California

I’ve worked with many schools where teaching more than one subject is the rule rather than the exception. In smaller 7-12 buildings, there may be only one or two science teachers for all of the classes! Even in larger schools, it’s very common for teachers to have multiple preparations, based on student enrollment in required courses, the scope of electives offered, the teacher’s area(s) of certification, and sometimes his or her seniority.

In my own experience, I taught both life and physical science for several years, and at the high school I once had three different preparations, plus mentoring independent study. Even at the university level I taught two to three different courses each semester. I understand your concern.

And don’t forget elementary teachers who routinely plan four or more subjects (reading/language arts, math, science, and social studies) every day!

As you learned in student teaching, the obvious advantage of teaching one subject is you can concentrate all of your time and effort on a single preparation. You’ll have one lesson plan, one system of assessments, and one set of lab activities. The disadvantage is the time you’ll need to evaluate student work with the same due date. When I taught six classes of life science, I often spent Saturdays at school grading 150 projects or lab notebooks, in addition to the paperwork I would take home or review electronically.

A disadvantage to teaching more than one subject is the preparation time. You’ll need separate unit plans, lessons, and lab activities for each. But an advantage is that with careful planning you can schedule separate dates for tests, projects, lab investigations, student presentations, and notebook reviews, spreading out the evaluation work and preserving some of your sanity!

I actually enjoyed teaching more than one subject. When I taught six sections of life science, I found that by the end of the day, it was hard to remember what we discussed in each class. I had to have the energy to make the last period as engaging as the first, and I had to remember that even if I had heard a question five times already, to a student in the last class it was a new idea. I found that teaching more than one subject was intellectually challenging, and I appreciated the opportunity to update my own content and skills in more than one area.

There are many strategies you can use to keep yourself (and the students) organized. Try not to set up and conduct two different labs on the same day. Divide your bulletin boards and shelves into two separate areas so that students know where things are and where to turn in their assignments. I used a different logo for each course, putting it in the upper right corner of handouts, quizzes, or other documents. I used separate folders (with the same logo) on my laptop and separate three-ring binders for each course to organize lesson plans and other resources. I also had a tote bag for each course to keep materials from getting mixed up.

It also helps if the subjects are in consecutive periods (e.g., bio in the morning, the other class in the afternoon), so that you can keep lab materials set up—a question to ask during the interview. Otherwise, you will have to secure the materials when the other class comes in.

As a beginning teacher, your first year or two will be overwhelming, no matter how many subjects you teach! But as many of our veteran colleagues will attest, after a year or two it gets becomes more manageable. I’m hoping you would have a mentor or supportive administrator to help you, and NSTA’s e-mail lists, discussion forums, and publications can provide support and suggestions.