A system is more than a collection—each component is related to others, and changing one component affects the others. The featured articles in this issue describe how students can learn systems thinking (as well as content concepts).
The authors of Modeling Earth’s Climate describe a model that shows the interdependence and complexity of the components that affect climate. The suggested computer model (the URL is provided) lets students study feedback loops and test their hypotheses. [SciLinks: Global Warming and Global Climate Change]
Why Do I Crave That Cookie? is a question I often ask myself (although usually in the plural). The authors of this article have designed a set of activities in which students explore the relationships among body systems. A set of questions that drive the unit is suggested—for example: How do I know I’m hungry? Where is the cookie? What happens to food in my stomach? How do nutrients get to other parts of the body? This makes more sense than the typical lessons on each system.  [SciLinks: Body Systems]
A study of introduced species can exemplify what happens when an ecosystem is disturbed with, for example, a species with no native predator. Nonnative, Invasive, Exotic, Oh My! describes a such a study. [SciLinks: Invasive Species]

Classification systems are important in science. Engaging Students in Classifying Matter has ideas for helping students learn chemical and physical changes and properties. [SciLinks: Physical/Chemical Changes]
Many students view computer science as game-playing, without understanding the system behind the applications they use. The activities described in A Computer Story: Complexity from Simplicity use electric circuit construction, digital systems, base-n number systems, and truth tables to examine the decision-making that is the basis of computing. [SciLinks: Electrical Circuits]
All Things Being Equal describes an investigation into factors that affect the equilibrium of a system and includes questions that can be used as an assessment of student understanding. [SciLinks: Chemical Equilibrium, Factors Affecting Equilibrium, Le Châtelier’s Principle]
Scientific Discoveries the Year I Was Born doesn’t exactly address systems thinking, but the activity does show students that science isn’t just something that happened in the time of Galileo or Newton. By researching more recent discoveries and inventions, students can see that science and engineering are not just the domain of old folks. I must admit I looked up events from my birth year, including the use of radiocarbon dating and  the first recorded snowfall in Los Angeles.
Don’t forget to look at the Connections for this issue (October 2012), which includes links to the studies cited in the research article. These Connections also have ideas for handouts, background information sheets, data sheets, rubrics, etc.

Atlanta, Georgia is the place to be this November for professional development opportunities at two conferences—the National Science Teachers Association’s area conference November 1-3, and the National Association for the Education of Young Children’s national conference November 7-10.

Both organizations offer sessions on teaching science in early childhood programs.
Here are just a few of those sessions at the NSTA conference. (Add your sessions to this list by commenting below.)
Thursday, November 1 12:30–1:30 PM. Teaching Forms of Energy to Younger Students. Georgia World Congress Center, B313. Join me for hands-on experiments on the fundamental concepts of energy. We’ll explore the science of motion, heat, sound, and light. Presenter(s): Karen Reagor (The NEED Project: Manassas, VA)
Thursday, November 1 3:30–4:30 PM. iScience. Georgia World Congress Center, B315. This engaging and enlightening session focuses on how iTechnologies (iTouches and iPads) can enrich the elementary science classroom. Presenter(s): Suzanne Edwards (Trinity School: Atlanta, GA); Anna Allen (Trinity School: Atlanta, GA); Kate H. Burton (Trinity School: Atlanta, GA)
Friday, November 2 11:00 AM–12:00 PM. Simple Setup STEM Activities. Georgia World Congress Center, B313. Planets, light and shadow, insect life cycles, fossils, and physical and chemical changes are used to develop scientific thinking in simple and adaptable labs. Presenter(s): Virginia Lucy ( Lilburn, GA)
Friday, November 2 12:30–1:30 PM. How Does Your Garden Grow? Georgia World Congress Center, B213. A school or community garden represents an ideal way to integrate across the elementary curriculum. Come discover lessons, plans, and trade books for any space or any school. Materials provided by Georgia Cooperative Extension Master Gardeners. Presenter(s): Juliana Texley (Palm Beach State College: Boca Raton, FL); Steve A. Rich (West GYSTC: Carrollton, GA)
Friday, November 2 12:30–1:30 PM. PreK and Kindergarten Science Activities That Encourage Critical Thinking. Georgia World Congress Center, B314. Experience hands-on engaging activities that can be used to encourage critical-thinking and problem-solving skills while introducing preK–K students to important science concepts. Presenter(s): John Payne (Mercer University: Lithia Springs, GA)
Friday, November 2 2:00–3:00 PM. CESI Session: Powerful Paper Projects for Physical Science. Georgia World Congress Center, B308. Join us to make flying, spinning, rolling, and floating creations that easily, cheaply, and memorably teach the basic concepts of force and motion. Click here for more information. Presenter(s): Barbara Z. Tharp (Baylor College of Medicine: Houston, TX); Julie Thomas (Oklahoma State University: Stillwater, OK); Michael Vu (Baylor College of Medicine: Houston, TX); Dee Mock (Baylor College of Medicine: Houston, TX)
Friday, November 2 3:30–4:30 PM. CESI Session: Council for Elementary Science International Share-a-Thon. Georgia World Congress Center, B308. Join CESI as we share a wealth of ready-to-use, classroom-tested hands-on activities created just for the K–8 teacher. Handouts and website links! Presenter(s): Many, many wonderful teachers.
Saturday, November 3 8:00–9:00 AM. Teaching Younger Students About Energy Outside the Science Classroom. Georgia World Congress Center, B313. Use language arts, math, and presentation skills to teach K–3 students about the energy resources we use. Activities can be implemented today with no special materials. Presenter(s): Karen Reagor (The NEED Project: Manassas, VA)
Saturday, November 3 9:30–10:30 AM. Science & Children—A Year of Inquiry. Georgia World Congress Center, B313. The highly anticipated Next Generation Science Standards are explicit—inquiry remains an important strategy to use in the classroom. Come learn ways to infuse components of inquiry into your curricula. Presenter(s): Linda Froschauer (Field Editor, Science & Children: Westport, CT)
NAEYC Executive Director Jerlean Daniel invites us to the 2012 annual conference the week following the NSTA conference. Here are some of the sessions offered at the NAEYC conference:
(Add your sessions to this list by commenting below.)
More Ramps and Pathways: An approach to teaching physical science and engineering in early childhood. Betty Zan, Sonia Yoshizawa. 11/7/2012 12:30 PM – 3:30 PM Room B213 Georgia World Congress Center
Learning to think: The role of scientific inquiry. Ingrid Chalufour, Nancy Clark-Chiarelli, Cindy Hoisington. 11/8/2012 8:00 AM – 9:30 AM Room B216 Georgia World Congress Center
Science inquiry and practices: Fun experiences with hands-on materials to awaken young scientists. Peggy Ashbrook, Linda Froschauer. 11/8/2012 3:00 PM – 4:30 PM Room B208 Georgia World Congress Center
Early Childhood Science Interest Forum Meeting. All are welcome at this annual meeting to discuss and plan. 11/9/2012 6:00 PM – 7:30 PM Juniper Room Omni Hotel at CNN Center
Finding the trees in the forest: Support toddlers’ developing problem-solving skills. Jill Uhlenberg, Rosemary Geiken. 11/10/2012 1:00 PM – 2:30 PM Room B208 Georgia World Congress Center
A “heads up” to programs in the DMV (Washington, D.C. metro area)—in 2013 the NAEYC Annual Conference & Expo will be held in D. C. on November 20-23. Plan now so staff can attend the conference next year. I hope to see you at one of these conferences—participate in worthwhile professional development with opportunities to network, and visit the vendor booths to see the products they list in the catalogs.

Pumpkins are beautiful and varied, and so are apples, plus they taste good. No wonder these fall crops are part of early childhood activities in so many programs. Accomplished early childhood teachers don’t just “do” pumpkins—they use pumpkins as a platform for deep learning about a concept, such as life cycle changes in living organisms.
Marie Faust Evitt describes how her students use pumpkins to learn about measurement on the Gryphon House, Inc blog.
“Gourd-ous Decomposition” by Amy Rubenstein, Stacey Cleary, and Christina Siry, in the September 2009 Science and Children, describes an in-depth observation of a pumpkin before and while it decomposes.
Karen Ansberry and Emily Morgan, authors of More Picture-Perfect Science Lessons: Using Children’s Books to Guide Inquiry, Grades K–4 write a “Teaching Through Tradebooks: Pumpkins!” column in the October 2008 Science and Children about making observations, asking questions, and designing a simple investigation. (Note that some of the NSTA journal articles are free to all and some require membership. Join the NSTA Learning Center  at no cost and search for resources, free or otherwise, and join in the discussions in the forums.)
Here is a song to use while becoming familiar with the feel and heft of pumpkins. Pass around a variety of sizes of pumpkins while singing (to the tune of Way Down Yonder in the Pawpaw Patch)
Pickin up pumpkins, pass em to your neighbor,
Pickin up pumpkins, pass em to your neighbor,
Pickin up pumpkins, pass em to your neighbor,
Way down yonder in the pumpkin patch!
After planting pumpkin seeds, and harvesting pumpkins, your students can learn this chant (with apologies to Laura Joffe Numeroff who inspired this with her book, If You Give a Mouse a Cookie):

If you give it some water, it will grow to the sunshine.
If you give it some sunshine, it will grow some roots.
If it grows some roots, it will grow a sprout.
If it grows a sprout, it will grow a vine.
If it grows a vine, it will grow a flower.
If it grows a flower, it will grow a green pumpkin.
If it grows a green pumpkin, it will grow into an orange pumpkin.
If it grows into an orange pumpkin, you will pick it.
If you pick it, you will make a jack-o-lantern.
If you make a jack-o-lantern, you will save a seed to plant.
If you save a seed to plan, you will need to give it some dirt.
And if you give a pumpkin seed some dirt…
(Repeat)
If you are lucky enough to have a pumpkin plant growing nearby, you and your students can draw the leaves and flowers, and look for tiny pumpkins that have just begun to grow at the base of the flower. Investigate other flowers to look for similarities in flower structure and to see if a seed-bearing fruit grows where the flower was.
A class of two-year-olds ably dissected the leaves and flowers of a zucchini plant using scissors and plastic knives. We teachers were surprised to find that the stems are hollow! Using magnifiers made it easier to see some of the delicate structures. I rubbed off most of the prickles beforehand to make the experience more enjoyable.
Perhaps your students will begin a Pumpkin Project, similar to the “All About Potatoes” project conducted by 3-to-5-year-old children at Bing Nursery School under the guidance of their teachers, Jane Farish and Mark Mabry.  Read more about the Project Approach at http://ceep.crc.uiuc.edu/eecearchive/books/projcat2.html
Then write a comment and tell others about what your class does with pumpkins or other fall fruits.

Small document cameras, or mini doc cams, are making inroads into many classrooms due to their low cost, USB power, small size, and adaptability. It is the latter feature that makes them especially attractive to science teachers.

One camera in particular is the IPEVO Point 2 View USB document camera. Since the camera connects to a computer, the full projection capabilities of the camera are only limited by the computer it is connected to. Unlike large tabletop document cameras, the IPEVO camera weighs about 60 grams with two thirds of that being the USB cord.

The tradeoff of low cost and light weight often disproportionately hits performance and resolution, but with a few tips and minor concessions, the advantages of the mini doc cam outweighs the disadvantages. But the strongest advantage of the mini doc cams are their portability and simplicity of operation, which in turn can give it an teaching adaptability that tabletop doc cams can only dream of.

As evidence of this, a magnifying lens designed for the Point 2 View camera has been released and for less than $20, students can use a flush surface-focus 2x lens with built-in lighting on mini doc cam.

While 2x might not sound like much given magnifying lenses and loupes are often 4x-20x and microscopes usually begin at 40x, the 2x is a big deal given the lens is almost touching the object under study. Further, when magnifying objects, the technical complications are also magnified including focus, lighting, and stability that in turn can become insurmountable obstacles to usable photography.

For conventional document projecting uses, the mini doc cams can attach to stands that allow them to mimic their tabletop brethren while maintaining their Superman-like ability to morph into a tiny, fast, mobile camera. And the mobility of a laptop is actually accented, not compromised, with a mini doc cam taking microphotography to a new level and into the field.

Here are a couple examples and applications for the camera outside my classroom. Enjoy.