By Mary Bigelow
Posted on 2013-10-31
I’ve talked with teachers who are concerned about the E in STEM. “I barely have time for science, and now I’m supposed to teach engineering, too? I’ve never studied engineering!”
I think these teachers might feel a little more confident after reading the guest editorial The Next Generation Science Standards and Engineering for Young Learners: Beyond Bridges and Egg Drops. The article has a chart that compare science and engineering practices, and there are a lot of similarities. The fundamental difference seems to be that science asks questions while engineering defines problems. Many of the activities that are common in science classes are actually based on engineering problems.
In an earlier post Early education in engineering and design, Peggy Ashbrook looks at the engineering skills that even our youngest students bring with them. She provides insights, resources, and suggestions for building on these.
Beginning with the October issue, Science and Children has a new column called Engineering Encounters on teaching strategies to support teaching children how to design, explore the ways engineers conduct their work, and include ways in which lessons in engineering can be integrated with science. This month’s column explores some misconceptions students have. In another column, Safety First, Ken Roy reviews some safety precautions that should be considered during STEM activites.
Other featured articles focus on activities and design problems on flying machines, pendulums, weather forecasting, rockets, buoys, building projects, electromagnetic induction, and waterways. [SciLinks: Forecasting the Weather, Magnetic Fields, Engineering Structures, Pendulums, Rivers, Rockets]
Many of these articles have extensive resources to share, so check out the Connections for October 2103. Even if the article does not quite fit with your lesson agenda, there are ideas for handouts, background information sheets, data sheets, rubrics, and other resources.
I’ve talked with teachers who are concerned about the E in STEM. “I barely have time for science, and now I’m supposed to teach engineering, too? I’ve never studied engineering!”
By Mary Bigelow
Posted on 2013-10-29
Last year (my first year teaching) I floated among several classrooms. A few days before the beginning of this year, I learned that I have my own biology lab! I didn’t have much time, so I just put up a few posters. Now I want to make this plain classroom into a learning center for my freshman students. Do you have any tried-and-true ideas?
—JoAnn, Houston, Texas
I assume you have a traditional lab/classroom, with lab tables at one end and student desks/tables in another part of the room. I would definitely post your lab safety rules in the lab section and keep it free from clutter so you and the students can move around without bumping into each other. Establish a place where students can access and return the materials needed for their activities and investigations. Don’t forget to label safety equipment!
In the other part of your room, you can certainly go beyond motivational and scenic posters:
Biology teachers often display artifacts related to the topic being studied. You might not have many to start, but you could look in storage rooms and cabinets for hidden treasures. I found a lot of interesting things at flea markets and yard sales, too.
I’ve been in science classrooms that weren’t the learning center you’re looking for. One teacher had just about every square inch covered with memorabilia related to his favorite sports team. If students didn’t like sports or cheered for a different team, this “shrine” was not a welcoming place. Another teacher I worked with collected frogs. Her classroom was full of pictures of frogs, frog figurines, stuffed frogs, and frog mobiles hanging from the ceiling. She was an elementary teacher, so her students were in this environment all day, every day. I found it cluttered and distracting, and I couldn’t imagine cleaning around all of these knickknacks.
However, if students are invited to bring in artifacts to share and see their work on display, it will give them ownership in the learning environment.
Photograph: http://farm3.staticflickr.com/2137/4558969712_68b6854c16.jpg
Last year (my first year teaching) I floated among several classrooms. A few days before the beginning of this year, I learned that I have my own biology lab! I didn’t have much time, so I just put up a few posters. Now I want to make this plain classroom into a learning center for my freshman students. Do you have any tried-and-true ideas?
—JoAnn, Houston, Texas
By Peggy Ashbrook
Posted on 2013-10-25
When you search a bookstore database, you can find over 1,000 books that are categorized as “science” for children, ages 0-2 years old. Honestly, I think that number is a little low. Remember, “science” includes animals, plants, your body, the motion of objects, places around the world and more. That means that well-loved classics like The Very Hungry Caterpillar by Eric Carle (1969) or The Carrot Seed by Ruth Krauss and illustrated by Crockett Johnson (1945) are all supporting your child as they explore the natural world. As caregivers, that gives us incredible freedom to choose books that spark the interest of the babies and toddlers in our care. Resources such as Even More Picture-Perfect Science Lessons: Using Children’s Books to Guide Inquiry, K-5 by Emily Morgan and Karen Ansberry (2013) can guide us to books that support learning science concepts without developing misconceptions about the natural world. Check out the NSTA Recommends website to find Outstanding Science Trade Books for Students K–12, chosen in cooperation with the Children’s Book Council. Ladybugs by Gail Gibbon (2012) and The Beetle Book by Steve Jenkins (2012) are two of the winning titles for 2013. Knowing how many books support science learning gives us one more reason why reading is such a crucial and fun activity to do with your young child!
By Mary Bigelow
Posted on 2013-10-17
So – who’s ready for Mole Day? Rather than competing with the commercial hoopla around Halloween, perhaps we science teachers could get a head start on October 23 (10/23) from 6:02 a.m. to 6:02 p.m. The timing of this event celebrates Avogadro’s number — 6.02 * 10^23
This day is used to celebrate the science of chemistry and its applications. The National Mole Day Foundation’s website has background information, themes, and some suggested activities. The American Chemical Society has embedded Mole Day in its National Chemistry Week activities. The ACS site has many resources for students and teachers of all grade levels. Even if your students are too young to understand Avogadro’s number, they can still enjoy learning about chemistry and the role it plays in their lives. The Royal Society of Chemistry in the UK also has information about Avogadro and the mole. (The Society’s student journal is called The Mole.)
See SciLinks for more information on Avogadro: you’ll get a list of websites related to moles and to the work of this scientist.
I’ve also heard of teachers who reverse the numbers and celebrate their mole day on June 2 (6/02) at 10:23 a.m. This could be a neat end of the year wrap-up! (And who says we can’t celebrate twice?)
So – who’s ready for Mole Day? Rather than competing with the commercial hoopla around Halloween, perhaps we science teachers could get a head start on October 23 (10/23) from 6:02 a.m. to 6:02 p.m. The timing of this event celebrates Avogadro’s number — 6.02 * 10^23
By Peggy Ashbrook
Posted on 2013-10-17
An aquarium in the classroom may be a science center and the site of a morning separation ritual for some children. In addition to daily feeding and casual observation, children can make scientific drawings and notes. To encourage close observation, provide magnifying glasses and have two kinds of animals in the tank for observation. You might have two kinds of fish, or a fish and a snail. We can ask productive questions which encourage children to observe and think about what they see. As the children talk or point, suggest they draw the details of the animal’s body to show how it moves, how it is the same or different from the other animal, or the evidence that shows the animal is alive.
Learn about fish in the classroom from other teachers:
Read Mrs. Poulin’s blog (“Kindergarten is one of the places I call home”) about how the process of setting up a fish tank, and observing and documenting the completed tank, supported children’s work in thinking, speaking, listening and drawing.
Mrs. Larremore’s “Chalk Talk” blog shares a math unit using the book Fish Eyes by Lois Elhert (1990).
Short posts by teachers on ProTeacher about pet suggestions includes fish.
Parent and fish aquarium veteran Karen Randall writes on the Animal.com FishChannel that “Aquariums in school classrooms are a great way for kids to learn about fish and biology — and they’re fun too!”
Have any readers taken part in the Pets in the Classroom grants?
A National Science Teachers Association’s resource, NSTA Recommends, describes Catherine Sill’s About Fish: A Guide For Children (2002 Peachtree Publishers, Ltd) as “an informative and well-illustrated book for primary children…a beautiful introduction to fish or life cycles…will support an integrated approach to science and language arts in the primary grades.”
Maybe fish aren’t the perfect classroom pet….share your pet suggestions by commenting below. Roly-polies (aka isopods) anyone?
By Carole Hayward
Posted on 2013-10-17
By Mary Bigelow
Posted on 2013-10-16
I’ve seen “word walls” in elementary classrooms, but I wonder whether older students would find them helpful in dealing with vocabulary. What should I consider in trying this idea?
—Wendy, Chattanooga, Tennessee
When I first learned about word walls, I was intrigued. Many of my middle school students struggled with the specialized vocabulary in science, and I was willing to try something new to help them. It turned out to be a win-win situation: it was a learning opportunity for the students, and one of the bulletin boards in my classroom was used productively (I was not very good at designing them). I also had good results using this strategy with high school students.
A word wall is an organized list of words displayed in a classroom. On most I’ve seen, the words were printed on index cards or pieces of paper that can be moved around with the words large enough for students to see. A small graphic illustrating the word can be included (students can get very creative with this). This is not a static or decorative list, however. During the unit, the teacher and students can refer to the words, rearrange them by concept, and use them for review activities such as card sorts or word splashes.
Word walls should focus on essential vocabulary. As key words are introduced, they are posted. Some teachers also have the students put the words into their science notebooks and personalize the notebook list with additional terms.
If you teach more than one subject, as many teachers do, you’ll need a lot of space! When another teacher and I shared a lab, we divided up the bulletin board. I’ve seen teachers be creative with window shades and wall space. A teacher who floats among classrooms carried a flip chart on her cart with the vocabulary. As a last resort, students could create a “word page” in their notebooks.
The topic of word walls has appeared on the NSTA e–mail lists. Here are some additional suggestions from our colleagues that are appropriate for any grade level:
Additional resources from NSTA:
Word Wall – NSTA News Digest
Word Wall Connections – NSTA News Digest
Interactive Word Walls: Transforming Content Vocabulary Instruction –Science Scope
Word Wall Connections – Science Scope
Word Wall Work—Supporting Science Talk –Science & Children
Photograph: Science Scope
By admin
Posted on 2013-10-15
What do the trebuchet, said to have been invented in China in about 300 BC and Paula Creamer, the 2010 U.S. Women’s Open champion, have in common? They both owe their success to the double pendulum effect. Find out why in Science of Golf: Physics of the Golf Swing.
If you live in a northern clime, you might be thinking about putting your own golf clubs away for the winter. So satisfy your links craving by working through the Science of Golf series with your students. The series, from the partnership of NBC Learn, the United States Golf Association (USGA), and Chevron will get your STEM efforts on par. The videos are available cost-free on www.NBCLearn.com.
Look through the lesson plans and adapt any part that is most useful to you. We all know that everyone’s situation is just a bit different, so download the Word doc and modify at will to make it your own. After you give them a try with your students, let us know what you think! Suggestions for improvements are always welcome. Just leave a comment and we’ll get in touch with you.
–Judy Elgin Jensen
Image of Paula Creamer finishing her swing courtesy of Keith Allison.
Video
SOG: Physics of the Golf Swing discusses how torque, centripetal force, and the double-pendulum effect combine to produce high club head speed during a golf swing.
STEM Lesson Plan—Adaptable for Grades 7–12
The lesson plan provides ideas for STEM exploration plus strategies to support students in their own quest for answers and as well as a more focused approach that helps all students participate in hands-on inquiry.
The SOG Lesson Plan: Physics of the Golf Swing describes how students might investigate a question about energy transfer from potential to kinetic in the cases of single and double pendulums.
You can use the following form to e-mail us edited versions of the lesson plans: [contact-form 2 “ChemNow]
What do the trebuchet, said to have been invented in China in about 300 BC and Paula Creamer, the 2010 U.S. Women’s Open champion, have in common? They both owe their success to the double pendulum effect. Find out why in Science of Golf: Physics of the Golf Swing.
By Mary Bigelow
Posted on 2013-10-13
As the Science Scope editor notes, “Most of our students—and many adults—take modern technology for granted, never wondering how these machines work or what science makes them possible.” Much of this science relates to waves and electronic radiation, and the featured articles in this issue have many ideas for student investigations in these topics, and the articles note how the content and activities relate to the NGSS.
Reflecting Understanding describes some misconceptions students may have about light and plane mirrors. The article describes four learning stations using a “reflect-view” mirror (described in the article). The authors include photos of the stations and discuss how each addressed a misconception. [SciLinks: Reflection, Mirrors]
As the author of Color: The Eyes Have It notes, middle schoolers enjoy learning about themselves. This activity here goes beyond a traditional lesson in the genetics of eye color to have students take a closer look at their own eye colors through digital photography. [SciLinks: Eyes]
Balloon’s Up! illustrates a project in which students partnered with a university for an authentic exploration how ultraviolet radiation, visible light, and sound waves are affected by altitude. Students with their partners designed research projects that could be studied with data collections from the high-altitude balloons they launched.
The authors of Wave Warnings provide suggestions for helping students investigate wave characteristics in water. Making wave “prints” (directions provided) give students a picture of their generated waves and provides an opportunity to study the characteristics of real waves in addition to pictures in a textbook or website. The article has photographs of the prints and student handouts. [SciLinks: Waves]
Two of the monthly columns also focus on waves. Are there sounds in space? The Scope on the Skies article The Sound of Sound has a review of wave characteristics and discusses acoustical sounds vs. the conversion of forms of electromagnetic radiation of celestial objects into acoustical sounds we can hear. [SciLinks: Electromagnetic Waves] When studying waves, students often use thing such as Slinkys, mirrors, lenses, and tuning forks. The Scope on Safety article Wave Warnings has some suggestions for studying waves safely in the classroom.
Students may bring a variety of backgrounds and interest in these topics. Differentiating Inquiry (in this month’s Teacher’s Toolkit) has suggestions for varying the level of inquiry in a topic. Using density as the topic, the authors provide examples and materials for meeting the need of students. The ideas can be generalized to any topic. [SciLinks: Density]