Many hands-on STEM activities and demonstrations require the use of a heat source. The challenge is to determine the appropriate heat source based on safety while still meeting the needs of the activity. For example, the Bunsen burner is perhaps the most common heat source found in school science labs. However, it can be difficult to control the temperatures of Bunsen burners compared to electrical heaters (e.g., hot plates). This blog post describes different kinds of heat sources and the safety precautions for each source.

What Are The Options?

The following list describes the safety concerns associated with each heat source.

• Alcohol Burners: Some states have prohibited the use of traditional alcohol lamps with metal caps and wicks. This is with good reason! The vapors from these burners can explode and cause burns. If alcohol lamps are to be used, wickless alcohol burners are a much safer alternative. I recommend that you not use alcohol burners in K–12 classrooms.

• Candles: Candles can be unsafe and dangerous because clothing can catch fire and hot wax can cause burns. However, candles can be used to teach students about heat and fire prevention techniques.

• Electric Hot Plate: Hot plates are electrical appliances made of ceramic, cast iron, and other types of material. Hot plates are generally used at temperatures above 100°C (212°F) and are considered to be much safer than open-flame heaters such as gas burners. Hot plates should only be plugged into a circuit protected by a ground fault interrupter (GFI), which can protect users from electrocutions caused by a spill and exposed wire. Hot plates are the safer alternative for heating materials in middle school science labs.

• Gas Burners: The most common heating source used in academic science laboratories is the gas burner (e.g., Bunsen burners, Tyrell burners). The down side is that it is hard to control the exact temperature of gas burners, and the use of flammable gas in the lab can lead to accidents. Heating organic, flammable liquids such as alcohol with active flames can cause a potential fire. As such, gas burners should be used primarily for heating nonflammable solvents such as water or aqueous salt solutions. A safer gas burner alternative is the portable butane lab burner, which is safer because of it is less likely to fall over. It also delivers trigger ignition, an easy-grip handle, and a simple on/off control.

• Hot Water Bath: This heat source uses a hot plate or Bunsen burner to heat a beaker of water. A second beaker containing a material to be heated is placed in the bath of water created by the first beaker. The water bath transfers heat to the material in the inner beaker. Safety hazards/risks include burns resulting from splashing of hot water on the skin and burns from the active flame.

• Laboratory Incubator: Laboratory incubators are designed to heat biological samples at a specific temperature. For instance, a class can use an incubator to optimize the growth of bacteriological samples. Gas and microbiological incubators are the two main types of incubators.

• Laboratory Oven: Laboratory ovens are generally used to heat samples such as solids at a specific temperature over time. The ovens are used across the scientific disciplines for annealing, drying, and sterilization. Unlike standard cooking ovens, laboratory ovens offer accuracy and uniformity to set temperatures. If the thermostat fails, however, plastic objects could melt and cause a fire. Also, if the combustion temperature of paper is exceeds (80°C), it could also cause a fire.

• Microwave Oven: Though limited in applications/use, microwave ovens can be used in labs to heat liquids or melt solids. There are, however, several safety issues such as potential leaks from containers, ignition of flammable vapors created by the heated samples, and potential for explosion if containers have sealed covers.

Safety Protocols for Using Heat Sources

After selecting the appropriate heating source, be sure to follow the necessary safety precautions. Before lighting each heat source, tie back long hair, wear short sleeves or tight-fitting clothing, and use safety goggles.

Gas Burners
• Use only the appropriate burner type for the gas source—e.g., natural gas versus bottled gas.
• Know the location of the master gas shut-off control. Make sure it is operational before using the gas.
• Use only burner tubing connectors that meet the American Gas Association standards. Do not use latex tubing!
• Inspect the burner and hose for any defects.
• Use only ceramic-centered wire gauze on the tripod, not an asbestos-centered pad.
• Use a safety lighter or match to light the burner. Carefully bring the flame up the side toward the top of the barrel while slowly turning on the gas.
• If the gas lights at the base of the burner, shut it down immediately.
• Adjust the flame to the appropriate height and color—i.e., a medium blue flame.
• Remember the gas burner is metal and will get hot. Do not handle it until it cools.
• Never lean forward or reach over the flame.
• Never leave the flame unattended.

Electric Hot Plates
• Make sure the hot plate is plugged into a GFI-protected outlet.
• Only use hot plates with grounded or three-prong plugs with an Underwriters Laboratories listing.
• The hot plate must be clean and dry.
• Inspect the wiring for damage.
• Use caution when handling the hot plate; it could still be hot from a previous user.
• Keep all electrical cords away from water and the hot plate.
• Unplug the hot plate when finished working.

Candles
• Never light or burn a candle on or near anything that can catch fire.
• Keep the wick trimmed to about ¼ inch each time before burning.
• Place candle in a stable support on a heat-resistant surface.
• Candles should not be used where there are strong air currents, drafts, or vents.
• Extinguish a candle if it smokes or the flame becomes too high. Check the size of the wick and for air currents.
• Only burn candles in a well-ventilated laboratory.
• Discontinue use of the candle once there is about 2 inches of wax remaining (1/2 inch if in a container).
• Never touch liquid wax.
• Lighted candles should always be within direct view. Never leave a burning candle unattended.

Hot Water Bath
• Follow the same precautions for electric hot plate or gas burner.
• Use caution when working around hot water to prevent a splash and skin burn.
• Immediately wipe up any water spills on the floor.

Laboratory Incubators and Ovens
• Make sure the incubator or oven is plugged into a GFI-protected outlet.
• Only use incubator or oven with grounded/three prong plugs or polarized plug with an Underwriters Laboratories listing.
• Use caution when handling heated objects like glassware; wear heat resistant gloves with elevated temperatures.
• If the materials are being dried in paper bags do not select a temperature that exceeds the combustion temperature of paper (80°C).
• Plastic objects should not be dried in glassware drying ovens. If the thermostat fails, the objects can melt and cause a fire.
• For incubators, do not add water to it until it reaches operating temperature.
• Use distilled water only.
• As soon as incubation or hatching is complete, remove all water from the unit and dry the area that had water in it.

Microwave Ovens

According to the University of Nottingham,

• Do not attempt to heat flammable liquids or solids, hazardous substances, or radioactive materials in any type of microwave oven.
• Do not attempt to remove the interlock switches that prevent a microwave oven from operating with the door open.
• Do not place any wires, cables, or tubing between the door and the seal.
• Do not modify in any way the mechanical or electrical systems of a microwave oven.
• Do not use a microwave oven in a laboratory for food preparation (or vice versa).
• Do not place heat-sealed containers in a microwave oven.

Submit questions regarding safety to Ken Roy at safersci@gmail.com or leave him a comment below. Follow Ken Roy on Twitter: @drroysafersci.

NSTA resources and safety issue papers
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This week in education news, more than 80% of parents in the U.S. support the teaching of climate change; new study provides a window into teachers’ beliefs about grading; Congresswomen Dingell and Brownley introduced legislation to promote education programs focused on climate to improve the public’s understanding of changes; new survey finds that over a third of teachers say they would prefer to negotiate salary and benefits for themselves; expecting 10th-graders to have the knowledge and skills that would allow them to succeed in the first year of community college, demanding more of university teacher preparation programs and pairing struggling schools with high-performing ones are among the lessons U.S. districts can learn from leading education systems across the world; survey of 2,000 elementary schools in three states found that not much advanced content is actually being taught to gifted students; teachers are skeptical about ed tech’s impact on classrooms; and teachers are paid less than similar professional.

Most Teachers Don’t Teach Climate Change; 4 In 5 Parents Wish They Did

More than 80% of parents in the U.S. support the teaching of climate change. And that support crosses political divides, according to the results of an exclusive new NPR/Ipsos poll: Whether they have children or not, two-thirds of Republicans and 9 in 10 Democrats agree that the subject needs to be taught in school. Read the article featured on NPR.org.

No zeroes, accepting late work among recent shifts in teachers’ grading practices

A new study of a professional development effort in two high schools shows teachers are reluctant to change some of their long-held beliefs about evaluating student work. Read the article featured in Education DIVE.

What Does Your School Schedule Say About Equity? More Than You Think

In Fall 2017, when Hoover High School in San Diego’s Unified School District began building the next year’s master schedule, school leaders discovered something concerning. Some of the students who needed extra support—English learners, special-education students, and others in need of academic interventions—were more likely to be scheduled in larger classes with less experienced teachers. They were also significantly underrepresented in Advanced Placement courses, and were often separated from other students throughout the day because of how their intervention blocks were scheduled. This problem is not unique to Hoover. A growing body of research shows that outcomes for students diverge not just within districts, but within individual classrooms and schools. Read the article featured in EdSurge.

On Earth Day, Dingell & Brownley Introduce Bill to Promote Climate Literacy, Education

On Earth Day, Congresswomen Debbie Dingell (D-MI) and Julia Brownley (D-CA) introduced legislation to promote education programs focused on climate to improve the public’s understanding of changes. The Climate Change Education Act creates a grant program at the National Oceanic and Atmospheric Administration (NOAA) to assist state and local education agencies, institutions of higher education, and professional associations to improve climate literacy. Read the press release.

Should Teachers Be Able to Negotiate Their Own Contracts?

Just over a third of teachers say they would prefer to negotiate salary and benefits for themselves, according to a newly released survey from a group that advocates for choice in union membership. And teachers under the age 35 are significantly more likely than older teachers to want to negotiate their own contract. Read the article featured in Education Week.

What Really Keeps Girls of Color Out of STEM

In a field dominated by white men, racial and cultural isolation is a hidden barrier. Read the article featured in Education Week.

How US can model top-performing international ed systems

U.S. student performance lags behind that of other nations. Experts say pairing struggling schools with high-performing ones is a method at work in other countries that district leaders can execute. Read the article featured in Education DIVE.

A School Makerspace Inspires STEM Invention Everywhere

Today’s focus on STEM seems irrevocably linked to the makerspace movement. Educators have seen students thrive when they experiment with tools and technology to create various objects. Building these creative spaces can seem daunting to district leaders who face traditional curricular objectives and a list of must-have equipment. But by answering some key questions, leaders can avoid costly mistakes as they design high- and low-tech makerspaces that energize teachers and students. Read the article featured in District Administration.

Gifted classes may not help talented students move ahead faster

Survey finds emphasis on developing “creativity” and “critical thinking” instead of acceleration above grade level. Read the article featured in The Hechinger Report.

Survey: Teachers remain lukewarm on ed tech’s impact on classrooms

Educators remain cautious of the hype around ed tech, with less than a third reporting that they’ve changed their teaching styles or philosophies based on ed tech innovations. Read the brief featured in Education DIVE.

Teachers Are Paid Less Than Similar Professionals. See the Breakdown by State.

In the last two decades, the average weekly wages of public school teachers, adjusted for inflation, have decreased, while the weekly wages of other college graduates have risen. That’s according to an analysis by Economic Policy Institute, a nonpartisan think tank supported partially by teachers’ unions. The teacher weekly wage penalty reached a record 21.4 percent in 2018. Teachers do get better benefits than other college-educated workers—but even after factoring those into the analysis, the total teacher compensation penalty was 13.1 percent in 2018. Read the article featured in Education Week.

Stay tuned for next week’s top education news stories.

The Communication, Legislative & Public Affairs (CLPA) team strives to keep NSTA members, teachers, science education leaders, and the general public informed about NSTA programs, products, and services and key science education issues and legislation. In the association’s role as the national voice for science education, its CLPA team actively promotes NSTA’s positions on science education issues and communicates key NSTA messages to essential audiences.

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

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I was wondering how I could incorporate chemistry into my early elementary classes and what some good resources are to use. — G., Montana

Chemistry activities for young children are some of the coolest and most engaging for students. Putting on goggles, using measuring utensils, and mixing substances are what most students think of when they hear the word “scientist.”

Elaborate equipment isn’t required to teach chemistry. Stick with easy, inexpensive “bucket” or “kitchen” chemistry activities. Before you try any activity, practice it and follow all safety precautions. Insist students wear goggles—just like you!

Demonstrations like elephant toothpaste are always a hit with students in all grades, but make sure to incorporate a lesson in the chemistry of what is happening. Ask students to observe carefully, attempt to explain what they see and ask questions.

While demos are exciting nothing beats hands-on activities. Slime or crystals are great. You can find many recipes that your students can experiment with. There are inquiry activities like, “What dissolves and what doesn’t?” in which you can really give students a chance to follow their own paths – making observations all the way.

Search NSTA’s Learning Center https://learningcenter.nsta.org; and Freebies for Science Teachers: https://bit.ly/2YrQ1qP for ideas, lessons and activities.

The American Chemical Society (ACS) has developed several free, online and hands-on activities for elementary classrooms including Adventures in Chemistry (https://bit.ly/2eoKxcI) and
Science Activities for the Classroom (https://bit.ly/2HPY8HM).

And I particularly like the Janice VanCleave books for the multitudes of experiments! NSTA Recommends includes reviews of several of her books at www.nsta.org/recommends.

Hope this helps!

Image by OpenClipart-Vectors from Pixabay

Introduction:

The PASCO Wireless Pressure sensor is easy to use and connects via Bluetooth to the user’s cell phone or to another electronic device, e.g., IPad. The sensor has a range of 0-400 kilopascals (kPa)- with its most accurate reported measurements reported over 20 kPa. Prior to using the sensor, users must charge it with a micro USB charging cable. Subsequently, the micro USB end of the cable is inserted into the sensor and the USB end of the cable is inserted into a USB port (e.g., the USB port of a computer) for approximately 3 hours. According to the website description of the product (which can be found at https://www.pasco.com/prodCatalog/PS/PS-3203_wireless-pressure-sensor/index.cfm ) the battery has an expected life of approximately 3-4 months with normal use after a full charge and the LED light blinks red to indicate to users that the battery is charging.

Image 1: A picture of the PASCO Wireless Pressure sensor.

Once the battery is fully charged, via a Bluetooth connection, users can open SPARKvue or PASCO Capstone to connect their device to the sensor. In order to connect the sensor via Bluetooth, users must first launch the PASCO data collection software, i.e, SPARKvue or PASCO Capstone. We selected SPARKvue which is compatible with Mac, Windows, iOS, Android, and Chromebooks. However, PASCO Capstone is compatible with Mac or Windows and is also easy to use.

Once the the PASCO data collection software is ready, users select the Bluetooth icon, and then select the device from the “Wireless Devices” list that matches the Device ID number on the bottom left portion of their sensor. The Bluetooth LED light blinks green to indicate that the device is connected via Bluetooth and can begin data collection!

Users then choose the “Start New Experiment” option, which has a two options: 1) build a new experiment or 2) open a saved experiment (see Image 2). We chose to open a PASCO experiment which is shown below in Image 3.

The experiment that we used came from the Essential Chemistry section, which is taken from the list of experiments shown in Image 4, i.e., 12B- Boyles Law, which is one of PASCO’s Essential Chemistry Investigations. Once users click on an experiment, a blank graph and table appears for users follow along with the instructions to complete a lab handout for data collection (see Image 5). The data appears in the table and is exported into a graph after data collection. Multiple runs of data can be collected, which is commensurate with the computation of descriptive statistics and inferences (see Image 6).

Image 2: A picture of the screen users see where they are prompted to select how they wish to continue their data collection.

Image 3: A picture of some of the subject choices users are provided with if they choose to open a PASCO experiment.

Image 4: A picture of some of the experiment choices in the Essential Chemistry category. Experiment 12B: Boyles Law is highlighted as this is the experiment we used to test the sensor.

Image 5: A picture of the empty graph users see when they first open the Boyle’s Law experiment.

Image 6: A picture of the completed data table and graph. The graph has the data from three different runs displayed so the data can be compared. Users can switch the data displayed in the table to be from Run 1, 2, or 3 by clicking on the boxes at the top left of the screen.

Classroom Use:

This device could be useful in science subjects such as chemistry and physics. For more information, visit the website description of this product (found at https://www.pasco.com/prodCatalog/PS/PS-3203_wireless-pressure-sensor/index.cfm). You will find examples of experiments and teacher guides that can be used in a variety of science courses. Resources are available for purchase and free experiments are available under the Training and Resources.

There are a multitude of different topics science teachers can use this sensor for. The pressure sensor could be used directly to verify Boyle’s Law. Hence, students can see the way that pressure and volume interact in a closed system. With the addition of a temperature sensor that was placed in an ice bath and then into boiling water, the sensor can be used to plot changes in pressure and volume for various scenarios including: constant pressure, volume, or temperature, and also for adiabatic scenarios. As a result, students can see the effects of manipulating variables and can see the physical and graphical representations of how heat engine at work in real time.

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Mechanically, the sensor could be used with varying tubes/types of syringes to observe hydraulics and how we can use hydraulics to lift a car or break rock with heavy equipment. This extension would involve employing the various connectors and different diameter hoses. The science teacher is positioned to set up a sort of balance (scales of balance) to observe how a small amount of weight can lift a large amount of weight by varying the cross sectional area and thus changing the force to keep a constant pressure.

Students can use the sensor with the syringe and flat surface as a type of scale for measuring the weight of an object. The science teacher could have several of these scales denoted around the classroom to provide different stations where something new should be found at each. For example, one station might tell the students what the area is, and they will have to measure the weight of an object by multiplying the pressure and the respective area. Afterwards, students would place the object on the makeshift scale. Other stations may tell the students the weight of objects and ask for the area of the tube below the flat part of the scale. All these little experiments would culminate in students understanding the relationship between pressure, force, and area (P=F/A).

The syringe could be set up at the end of a cart track and students can try to design a cart to hit the syringe with as minimal forces as possible. This can be conceived through the car safety crash test dummies, or the ever-popular egg drop experiments in which students try to drop an egg without breaking it by building shock absorbing mechanisms and the like. The sensor would provide students a graphical image of the pressures that are involved during the collision (and therefore the forces) to determine which group had the “safest” cart.

Anything related to pressure can probably be rigged up with the device and some modifications to suit the need. But there are tons of applications with weather, fluid dynamics (e.g. Bernoulli’s Principle and how the pressure changes relative to the velocity of flow), ideal gases, engine heat cycles, hydraulics, and the physical definition of pressure as P=F/A.

A possible chemistry application utilizing this probe signals a classroom experience where students infer temperature and thus exothermic vs endothermic reactions. Many reactions will change the speed that they occur when they are in different pressure environments, and some reactions change the pressure of their surroundings when they are in a closed system. While other gauges (such as a temperature probe in this particular case), the extra step involved of manipulating a variable that at first glance appears to students to be completely unrelated will reinforce learning outcomes and meaning-making forged in critical thinking. (e.g. NGSS HS-PS1-4)

Specifications:
– Range
o 0-400 kPa (values under 20 kPa may not be reliable or accurate)
– Resolution
o 0.1 kPa
– Accuracy
o +/- 1 kPa
– Max Sample Rate
o 1000 samples per second via BLE or USB connection
– Battery
o Rechargeable Lithium-Polymer
o 3-4 month expected battery life per charge with normal use
– Logging
o Yes
– Connectivity
o Direct USB or via Bluetooth Smart (Bluetooth 4.0)
– Max Wireless Range
o 30 meters (unobstructed)

What’s Included:
– Pressure sensor
– 0.6 m of polyurethane tubing
– Double barbed tube connector
– Male barbed Luer lock connector (2)
– Female barbed Luer lock connector
– 60 cc syringe
– USB cable (for recharging and optional direct connection)

Cost:
$69 per device

Edwin P. Christmann is a professor and chairman of the secondary education department and graduate coordinator of the mathematics and science teaching program at Slippery Rock University in Slippery Rock, Pennsylvania. Emily Ferraro is a graduate student in the mathematics and science teaching program at Slippery Rock University in Slippery Rock, Pennsylvania.

The NSTA Board of Directors took a bold step to usher in a new, exciting future for NSTA by voting in February in favor of changing the association’s name from the National Science Teachers Association to the National Science Teaching Association. The board believes this represents a major shift in NSTA’s vision to better connect with a science teaching community that has grown to include many who do not have the formal title of “teacher.”

According to NSTA bylaws, the proposed name change requires the approval of the NSTA membership. An electronic ballot will be e-mailed to all members on May 20. Voting closes on June 20 at 11:59 p.m. Eastern Time. Members who want to receive the ballot, but have opted out of receiving e-mails from NSTA should visit the My Account page  no later than May 2 and uncheck the opt out box. For answers to questions about opting out or about your membership status, send an e-mail to membership@nsta.org.

NSTA members can engage in a members-only community forum to connect with colleagues to share ideas, express opinions, and ask questions about the proposed name change. Visit www.nsta.org/namechange from April 11 through June 20 to join the conversation.

“The new name reflects a broader view of the science teaching community and the many places where science learning takes place,” said NSTA President Christine A. Royce. “We support all teachers—including those at the elementary level—as well as curriculum developers; science and STEM administrators; preservice educators; parents; youth science, technology, engineering, and mathematics (STEM) coordinators; museum educators; homeschoolers; and more. By bringing together all stakeholders, we are better able to advocate for science education.”

NSTA’s transformation includes more than a name change. The association is refocusing its programs, services, and products to be more collaborative, personal, interactive, and responsive.

Throughout the year, NSTA will unveil new ways it will support science teaching and learning with enhanced content, exciting new digital products, more personalized services, and dynamic resources ranging from the printed page to social media and virtual learning opportunities.

The association will launch a new website using technology in innovative ways to better meet the needs of the science teaching community. Efforts are also underway to make finding the right resources simple, easy, and user friendly and deliver targeted, personalized teaching content, including lesson plans and vetted grade-level, subject-specific resources. A new logo that reflects our new direction and vision will also be unveiled.

“The mission of NSTA is an important one,” said NSTA Executive Director David E. Evans. “Now, more than ever, we need to support excellence in science teaching and learning for all. We are excited about the new digital environment we are building that will allow all those involved in science teaching to better connect, collaborate, and grow professionally. At the same time, NSTA will continue to provide trusted, high-quality teaching resources and will continue our advocacy work in science so that all students will be prepared to succeed in the workplace and in society.”

This article originally appeared in the May 2019 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

 

This week in education news, new California bill could ban animal dissection from schools; using art in science class helped students retain what they learned longer; educators more likely to strike in lowest-paid districts and states; Wyoming State Board of Education reconsidering draft computer science standards; new science tests are rolling out across the country, but some teachers are worried that they will include a lot of questions on subjects their students haven’t studied; and a California legislator says new teachers with little training can’t adequately serve neediest students.

Should Animal Dissection Be Banned From Schools?

A new California bill, AB 1586, could ban animal dissection in K-12 classrooms throughout the state. The Replacing Animals in Science (RAISE) Act argues that animal dissection is costly, exposes participants to carcinogenic chemicals and is harmful to both animals and the environment. Among teachers, some argue that animal dissection can be an important learning experience that can either inspire or discourage students from pursuing a career in biology and cannot be replaced with any substitutes. Listen to the discussion featured on KPCC.

How Do We Get Middle School Students Excited About Science? Make It Hands-On

Eighth-grader Liam Bayne has always liked math and science — that’s one reason his family sent him to The Alternative School For Math and Science (ASMS). But he was surprised and excited when his sixth-grade science class started each new topic with experimentation, not lecture or textbook learning. At ASMS the teaching philosophy centers around giving students experiences that pique their interest to know more. Read the article featured in KQED.

Art Can Make Science Easier to Remember

Art and science may seem like polar opposites. One involves the creative flow of ideas, and the other cold, hard data — or so some people believe. In fact, the two have much in common. Both require a lot of creativity. People also use both to better understand the world around us. Now, a study finds, art also can help students remember better what they learned in science class. Read the article featured in Science News for Students.

Analysis: Teachers More Likely to Strike in Lowest-Paid Districts, States

Now that teachers in the Sacramento City Unified School District have completed their one-day strike, where might the next union action take place? A new analysis by the Center for American Progress suggests that districts and states with the lowest average teacher salaries might be the ones to watch. Read the article featured in Education DIVE.

Wyoming Board of Education to Reconsider Draft Computer Science Standards

The Wyoming State Board of Education will hold a full-day meeting in Riverton beginning at 8 a.m. on Thursday, April 25, at the Fremont County School District #25 board room located at 121 North 25th St. The SBE will first convene as the State Board of Vocational Education to hear an update from the Wyoming Department of Education and vote on the State Perkins V Transition Plan. The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) was signed into law by President Trump on July 31, 2018. This bipartisan measure reauthorizes the Carl D. Perkins Career and Technical Education Act, which provides roughly $1.3 billion annually in Federal funding, administered by the U.S. Department of Education, for Career and Technical Education for our nation’s youth and adults. Read the article featured on KGAB.com.

Mismatch Seen Between New Science Tests and Stat Science Requirements

New science tests are rolling out across the country, but some teachers are worried that they will include a lot of questions on subjects their students haven’t studied. With schools in spring-testing mode, high school science teachers are watching intently to see how their students will do on the new exams. In some schools and districts, they’re noticing a mismatch between state or local science requirements and what’s on the tests. Read the article featured in Education Week.

Teach for America Targeted as Legislation Seeks to Limit Inexperienced Teachers in California

A California legislator wants to ban inexperienced teachers in programs such as Teach for America from working in predominantly low-income schools, saying they lack the preparation to work effectively with the neediest students. Read the article featured in EdSource.

Did the Common Core Kill Classroom Assessment?

Next year marks the 10-year anniversary of the Common Core State Standards; the Next Generation Science Standards have been around nearly as long. Today’s standards are meatier than their predecessors. More challenging. Demanding deeper and more complex learning. They are great standards for developing a curriculum or guiding classroom instruction perhaps, but in many aspects they are proving to be vexing for assessment. Read the article featured in Education Week.

In Professional Development for Online Teachers, Highlighting Failure Led the Way to Success

The Metropolitan School District of Wayne Township, on the west side of Indianapolis, has gotten a fair amount of attention for personalizing the professional development it gives to teachers in its virtual high school and blended learning programs. The fact that voluntary professional development can attract 90 percent of teachers is seen as a wild success. It’s that success the district, and by extension, Michele Eaton, its director of virtual and blended learning, has been known for. Until now. Read the article featured in The Hechinger Report.

Think You Want To Be A Teacher? Read This First

How can we equip new teachers to succeed? Guide aspiring teachers to the best training programs. Even better, give teachers crucial information about the learning process that even the best programs don’t provide. Read the article featured in Forbes.

Our Students – and Our Teachers – Need True Project-Based Learning

“I hate science and my mom didn’t pass physics, so I don’t need to either.” As a teacher, this is a tough thing to hear. It’s even tougher when the student has a point. I figured out quickly that reaching these students was going to require a different way of teaching. I needed to interest them, engage them, and challenge them in a way no lecture was ever going to do. I turned to project-based learning, an approach to teaching that is much more frequently discussed than it is understood—particularly in online education. Read the article featured in Real Clear Education.

Disney, Lucasfilm and FIRST to Inspire the Next Generation of Heroes and Innovators

Lucasfilm and parent company Disney, and the global K–12 nonprofit organization FIRST® (For Inspiration and Recognition of Science and Technology) are working together to inspire the next generation of heroes and innovators through the Star Wars: Force for Change philanthropic initiative. On Saturday, April 13, during Star Wars Celebration in Chicago, it was announced that Disney and Lucasfilm are providing a $1.5 million donation, in-kind and mentorship resources to help expand access to FIRST programs for more students globally, with a focus on underserved communities. Read the press release.

Stay tuned for next week’s top education news stories.

The Communication, Legislative & Public Affairs (CLPA) team strives to keep NSTA members, teachers, science education leaders, and the general public informed about NSTA programs, products, and services and key science education issues and legislation. In the association’s role as the national voice for science education, its CLPA team actively promotes NSTA’s positions on science education issues and communicates key NSTA messages to essential audiences.

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

Follow NSTA

I like to infuse humour into my classroom. What is your opinion on teachers and students joking around? — T., Utah

I, too, am a jokester and like to have fun with my students. I attribute a large part of this to my own teachers who were funny and made their classrooms enjoyable.

Never make jests directed at an individual. I went too far early in my career: a teary-eyed boy came up to me after class to tell me that I had hurt him by repeatedly referring to a past incident. The next class I made a public apology to him.

There is a line at which you must stop students and yourself. Insults or “roasting” should never be permitted, even in jest. Stop the telling any dirty jokes immediately. While almost all students know that racist jokes should never be told, I worry that sexism may be overlooked. Stop any teasing, even between close friends. An innocuous tease may be picked up by someone outside their circle and repeated.

Be aware that some students may encourage you to tell jokes to sidetrack you. It can be hard to resist, so be wary of this tactic. I resorted to Joke of the Week on Fridays: I had a list of science-related jokes that I would pick from for a quick laugh at the end of the week usually told just before dismissing the class. I enjoyed sending the students off for the weekend with a “groaner!”

Hope this helps!

Image by Stefan Schweihofer from Pixabay 

Regardless of what grade level or subject you teach, check out all three K-12 journals. As you skim through titles and descriptions of the articles, you may find ideas for lessons that would be interesting for your students, the inspiration to adapt a lesson to your grade level or subject, or the challenge to create/share your own lessons and ideas. Click on the links to read or add to your library.

The lessons described in the articles include a chart showing connections with the NGSS. The graphics are especially helpful in understanding the activities and in providing ideas for your own investigations.

NSTA members have access to the articles in all journals, including the Journal of College Science Teaching.

The Science Teacher – Science for All

Every year TST has an issue with this theme. Even if you teach elementary or middle school, you can find ideas and strategies that could be adapted to your students.

Editor’s Corner: Science For All – “Whether your interest is in diversity education, multicultural awareness, equity and inclusion issues, teaching English learners, or simply finding engaging teaching methods for all students, I encourage you to browse the TST online archive, where a simple keyword search will bring up a wealth of timeless articles and still-relevant activities on the ‘Science for All’ theme.”

Many authors share resources related to the lessons and strategies in their articles. These resources include rubrics, graphic organizers, handouts, diagrams, lists of resources, and complete lessons. You can access these through the Connections link for The Science Teacher.

• Although many teachers have heard of and use Exit Tickets, their use could be even more effective. This article takes a closer look at this strategy, with examples, prompts, and action research results on how teachers can analyze the content and patterns of the student responses as formative assessment.
• Using geospatial technologies while Investigating Urban Trees, students explore their school’s surroundings, identify trees, assess their environmental and social benefits, and investigate relationships between the location of trees and crime reports. The article showcases maps and charts and has suggestions and resources for similar projects.
• Take a plant study unit to a new level by finding The Perfect Match between flowering plants and their pollinators.
• Looking for a way to introduce genetics? Genetics for All describes a variety of activities, organized as learning stations, that focus on the topic. “With increasing class sizes, we recognize that station work acts as an additional support to students by allowing each student to have closer interactions with their teacher.”
• A Web of Ideas is not about arachnids! The article introduces a scaffolding strategy to promote higher-level discourse in the classroom for students who may not understand how to have productive discussions. The article includes examples of questions, organizing strategies, student roles, and photos of students in action.

These monthly columns continue to provide background knowledge and classroom ideas:

• Focus on Physics: Refraction
• Career of the Month: Ecologist
• Right to the Source: Science for All—19th Century “Edutainment” describes traveling science “shows” that were meant to inform and educate 19^th century audiences.

For more on the content that provides a context for projects and strategies described in this issue, see the SciLinks topics Alexander Graham Bell, Cells, Chromosomes, Cloning, Coevolution, Communication Technology, Dichotomous Keys, Ecology, Ecosystems, Electrophoresis, Genetics, Inventors, Organelle, Pollination, Refraction, Telephone Technology, Transcription, Translation

Continue for Science and Children and Science Scope.

Science & Children – Shifting from a Kit to NGSS Strategies

Whether you’re an elementary teacher with an inventory of science kits or a secondary teacher with cookbook labs, these suggestions can help you adapt and update these lessons to incorporate NGSS disciplinary core ideas, crosscutting concepts, and science/engineering practices.

Editor’s Note: Shifting From Kits to NGSS Strategies: “The reality is that even the most exquisitely designed kit will fall short unless the teacher has time to immerse themselves in the pedagogy and understands the rationale for following prescribed steps. …As you implement some of the lessons and strategies in this month’s issue of Science and Children [and other journals], think about how we can continue to move from the cookbook recipe approach to designing wholesome, fully balanced learning situations.”

Many authors share resources related to the lessons and strategies in their articles. These resources include rubrics, graphic organizers, handouts, diagrams, lists of resources, and complete lessons. You can access these through the Connections link for Science & Children.

• According to the author of The Early Years: Creating a Kit, “Kits make it easy for multiple teachers to teach the same lesson by having access without duplicating all materials, especially those that may be unique to a particular activity such as a spring scale or a set of igneous rocks. …The most useful kits are often those put together by you or another educator to meet updated standards or the specific needs of your program.” The article includes a how-to discussion on creating a kit to explore the properties of water.
• Pulley Islands describes how to repurpose of kit on simple machines into an adventure in tinkering, which “encourages the use of authentic, hands-on experience to develop an understanding of content and physical materials” and explore problem solving with the concepts of force and motion.
• Tinkering and problem solving are also the focus in From Global To Local, describing a summer enrichment program in which students explored mag-lev technology.
• It’s Alive?!? poses a question for young students on determining the characteristics of living things by looking for patterns and creating a “checklist.”
• The Worms Are Dancing! was the observation in a class of kindergarten students during this integrate unit as they studied live earthworms.
• Cultivating Curiosity About Creatures includes photos of students’ work as they study the adaptations and behaviors of crayfish (although I suspect other available animals could be substituted in the lesson.)
• Formative Assessment Probes: Our Best Thinking So Far includes the probe Can a Plant Break Rocks? The article also describes the structure of a probe and a rationale for using them to connect the three components of the NGSS.
• Teaching Through Trade Books: The Dynamics Within Ecosystems includes two lessons (Growing Plants K-2 and An Owl’s Lunch 3-5) that take traditional lessons on planting seeds and dissecting owl pellets to a higher-level exploration of the concept of ecosystems. The K-2 lesson has a table focusing on variables that could be helpful to any grade level.
• The lesson in Methods & Strategies: Getting a Grip also focuses on systems that include plants. The authors includes an “Investigations Framework” for “rethinking the classroom investigation” to encourage students in argumentation, explanation, and investigating.
• Students design and create robotic animals, as part of the makerspace in Engineering Encounters: Animatronic Lions, and Tigers, and Bears Oh! My!

These monthly columns continue to provide background knowledge and classroom ideas:

• The Poetry of Science: Science Strategies Through Poetry (Sink or Float)
• Science 101: If a tree falls in a forest, and there’s no one around to hear it, does it make a sound?
• Teaching Teachers: STEM and Community Engagement summarizes an “opportunity for pre-service teachers to create an authentic learning experience for students and their families that expanded content beyond the walls of the classroom.”

For more on the content that provides a context for projects and strategies described in this issue, see the SciLinks topics Adaptations of Animals, Arthropods, Buoyancy, Characteristics of Living Things, Ecosystems, Erosion, Forces and Motion, Inventions, Magnetic Fields, Pitch, Robots, Simple Machines, Sound, Water Cycle, Worms

Science Scope – Biological Evolution

From the Editor’s Desk The Necessity of Teaching Evolution – “Teachers can help students develop scientific habits of mind by requiring them to ask questions and practice separating fact from fiction. This skill is at the heart of being able to think scientifically, particularly when it comes to understanding abstract theories such as evolution…. Only by teaching students to think like scientists will Darwin’s theory become better understood.”

Articles in this issue that describe lessons (many of which use the 5E model) include a helpful sidebar documenting the big idea, essential pre-knowledge, time, safety issues, and cost. The lessons also include connections with the NGSS.

Many authors share resources related to the lessons and strategies in their articles. These resources include rubrics, graphic organizers, handouts, diagrams, lists of resources, and complete lessons. You can access these through the Connections link for Science Scope.

• The authors of Making Critical Thinking Visible for Student Analysis and Reflection provide links to the resources and a detailed description of the process designed to support critical thinking, analysis, and reflection. Students applied the process using the question “What dinosaur did these bones come from?”
• Sharing the Wonder of Natural History has several suggestions for overcoming “nature-deficit disorder,” including nature journaling (template provided), creating local field guides, focused scavenger hunts, and studying the work of nature artists (with suggestions).
• You probably already have the materials for Science on a Shoestring: Using Insect Biodiversity to Build Basic Skills. This activity is deceptively simple, but students can plan investigations, collect and analyze data, interpret and graph their results, and communicate their results.
• Integrating Technology: Genetics with Dragons describes a digital genetics game (free-link is provided) in which students explore the connections between genes, cells, proteins, traits, and inheritance patterns.
• Teacher’s Toolkit: Jumping to Conclusions elaborates a “jump and reach” activity into a lesson on predictive modeling in which they apply measurements, basic statistics, and graphing.
• Citizen Science: Squirrel Mapper demonstrates that what goes on outside the window is not necessarily a distraction, but could be an integral part of the learning and investigating processes. Students investigate variations in squirrel colorations.
• Commentary: Using Critical Thinking Skills to Counter Misinformation “Teachers should teach students how to investigate suspicious ‘scientific’ claims they encounter in media. In general, students should be taught to think critically using Purpose, Author, Relevance, Currency, and Sources (PARCS).” The article describes these criteria.
• “To help develop students’ writing skills, we need to provide them with opportunities to write often. For students who may struggle with writing, we can scaffold writing with talk, showcase positive writing models, and use graphic organizers and writing frames.” Science for All: Evolving Students’ Writing Skills has suggestions for developing writing skills in science.
• Teacher to Teacher: Speaking and Listening in the Classroom has ideas for incorporating two components of literacy that are often overlooked. Students may need guidance on presenting and listing critically to others

These monthly columns continue to provide background knowledge and classroom ideas:

• Scope on the Skies: Observing Environmental Changes from Earth’s Orbit
• Interdisciplinary Ideas: Data Literacy 101 has a step-by-step strategy for help students connect data to explanations in a claims-evidence-reasoning framework.
• Disequilibrium: Investigating the Resurrection Plant

For more on the content that provides a context for projects and strategies described in this issue, see the SciLinks topics Adaptation of Plants, Animal Adaptations, Biodiversity, Biological Evolution, Climate, Deserts, Dichotomous Keys, Dinosaurs, Dominant and Recessive Traits, Fossils, Genetics, Insects, Migration, Satellite Technology, Vertebrate Evolution, Wetlands

This week in education news, math that proves teachers are underpaid; how 29 year old Katie Bouman helped to capture the image of a black hole; and how STEM may help you to win next year’s March Madness bracket.

That Image Of A Black Hole You Saw Everywhere? Thank This Grad Student for Making It Possible

Three years ago, Katie Bouman led the creation of an algorithm that eventually helped capture this first-of-its-kind image: a supermassive black hole and its shadow at the center of a galaxy known as M87. She was then a graduate student in computer science and artificial intelligence at the Massachusetts Institute of Technology. Read the article featured on CNN.com

We Cheer On Women in the Sciences, But Recruiting and Retaining Them Is Still a Different Story

It’s a great time for celebrating women in science. Unfortunately, research shows that women in STEM fields face persistent challenges and biases that limit their influence and growth, and may dissuade other women from pursuing STEM professions despite clear cultural encouragement at large. Read the article featured on CNN.com.

Here’s The Math That Proves Teachers Are Underpaid

“I see teachers as the most important resource in schools. Teachers’ impact on students persists into adulthood. Recruiting and retaining high-quality teachers in the nation’s public schools requires good working conditions, including competent and supportive leadership and a collegial environment. But pay matters.” Read more from this op-ed in the Chicago Sun Times.

​How STEM May Help You Win Next Year’s March Madness Office Pool

This year’s NCAA Men’s Basketball Tournament may be over, but the concepts of how to use statistical and mathematical analysis to predict better brackets remain. Read the article featured on TechRepublic.com.

Teach for America, Except in California

Backed by teacher unions, Democrats are pushing to ban Teach for America from California amid a wave of teacher’s strikes and a heated debate over charter schools in the nation’s most populous state. Read the article featured in Politico.

NASA Kelly twins study shows harsh effects of space flight and a brutal return to Earth

Astronaut Scott Kelly says he didn’t feel normal until eight months after he returned from the International Space Station. Read the article featured in Washington Post.

Stay tuned for next week’s top education news stories.

The Communication, Legislative & Public Affairs (CLPA) team strives to keep NSTA members, teachers, science education leaders, and the general public informed about NSTA programs, products, and services and key science education issues and legislation. In the association’s role as the national voice for science education, its CLPA team actively promotes NSTA’s positions on science education issues and communicates key NSTA messages to essential audiences.

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

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