National initiatives, such as A Framework for K-12 Science Education and the Next Generation Science Standards (NGSS), call for an increase in both the quality and quantity of engineering content. With the addition of engineering to science classrooms, where math and technology have traditionally been included, we now have STEM (science, technology, engineering, and mathematics).

Evidence shows that 21^st-century workers require skills that many graduates do not acquire through formal education. Students needs more experiences that provide in-depth knowledge of the STEM disciplines and apply to problem solving.

In Bringing STEM to the Elementary Classroom, edited by Linda Froschauer, the authors of each chapter are initiating STEM strategies as they work toward also meeting the requirements of the NGSS. The book’s 36 lessons, organized by grade-level bands, provide the important elements needed for an effective STEM experience.

Linda Froschauer explains that “STEM should involve problem-solving skills, serve all students equally well, encourage learning across disciplines, promote student inquiry, engage students in real-world problem solving, and expose students to STEM careers. Meeting these needs requires a continuum of learning with a focus on elements that will develop the skills and content over time and through many experiences. Whether you are just beginning to delve into STEM experiences or you have been building STEM lessons and are now seeking new ideas, this book will provide you with new, interesting, and productive strategies.”

The variety of strategies and topics used throughout the book include:

• Lessons using the BSCS 5Es
• Tested, reliable, and even some original design processes
• Pre-assessment strategies and evaluation rubrics
• Data sheets and learning tools that are readily available for immediate printing and use
• Use of technologies—from digital notebooks to three-dimensional printing
• Challenges that relate to real-world problems, such as filtering water, recycling waste, and collecting water
• Design constructions that solve problems, such as a soundproof wall, wind turbines, moving objects, solar ovens, structures to withstand harsh weather, and protections for living things
• Experiences to develop an understanding of technology

The first two chapters provide strategies that you can use at many grade levels. Chapter 1 introduces you to the process of designing STEM lessons, and Chapter 2 will assist you in identifying the misconceptions of students who are new to STEM.

Check out the sample chapter: “A House for Chase the Dog.” This book is also available as an e-book.

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Many states are moving ahead rapidly in planning for implementation of the Every Student Succeeds Act (ESSA). ESSA requires that state and district stakeholders—including teachers—be given opportunities to shape how the new law will be implemented. This law will significantly affect science and STEM education for years. Do you know what your state is doing? If not you should.

State leaders want to hear from teachers, and this is a perfect chance for your voice to be heard.

To find out what your state is doing to get ready for ESSA (and how teachers can get involved) begin by searching your state’s department of education website for its ESSA resources and activities. Many states are now holding listening meetings, convening task forces, and reaching out to stakeholders for input. If you can’t find the information online then talk to district or state leaders to find out what opportunities are available and how you can get involved.

Here’s a list of what some states are doing. If you don’t see your state listed here please take a minute and visit your state’s department of education. Questions? Shoot me an email at jpeterson@nsta.org.  Good luck—let’s make sure that the unique voices of science and STEM teachers are heard loud and clear as this law becomes reality.

State Implementation, ESSA (June 23, 2016)

• North Carolina has an ESSA timeline implementation guide and resources.
• Wisconsin is hosting a series of listening tours this summer.
• Florida is soliciting feedback on its state plan for ESSA through July 22.
• Washington State and Nevada have formed ESSA teams and work groups that will be meeting with stakeholders throughout the state.
• California is hosting a series of regional stakeholder meetings to provide an overview of the new law, provide an update on the development of the ESSA State Plan and to consult with stakeholders on what should be included in the State Plan.
• Iowa has created ESSA webinars and FAQs.
• Michigan is issuing ESSA e-mail updates.
• Montana created an ESSA Workplan Group to guide the state’s ESSA implementation.
• New Jersey is seeking input from state groups and teachers to develop their state plan.
• Illinois held an listening tour during the spring of 2016 to give stakeholders from across the state an opportunity to provide feedback on ESSA implementation.
• Pennsylvania has convened working groups and has a strategic plan to move forward in implementing ESSA.
• Colorado’s  ESSA listening tour is over, but state officials are still accepting feedback.
• Wisconsin has plans for five listening tours (two virtual) this summer.

Also, here are the links to what these states are doing with ESSA:

• Hawaii
• Alaska
• Louisiana
• Oregon
• Vermont
• New Hampshire

Finally, a new video interview series from the Education Commission of the States and the Building State Capacity and Productivity Center (BSCP) features interviews with the Chief State School Officer from Pennsylvania, North Carolina, Arkansas, Oklahoma and Iowa about the opportunities and challenges that exist for states regarding the implementation of ESSA and about the potential for collaboration as states develop their individual plans.

Jodi Peterson is Assistant Executive Director of Legislative Affairs for the National Science Teachers Association (NSTA) and Chair of the STEM Education Coalition. e-mail Peterson at jpeterson@nsta.org; follow her on Twitter at @stemedadvocate.

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NSTA recognizes the key role that middle school science educators play through Science Scope, a peer-reviewed journal published nine times during the year. If you are like me, you eagerly anticipate the arrival of the latest Science Scope issue. Its presence in your mailbox is like a breath of fresh air, harkening you to try new activities and teaching strategies in your classroom. My personal relationship with Science Scope has changed over the years; I am a long-time reader and have also written several features. Today, I am embarking on a new journey with Science Scope—that of its field editor. Science Scope is OUR personal journal—a journal dedicated to those of us who understand the challenges of teaching the tweens. The strength of Science Scope lies in the quality and diversity of articles submitted by teachers like you—teachers who know how to employ thoughtful and purposeful methods for directing the effervescent energy of a middle school child into meaningful learning about the world around them.

Middle school educators are compassionate and caring people who never fail to volunteer their time or energy. As such, I encourage you to consider sharing a teaching or classroom management idea with other middle school science educators by writing an article for Science Scope. I know many of you are thinking “I could never write an article,” but I’m here to tell you that “Yes, you CAN!” It truly takes a team to produce the articles that you see in Science Scope; reviewers, editors, and NSTA’s amazing art department will help to take your raw idea and turn it into the polished product you see when you open the pages of Science Scope. You do not have to a gifted writer to be published in Science Scope, but you do have to be passionate about your craft and have a desire to share your ideas with others—characteristics that all middle school science teachers possess. If you are truly fearful of your ability to convey your ideas, try connecting with a language arts teacher in your building; a glance through Science Scope will reveal frequent co-authored articles.

If you are still unsure about writing a full-fledged article, I encourage you to volunteer to review for Science Scope. In doing so, you will see a variety of submitted manuscripts and will quickly comprehend how the germ of a great idea can be fleshed out into a magnificent piece. This metamorphosis is impossible without the contributions of reviewers; people such as yourself who understand how classroom management, safety, instruction, and assessment interplay to optimize leaning for our students. The time commitment for reviewing is minimal; you can expect to review six or eight manuscripts over the course of the year. In doing so, you will be playing an instrumental role in shaping future issues of Science Scope as you assist writers by providing recommendations for improvement. The process itself is known as a double-blind peer review in which the reviewer does not know the name of the author and the author does not know the name of the reviewer. This allows you to provide open and honest feedback via a forum that ultimately increases the quality of the articles you read. In addition, I promise that reviewing for Science Scope will result in professional growth and that you will enjoy the heightened involvement with NSTA (if you are interested in perusing the Manuscript Review Form).

As the school year ends and you relax by the pool, do some gardening, or go camping, I encourage you to consider how you can increase your personal relationship with Science Scope. Jot down some ideas you have for sharing with others and check the Call for Papers to see if any of your ideas match one of the upcoming themes. Do not feel that you have to write for a theme, however. ALL articles related to the teaching of middle school science—no matter what the content—are welcome! Consider, too, the possibility of writing for an established column. The Tried and True column is a perfect fit if you have a unique or updated twist on an established idea, the Toolkit column addresses teaching, classroom management, and assessment strategies, and Science on a Shoestring allows you to provide tips on how to create equipment or models that all budgets can afford.

Hopefully, I have piqued your interest about becoming a member of the Science Scope community. Please contact me if you would like to review for OUR journal or if you have questions about the manuscript submission process. I look forward to hearing from you soon!

Patty McGinnis teaches at Arcola Intermediate School in Eagleville, PA. She is the field editor for Science Scope. She can be reached at pattymcginnis1@gmail.com.

Get more involved with NSTA!

Join NSTA today and receive Science Scope, the peer-reviewed journal just for middle school teachers; connect on the middle level science teaching list (members can sign up on the list server); or consider joining your peers for Meet Me in the Middle Day (MMITM) at the National Conference on Science Education in Los Angeles in the spring of 2017.

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

Future NSTA Conferences

NGSS Workshops

• Discover the NGSS, San Diego, June 29–30
• NGSS Summer Institute, Reno, July 15
• NGSS Summer Institute, Detroit, August 8
• Discover the NGSS, Fall 2016 & Spring 2017

2016 STEM Forum & Expo, hosted by NSTA

• Denver, July 27–29

2016 Area Conferences

• Minneapolis, October 27–29
• Portland, November 10–12
• Columbus, December 1–3

2017 Na
tional Conference

• Los Angeles, March 30–April 2

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