Exploring Science and History With the Library of Congress

After the United States entered World War I in April 1917, citizens could support the war effort by buying war bonds, conserving food on “Meatless Mondays” and “Wheatless Wednesdays,” and consuming less fuel at home and in their cars. Schools helped, too, as students planted vegetable gardens to increase the food supply.

School gardens, dating to the late 1800s, helped students get fresh air and exercise and learn about nature, which was especially important to city kids. Student gardeners learned about plants, soil, fertilizers, watering, and keeping records to help improve crop yield. They received valuable lessons in botany and entomology by learning the names, anatomy, and life cycles of garden plants and insects; detecting the role of earthworms in soil aeration; watching seed germination; observing pollination by bees and other insects; determining which insects ate which plants; and learning to recognize garden weeds.

During World War I, school gardens let students show their patriotism and support for troops fighting overseas. President Woodrow Wilson approved funding for the United States School Gardens program noting that school gardens were vital to the war effort. This 1919 poster (above) shows Uncle Sam leading an “army” of student gardeners.

School gardens were also important during World War II and have recently made a comeback as students learn more about the environment, where their food comes from, and the importance of wholesome food to good health.

About the Source

During World War I, posters encouraged citizens to modify their eating habits, plant victory gardens, and can fruits and vegetables so that more food could be sent for the war effort. The poster shown here is just one of many from World War I available online from the Library of Congress. To learn more about the school gardens movement, see these Library of Congress resource guides: School Gardens and School Gardening Activities, as well as a guide to related webcasts.

Related Student Explorations

• Botany
• Soil properties
• Gardening
• Nutrition

Danna C. Bell is an education resource specialist at the Library of Congress in Washington, D.C.

Editor’s Note

This article was originally published in the April/May 2016 issue of The Science Teacher journal from the National Science Teachers Association (NSTA).

Get Involved With NSTA!

Join NSTA today and receive The Science Teacher, the peer-reviewed journal just for high school teachers; to write for the journal, see our Author Guidelines and Call for Papers; connect on the high school level science teaching list (members can sign up on the list server); or consider joining your peers at future NSTA conferences.

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

Future NSTA Conferences

5th Annual STEM Forum & Expo, hosted by NSTA

• Denver, Colorado: July 27–29

2017 Area Conferences

• Baltimore, Maryland: October 5–7
• Milwaukee, Wisconsin: November 9–11
• New Orleans, Louisiana: November 30–December 2

National Conferences

• Los Angeles, California: March 30–April 2, 2017
• Atlanta, Georgia: March 15–18, 2018
• St. Louis, Missouri: April 11–14, 2019
• Boston, Massachusetts: March 26–29, 2020
• Chicago, Illinois: April 8–11, 2021

Follow NSTA

As authors of the popular NSTA Press book The Power of Questioning: Guiding Student Investigations, we get a lot of questions from readers.  One of the top questions we get is, “How do we hold the learners accountable with questions?” Here is what we tell readers:  The questions we choose chart the course of the discussion. Questions serve many purposes.  Questions help students connect concepts, think critically, and explore logic and understanding at a deeper level.  Questions can help teachers check for understanding. Questions can extend students’ thinking by requiring the students to justify their answers. 

One emphasis of the Common Core English/Language Arts standards includes “asking and answering questions to demonstrate understanding” and “engaging effectively in a range of collaborative discussions.” Teachers may engage students in this type of discussion by asking justifying questions that hold the learner accountable for their learning.  This type of question requires the student to provide evidence and support their ideas.

For example the teacher may ask the student, “Why do you think that?” or “What evidence supports your idea?”  The way the teacher asks the question is very important.  If the teacher asks questions with an inquisitive tone of wonder, the student will see that the teacher really wants to know what they are thinking and really wants to understand their logic and evidence.  If the teacher asks the question with a sharp or critical tone, the question seems more like an interrogation.  When teachers ask justifying questions with a constructive, inquisitive tone and intent a dynamic discussion is launched.

To learn more about ways to optimize questioning in your classroom, check out:

The Power of Questioning:  Guiding Student Investigations

Julie V. McGough is a first-grade teacher/mentor at Valley Oak Elementary in Clovis, California;  mrmagoojulie2@att.net.

Lisa M. Nyberg is a professor at California State University in Fresno, California; lnyberg@csufresno.edu; @docny

Click here for part one of The Power of Questioning blog series. 

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

Follow NSTA

Given the current political fervor over the candidacies of the people attempting to become our next president, now seemed like a good time to revisit one of the most successful projects I have had the good fortune of incorporating into my freshman biology classroom.

Launching a Model Organelle Campaign

In the fall of 2011, I had reached the point of the school year when it was time to start teaching my freshman biology students about the cell and its organelles. In my 14 years of teaching to that point, I had tried all types of different approaches to try and bring the cell alive for my students. I had tried direct instruction, having students build models of the cell, asking them to make analogies comparing the cell to a city, having them give presentations on individual organelles, even putting on a pretend radio show in class, and finally making fake Facebook pages on paper for each organelle. So as I prepared to begin the cell unit for the fourteenth time, I went to the Internet looking for inspiration (teachers are nothing if not good thieves, after all). One project I discovered came from Marna Chamberlain at Piedmont High School in California. The idea was to have students run an election campaign to get an organelle elected the most important organelle in the cell.  The project involved promoting an organelle in class through the use of posters, brochures, and a speech. In addition to promoting their own organelle, students also had to smear at least five other organelles. This last requirement was designed, of course, to ensure that students researched the functions of other organelles in the cell as they worked on promoting their own. After a correspondence with Ms. Chamberlain, I decided to give the project a try.

Before getting started, I made one tweak to the project from its original incarnation, and that was to add a social media component to it. I had noticed, as most educators I work with had at that point, that students were often more preoccupied with their social media accounts than they were with their school work. My thought was that if I could bring school to where students were already spending a lot of their time, I might be able to capture their interest better than I had been able to in the past. The requirement for the social media component, which was optional for students to create, was that any account had to be a fake account in the name of the organelle. This was important in keeping the identities of my students anonymous and in keeping in line with the social media policy of my school district.

Moderate Success in Year One

The first year of the project went pretty well. My students made some great campaign posters and flyers, to the point that my classroom was covered in both promotional and smear posters. The social media component was fun, but the only people following any students’ accounts on Twitter, Facebook, Instagram, or Tumblr, were other students or myself. The proof of the effectiveness of this project, of course, would be in my students’ results on their end-of-unit assessment. I was concerned that although the project was fun, that perhaps they had not learned as much about cell organelles as in the past, since they had only been required to focus on six organelles. Students had been made aware that they were responsible for being able to identify and know the function of all of the organelles assigned in the project, but I was still nervous. In the end, however, students performed as well on the cell unit test in 2011 as they had in all my previous years, only this time they enjoyed and became engaged with the content. The project was successful enough that I decided to stick with it and try it again the following year.

Year Two: The Scientific Community Embraces the Concept

One of the keys to the project in 2012 was that it was a presidential election year, and it was the first campaign to truly use social media. My students were already naturally excited about the election process. The classroom was buzzing with activity, as students started creating campaign t-shirts, buttons, and stickers, in addition to the posters and brochures. They also created their Twitter accounts for their organelles, such as @GolgiBody2012 and @MightyMito42.

Then a funny thing happened. Someone I didn’t know started tweeting with my Golgi Body group. My first reaction was of course to determine who this person was, and I was initially quite nervous that a complete stranger had somehow found our little project on Twitter. But my apprehension turned to delight when the stranger turned out to be Dr. Anne Osterrieder (@AnneOsterrieder), a plant biologist who is an expert on the Golgi Body and a lecturer/researcher at Oxford Brookes University in England. Apparently Dr. Osterrieder had found one of my students’ Golgi Body Twitter accounts during a Twitter search for any relevant new tweets with content related to her organelle of interest.

From those initial tweets, the project exploded. A colleague of Dr. Osterrieder’s at Oxford Brookes University, Dr. John Runions (@JohnRunions), also began tweeting with my students. Dr. Runions gave our project the hashtag #organellewars on Twitter. Since then, that has become the name this project goes by in my classroom and online. Dr. Runions also has his own BBC radio show, where he goes by the alias Dr. Molecule, which he used to talk about my students and their project on one of his shows. Dr. David Logan (@angerstusson) from the Universite d’Angers in France, a plant biology researcher and self-described mitochondriac, also began tweeting with my students, helping to promote the mitochondria groups and smear the others. Soon other biologists from all over North America and Europe began tweeting with my students.  The buzz the project created within the classroom and the school was incredible. My students were tweeting about organelles with scientists from Europe late at night on the weekend. In the past I had been lucky to get them to think about organelles at all other than when they were physically present in the classroom, but now they were actively engaged in learning about organelles beyond the four walls of my classroom, on a weekend, because they wanted to!

A Lesson in the Nature of Science

The results of the project the second time around went far deeper than I ever expected. Not only did my students learn about organelles, they learned far more important lessons about social media and science as well. The fact that this time around with the project there were experts on organelles interacting with my students, calling them out when they posted erroneous information, or asking them questions that inspired my students to d
ig deeper after they posted very superficial tweets regarding their organelle, gave my students an authentic audience. They were motivated to make sure that what they were posting was legitimate, appropriate, and able to be cited with reliable resources. I heard discussions among students about having been called out by a scientist online after having posted incorrect information about an organelle and needing to be careful about what they typed before hitting the “Tweet” button. Learning to have that filter before hitting “Tweet” or “Post” is an important skill for this generation to learn at a young age.

One point that I made very early on, after people from around the globe began interacting with us, was the far-reaching and very public nature of social media such as Twitter. Teenagers in general have a tough time grasping this concept. I think  this is generally because the only people who interact with them online are typically their very limited social circle. That does not mean, however, that others outside of their small group of friends cannot see what their online activity looks like. It is especially important for the current generation of students to learn this lesson at an early age. College admissions counselors and future employers look at social media accounts to get a better understanding of the people they are admitting or hiring. Something that excites me is that these students now have a positive social media footprint to share with anyone who wants to start looking at their social media accounts.

Students See Scientists in a New Light

My students’ perceptions of scientists also changed from the stereotypes they brought with them into my classroom at the beginning of the year. Most students had the preconceived idea that scientists were boring old men in lab coats and goggles hidden away in a sterile lab all day long. By the end of the project, they were able to see that many scientists are actually vibrant, witty, young men and women who love science and their research, but also like doing the same kinds of things my students and everyone else enjoy.

I suspect that this coming year will be a fantastic time to attempt running this project. If this project sounds like something you might be interested in attempting some time in the future, I can be reached via email at bgraba@d211.org or @mr_graba on Twitter.

Guest Blogger Brad Graba is an AP Biology Teacher at William Fremd High School in Palatine, Illinois.

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

Future NSTA Conferences

5th Annual STEM Forum & Expo, hosted by NSTA

• Denver, Colorado: July 27–29

2017 Area Conferences

• Baltimore, Maryland: October 5–7
• Milwaukee, Wisconsin: November 9–11
• New Orleans, Louisiana: November 30–December 2

National Conferences

• Los Angeles, California: March 30–April 2, 2017
• Atlanta, Georgia: March 15–18, 2018
• St. Louis, Missouri: April 11–14, 2019
• Boston, Massachusetts: March 26–29, 2020
• Chicago, Illinois: April 8–11, 2021

Follow NSTA

Students at Camp Ernst Middle School in Burlington, Kentucky, participate in technology leadership camps. Next year, they can take a CTE course in Digital Literacy for high school credit. Photo credit: Kristen Franks

Career and Technical Education (CTE), long the bastion of U.S. high schools, is becoming more common in middle schools and linked with science, technology, engineering, arts, and math (STEAM) courses. Virginia’s Fairfax County Public Schools (FCPS) is one supporter, offering middle level CTE courses in Technology and Engineering Education, Business and Information Technology, and Family and Consumer Sciences. “We’re getting [students] engaged at an early age,” says Scott Settar, program manager for Technology and Engineering Education and STEAM Integration. “We’re rewriting the middle school Business and Information Technology courses with more coding, programming, and networking opportunities,” he reports. The CTE courses “focus on the technical application of many career pathways, the design process, and 21st-century skills.

“National research has shown that by grades 5–7, students lose interest in individual [science, technology, engineering, and mathematics] STEM content areas,” so students at all grade levels “need to understand why these disciplines are important and relevant” because “upcoming STEM jobs will be in this area,” he contends. “The general consensus across the nation is that Technology and Engineering Education and Business and Information Technology are moving toward a STEAM focus, STEAM integration.”

In FCPS, “Technology and Engineering Education– and Business and Information Technology–related areas—coding, technology, engineering—[ have] almost a K–12 implementation,” observes Rachael Domer, FCPS STEAM Resource Teacher and a former CTE middle school Technology and Engineering teacher. “There’s a new focus on STEAM at the elementary level, exposing students to coding, engineering, and general problem solving.”

She notes that in FCPS, the seventh- grade technology and engineering education course is now called Engineering, Design, and Modeling, and the eighth-grade course has become Engineering Stimulation and Fabrication. “The idea behind the name change is to have the courses speak for themselves. The previous names were too broad,” she observes, adding that these semester- long courses allow students to take two CTE courses each year.

Domer says she talks to teachers of grades 4–6 about CTE course offerings at the high school level so “teachers understand what the end product is” and how familiarity with the engineering design process “will help students in middle school and high school.”

“We talk about CTE in general and connected to STEM education and providing relevant experiences for students, engaging them and inspiring them in learning. With [standardized] testing, we’ve kind of lost this. CTE is moving [back] in that direction,” concludes Settar.

STEM Career Pathways

“Middle school—that’s where the disconnect happens,” says Sunni Stecher, Middle School CTE Consultant for the Sonoma County Office of Education (SCOE) in Santa Rosa, California. With SCOE funds, 13 county schools offer Middle School Career Exploration activities.

Through a partnership of the CTE Foundation and the John Jordan Foundation, SCOE’s CTE department offers free Step-Up Classes—“mini CTE classes”—to middle school students, says Stecher. Step-Up Classes are taught by CTE teachers in their regular high school classrooms. “[They] give students experience with fun classes to motivate them to go to high school and get familiar with career pathways,” she explains.

“We’re trying to focus on high-wage, high-need [subjects] for our area,” such as agriculture and manufacturing. Past topics have included Advanced Technology and Manufacturing, Sonoma Specialties (wine and food), Health and Wellness, Agriculture, Construction, and Green Services, which covers solar and geothermal energy, green technology, agriculture, and alternative fuels.
“The teachers love teaching those classes; they love the exuberance of middle school students. The students are very engaged,” Stecher reports. In course evaluations, 95% of students rate the classes highly, and “the teachers come back every year,” she relates.

SCOE also helps organize a Construction Expo, a free event for middle and high school students staged by the North Coast Builders Exchange, a not-for-profit association serving the construction industry in the California North Coast area. “The kids get to use equipment, do hands-on welding…We get a huge response,” she reports.

Programs like these can be key to attracting students to STEM careers. “Districts need to build career exploration activities into their infrastructure, devote time to it in school,” she contends.

Preparing for High School

“I teach technology courses for middle school and feel passionate about preparing students for CTE,” says Kristen Franks, technology teacher at Camp Ernst Middle School in Burlington, Kentucky. “I will be teaching a high school–credit class (Digital Literacy) next year to eighth graders. The course is a prerequisite for many career pathways that our sister high school offers. As a former high school teacher, I understand the importance of CTE classes and am driven to support our students at the middle school level. There are so many opportunities in high school, and it is crucial for students to get a head start.”

Students in the Digital Literacy course “can go into programming, computer science, digital design, or web development. It’s amazing what opportunities will be available to them,” Franks maintains.

Having CTE at the middle level is important because in high school, CTE courses often “conflict with student schedules, which can include dual enrollment, AP courses, internships, band, and choir. It’s a struggle to get [students] to complete a pathway,” Franks allows. “Hook them early…[so they can] take advanced CTE classes before they leave high school,” she advises.

“The disconnect between middle and high school can’t be like that anymore… We’re all on the same team,” she asserts. She advises middle school CTE teachers to tell high school CTE teachers, “you want to prepare kids for their schools…Having these relationships will change everything.”

Franks notes one obstacle for middle school teachers who want to teach high school CTE courses is that their certification “ends with eighth grade, so they’re not certified to teach a high school-level CTE course…It’s sad that a certification is holding them back. It’s holding the kids back,” she asserts. “Hopefully this will change as they see the successes in middle school.”

This article originally appeared in the May 2016 issue of NSTA Reports, the member newspaper of the National Science Teachers Association. Each month, NSTA members receive NSTA Reports, featuring news on science education, the association, and more. Not a member? Learn how NSTA can help you become the best science teacher you can be.

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

Follow NSTA