I’m looking forward to the USA Science and Engineering Festival Expo in Washington, D.C., on the National Mall on October 23 and 24 from 10am to 5:30pm. Hosted by Lockheed Martin, the Expo is the free grand finale for a nationwide festival that begins on October 10 with activities across the nation. With over 1,500 fun, hands-on interactive activities, and 75 stage shows for all ages, there will be a lot to choose from. One way to navigate the many choices is to go to the Expo Tracks page  to see the age and theme tracks and choose which area of the Expo to visit—Weatherfest (all ages), Wiz Pop Bang (ages 7-10), and The Tiny Animal Lover (ages 6 and under) are the three most appropriate for preschoolers but don’t limit yourself to these themes. Next go to the Expo Exhibits page, and select a track, or just the “under 6” age group to see the age appropriate exhibits. Here are a few exhibits I found with a quick search, but don’t limit yourself to these examples:
Science is Everywhere—for Everyone! by National Science Teachers Association Section NM-1, Booth Number(s) 116, 118, 120, 122, 124 National Science Teachers Association ( NSTA ) and our State Chapters and Affiliates will provide exciting, engaging, dramatic and in some cases down-right awe-inspiring opportunities for participants to see that science educators assure “Science Matters to Everyone!”. Come enjoy demonstrations, hands-on activities, and inquiries for all ages and interests. NSTA is also one stop on the Evolution Thought Trail to learn about best-teaching-practices in the science classroom. Come enjoy demonstrations, hands-on activities, and inquiries for all ages and interests. NSTA is also one stop on the evolution thought trail to learn about best-teaching-practices in the science classroom.
Insectopia by Duke University Section FP, Booth Number(s) 1547 The colors on butterfly wings have inspired artists and scientists with their beauty for ages, but they have a serious purpose. We’ll see how the beautiful color patterns of the butterfly’s wings are built up of small pieces, like pixels, and engage in some activities to illustrate how wing patterns develop and what they might be for. Can YOU find the hidden butterflies in our display? Color your own butterfly wings — make them flashy or invisible. And before you go, please join us in singing and dancing to the infectious ditty “Head, Thorax, Abdomen.”
Are You Smarter Than An Ape or a Dog? by Duke University Section FP, Booth Number(s) 1549 Try your hand at some of the problem-solving tests that Duke University anthropologist Brian Hare has used on Chimpanzees, Bonobos, and domestic dogs. After you try your best, we’ll show you videotaped experiments of animals performing the same tests. Can you do better than they did?
Why or why not? Hands On With Mad Science by Mad Science Section PA-13, Booth Number(s) 1201, 1203, 1300, 1302 Get your hands dirty by making your own slime, tasting cool potions, and experimenting with alternate power sources. Learn about life under the water with alien sea creatures!
Science You Can Do! by Science for Citizens, ScienceForCitizens.net Section PA-13, Booth Number(s) 1229, 1231 Get your hands dirty with science. Interactive demos of research projects you can join. From bugs to birds, kitchen chemistry to computer games, environmental monitoring to electronic music. Win a science trip!
Slithering Science by Society for the Study of Amphibians and Reptiles Section WP, Booth Number(s) 1122 Slither and hop, hiss and croak: What can amphibians and reptiles tell us about the environment? See, touch, and meet some live examples of these important, but often feared and under-appreciated, members of earth’s ecosystems.
Hands-on Science by American Museum of Natural History Section PA-13, Booth Number(s) 1341 Touchable objects and fossils from our collections help bring science alive to learners of all ages. Our staff will support hands-on activity centers that use these engaging objects as teaching and learning tools about science and the scientific process.
To find your exhibit choices once you are at the Expo, use the map and booth numbers. Print one at home or pick up a map at the Expo. When my children were young I would take them to museums with the goal of visiting just one room and the bathroom. There was always too much to see it all. My children would tolerate “drive-by” stroller tours of the art museums, but wanted to get out and look at the National Museum of Natural History. Riding on the public transit train, the Metro, is an adventure in itself with maps and colors to discuss.
I hope the USA Science and Engineering Festival will become an annual event. Maybe I’ll see you there!
Peggy

I’m a new teacher, and my principal informed me she’s going to do a formal “observation.” She’s been in and out of my lab on weekly walkthroughs, but this time she’ll be in the room for the whole class. This is my first observation and I’m getting nervous—how should I prepare?
—Kate, Elizabeth, New Jersey
Walkthroughs provide candid snapshots of what happens in a class. A visitor can learn interesting things about a class and teacher in just a few minutes. But these snapshots can also raise questions, especially about the context of the lesson and what preceded and what would follow this brief visit.
To expand the picture of what happens in a classroom, principals may also conduct formal observations of teachers several times a year (depending on district policy and teacher contract). These observations usually last for an entire class period, from when the students enter to dismissal. These observations provide a different perspective on a teacher’s classroom management and his or her abilities to plan, conduct, and evaluate instruction in a cohesive and purposeful way.
Sometimes these observations are unannounced, but in your case you have time to plan, reflect, and get nervous! Some teachers suggest you shouldn’t have to “prepare” anything—just teach what you ordinarily would. The reality for a novice teacher is that no day is “ordinary.” You are still developing your repertoire of effective teaching strategies. What your principal sees is a work in progress.

Talk to your mentor or another science teacher to find out what the usual procedure is for observations. Does the principal stay for the entire class period? Does she take notes? Where does she sit? Does she walk around the classroom? Is there a particular form that she uses to record her notes? What kind of feedback should you expect? When do you get the feedback?
In some schools, the principal sets up a pre-observation meeting, but even if that is not the case in your school, you can still ask your principal about her expectations. Does she want to see hands-on activities, large group instruction, a lecture, the use of technology, a lab investigation, an assessment activity, classroom routines, or cooperative learning?
As you plan the learning activities for that class period, choose those with which you and the students are comfortable. This might not be the best time to try a new technology, but if you are doing something new, be sure that you provide guidance and modeling for the students during the lesson.
Take a quick look around the classroom/lab. It should be safe, organized, and conducive to learning. You don’t need a new wardrobe, but your own appearance should be professional as always.
When your principal comes in, give her a copy of the lesson plan, along with handouts, the textbook, or other materials that will be used during the lesson, including safety goggles. If your district has a required or even a suggested lesson plan format, be sure you’re using it, rather than a list of assignments such as “Read Chapter 6” or “Lab on Fungi.” If the lesson is a continuation, be sure to provide the principal with enough context on what the students did prior to this class, including the big idea or theme of the unit. Likewise, describe what the next lesson will include (this is a good teaching strategy even when you’re not being observed.) Since you have time to prepare for this observation, you could also prepare a list of “look-fors”— things you would like the principal to notice, such as your bellringers, class routines, science notebooks, the way you pose questions, how you and the students use technology, or lab safety procedures.
Some teachers go overboard to create a show. A savvy principal will be able to tell whether she’s seeing the usual routine or contrived events. The students may be nervous with a visitor in the room, although they should be familiar with your principal’s presence from the walkthroughs and observations of other classes. (When I was student teaching, my students were unnaturally quiet when my supervisor came to observe. I later found out they thought he was a police officer.)
After the observation, ask the principal when you can meet to discuss the class. Assuming she provides constructive feedback, with commendations and recommendations, this could be an opportunity for you to grow as a teacher. Put your copy of her notes or report in your professional folder.
It’s normal to feel nervous, and even veteran teachers get a few butterflies when the principal walks in. Your principal is not expecting scripted perfection. I’m sure she’s more interested in your instructional strategies, how you convey your interest in the subject, and how you relate to the students.
Photo: http://www.flickr.com/photos/spcummings/361167519/

In journals, websites, or workshops we hear about new ideas or strategies and ask “Would that work in my classroom?” We read about student research projects, but this issue looks at teacher research—specifically on action research in the classroom. Action research is inquiry or research focused on efforts to improve student learning. It is usually designed and conducted by a teacher  or teams of teachers who analyze the data from their own classrooms to improve their practice. Action research gives teachers opportunities to reflect on their teaching, explore and test new strategies, assess the effectiveness of the new strategies, and make decisions about which ones to use (and with which students, subjects, or classes).
Action research can be as simple as a single teacher testing new ideas, or as complex as a schoolwide professional development project. My first attempt evolved from reading about “wait time.” I was skeptical that such a simple practice should have an impact on the quality of student responses. So I tried it with my own students and paid attention to their responses and reactions. I was astounded at the results—more students volunteering to participate, greater depth to their responses, and students interacting with each other in discussions. I was hooked—both on wait time and the action research process.
It’s really exciting to see an entire issue focused on this topic, with the lead article Action Research: Expanding the Role of Classroom Teachers to Inquirers and Researchers. The authors provide a graphic showing a spectrum of teacher inquiry from observation and reflection to more formal studies. You probably have used elements of the process without realizing it.

For additional perspectives on the process from real classrooms, see Making the Case for Action Research and Assessing Student Motivation, Performance, and Engagement with an Action Research Project.
I Want to Be Like… and The Benefits of Formative Assessment for Teaching and Learning show how action research can lead to more formal research opportunities for teachers. (One of my action research projects led to my dissertation). The authors of Uncovering Student Thinking in Science Through CTS Action Research describe a type of action research that focuses on understanding how students think, including indentifying student misconceptions (such as those described in Misconceptions in the Science Classroom.
The results of action research are often published in the NSTA journals. And every year at NSTA’s national conference there is a strand devoted to action research. Teachers have long been seen as consumers of professional knowledge. It’s time for teachers to become producers of professional knowledge, too.
The results of action research are often published in the NSTA journals. And every year at NSTA’s national conference there is a strand devoted to action research. Teachers have long been seen as consumers of professional knowledge. It’s time for teachers to become producers of professional knowledge, too.
See Lab instructions: Finding the right mix for how a project could be set up. Or try these SciLinks topics: Instructional Strategies, Teaching Strategies, or Assessment Strategies for ideas to investigate.