Understanding the complex lives and lifecycles of plants is a lifetime’s worth of work that can begin in early childhood as children feel the texture of seeds dotting a strawberry, watch a maple seed twirling down, or open a sugar snap pea pod to count the seeds inside. In John McCutcheon’s song, “Kindergarten Wall,” a seed-planting activity is included in a list of important things to remember from our kindergarten year.

As children notice seeds teachers may talk with them, asking children to describe or draw what they notice, and giving some information, such as the word “seed” and the name of the parent plant and fruit. If this is followed by seed sprouting or planting opportunities, the experience may confirm what children have been told about seeds: if you plant a seed it will grow. But what if it doesn’t grow? 

This spring I planted two kinds of zinnias, a smaller and a larger variety. For some reason only a few of the larger variety sprouted while almost all of the smaller variety grew well. I used the same potting soil, the same newspapers as pots, watered them from the same container, and put them in the same windowsill to sprout. Since I had seeds of the larger variety left in the packet I did a simple germination test, taught to me by a college roommate who was an agriculture major, by putting the seeds in a fold of a damp paper towel in a plastic bag. During the week I checked on the seeds and kept the paper towel damp. Only 20% of the seeds sprouted. Sprouting seeds in a damp paper towel rather than in soil keeps the process visible for children to see. After a period of time you can plant only those seeds that sprouted into soil. Be aware that early plant structures may break easily so don’t count on all sprouting seeds surviving children’s handling.

When children are very interested in caring for sprouting seeds you may decide to help each child plant a container and label it with their name so they can take it home. If there is a chance that some seeds won’t sprout, or will receive uneven care and not survive well, consider having children take turns planting seeds in a large tray of soil so everyone can jointly care for the plants, surviving or not. Those seedlings that thrive can be transplanted into individual containers or the ground.

Video on “Science Talks” about plants, from Peep and the Big Wide World.

Exploring seeds introduces the diversity of plants (so many different sizes and shapes of seeds!) and the variety within a plant genus (consider the shapes of seeds from plants that grow pumpkins and those that grow other squash).  See the “Teaching strategies” section at Peep and the Big Wide World with videos of both family child care and center-based educators  talking with the children in their care. One idea is to create a “seed museum.”  Children can do this with seeds they find in their food or bring from home. 

Learning about the needs of plants (and animals) is part of the Next Generation Science Standards, assessed in  performance expectation K-LS1-1, “Use observations to describe patterns of what plants and animals (including humans) need to survive,” and the Disciplinary Core Idea, LS1.C, “Organization for Matter and Energy Flow in Organisms, All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.”

As the weather warmed I transplanted all the zinnia seedlings out into the garden where I hope their nectar and seeds will provide food for insects and birds. Relationships between plants and animals can be part of an exploration of seeds. Making observations of animals interacting with plants takes time, over many occasions, some planned and others by chance, but all made possible by teacher preparation.

 The question, “What seeds do we eat?” is examined in children’s books. There are many wonderful books about children spending time in gardens but not as many focused on the seeds we eat. Stories such as The Little Red Hen include information about the seeds we eat (wheat). Both fiction and non-fiction books help children make sense of their explorations. 

Green Bean! Green Bean! by Patricia Thomas, illustrated by Trina L. Hunner (2016 Dawn Publications)

How a Seed Grows by Helene J. Jordan (1992 HarperCollins Children’s Books)

In the Garden with Dr. Carver by Susan Grigsby, illustrated by Nicole Tadgell (2010 Albert Whitman & Company)

Plant a Little Seed by Bonnie Christensen (2012 Roaring Brook)

Seed, Soil, Sun: Earth’s Recipe for Food by Cris Peterson with photos by David R. Lundquist (2012 Boyds Mills Press) 

Seeds by Vijaya Khisty Bodach (2007 Capstone Press)

Seeds by Ken Robbins (2005 Theneum Books for Young Readers)

Seeds and Seedlings: Nature Close-Up Photographs by Dwight Kuhn, text by Elaine Pascoe (1996 Blackbirch Press)

What’s in the Garden? by Marianne Berkes, illustrated by Cris Arbo (2013 Dawn Publications) 

Page Keeley’s formative assessment probes help educators determine what children think about a topic before they explore it.  Asking the questions and discussing the images of the probes helps to reveal the ideas students have about objects, organisms, or phenomena. Although they are designed for elementary and older students, preschool teachers can use them for group discussions and smaller conversations. Children’s initial claims and reasons for their ideas provide direction for exploration and instruction. See Keeley’s Formative Assessment Probe columns: 

Needs of Seeds in the February 2011 Science and Children 48(6) 

Seeds in a Bag November 2014 Science and Children 52(3)

Big and Small Seeds, July 2016 Science and Children 53(9)

“Students’ Ideas About Plants: Results from a National Study” by Charles R. Barman, Mary Stein, Natalie S. Barman, and Shannan McNair (September 2003 issue of Science and Children) reports on research by teachers about elementary and middle school students’ often limited ideas about plants.  With additional first-hand experiences and later experiments, children can revise their early ideas, such as “Sunlight helps plants grow by keeping them warm,” and “Trees and grass are not plants.”

Early childhood educators can provide many first hand-hand experiences, and help children investigate seeds, the lives of plants, and their lifecycles so in upper elementary and middle school children will “…remember the seed in the little paper cup, First the root goes down and then the plant grows up! (©1988 by John McCutcheon. Published by Appalsongs).

Do you have some suggestions for how to modify a science experiment for students with physical disabilities that prevent them from doing the activities? – A., Arkansas

There are many ways you can modify the experience for students with disabilities. Specific labs may have special modifications, but here are some general ideas:

In general, you should team the student up with classmates to perform experiments. Developing collaborative team skills is an important skill for everyone. There are usually many steps to an experiment. If there are physical disabilities that prevent the student from, say, pouring liquids they could still help out with brainstorming, identifying variables, reading meters, recording data, calling time intervals, double-checking data and measurements. Use phones or tripod-mounted cameras to photograph or video record experiments for later observations or writing up lab reports.

Safety comes first! A person with limited mobility may have to take more precautions to ensure they can do the work properly or move away from danger quickly.

Keep in mind that the object of an experiment is to answer a question by deriving meaningful, objective data in a controlled environment. The skill of using lab equipment is secondary in my opinion. However, phone apps, infrared thermometers or computer-based probes could be easier to use and read when measuring physical data.

Hope this helps!

Graphic credit: Ltljltlj via Wikimedia Commons

This week in education news, science and technology have the power to do good; STEAM instruction from a well-trained educator can boost science achievement scores among students in high-poverty elementary schools; science is a front-burner issue for California students; S.C. districts are taking unusual steps to fill teaching vacancies — recruiting in other parts of the country; new study finds people who understand evolution are more likely to accept it; industry and government should work together to encourage more people to consider jobs in software development, computer programming and cybersecurity; and though remedial math was intended to help students succeed in college, research has demonstrated that the courses don’t enhance students’ chances of completing college and can even worsen them.

Why U.S. Students Are Bad At Math

Earlier this spring the U.S. Department of Education released the results from the 2017 National Assessment of Educational Progress (NAEP), and only 33 percent of eighth-graders tested proficient in math at grade level. This is unfortunate, and not at all surprising. In 2013, only 36 percent of eighth-graders were proficient in math, and in 2015 (the test is given only in odd-numbered years), only 33 percent were proficient. The silver-ish lining to the dark cloud of our schoolchildren’s poor math skills is that we’ve stopped getting worse. We’re not yet horrendous; we’re still just terrible. Read the article featured in U.S. News & World Report.

She’s A Champion Science Student. But She Loves History. What Should She Do?

Natalia Orlovsky had a hard time deciding where to go to college. Her options — Princeton University in New Jersey or the University of Oxford in England — reflected her internal struggle over competing interests: STEM vs. the humanities. It’s a debate roiling the education world, too. If Orlovsky chose Oxford, she would study history. If she chose Princeton, she would study science, a subject in which she recently displayed award-winning proficiency. Read the article featured in The Washington Post.

Bring More Girls Into STEM Workforce

Science and technology have the power to do good, by helping solve many of the great challenges of our day. They can mitigate global warming, hold the promise to cure cancer and help keep our national assets resilient to cyberattack. But we need more girls to unlock the potential of these next-generation innovations. Read the article featured in U.S. News & World Report.

STEAM Approach Increases Elementary Students’ Scores In Science

STEAM instruction from a well-trained educator can boost science achievement scores among students in high-poverty elementary schools, according to a study recently highlighted by the Arts Education Partnership. Conducted in California, the quasi-experimental study shows that students in 3rd-5th grade who received the nine one-hour blocks of STEAM instruction — focusing on the visual and performing arts — went from the 50th to the 63rd percentile on their district’s science assessment. Read the brief featured in Education DIVE.

New Science Test Must Be Part Of California’s School Accountability System

Science is a front-burner issue for California students, especially for those who are marginalized and disadvantaged. To ensure they receive the education they deserve and need, it is essential for the State Board of Education to add a placeholder for the California Science Test (CAST) to the California School Dashboard. Although the science test is still being field tested, and no test results will be available for accountability purposes for a couple more years, the State Board can still make its commitment to science clear to all stakeholders by stating that the science test results, when ready, will be part of the dashboard and listing it there now as one of the state performance indicators. Read the article featured in EdSource.

Teach Here, They’ll Rent You A Home. S.C. Schools Take Desperate Steps To Find Teachers

With about 25 vacancies to fill next school year, Lexington 2 School District recruiters flew to Pittsburgh, Pennsylvania, this spring to get in front of hundreds of teachers looking for work. It was a success. The district, which covers West Columbia and Cayce, made three job offers at the job fair. Next up: fairs in Ohio and Michigan to find more teachers. Welcome to South Carolina’s new way of filling classrooms. Read the article featured in The State.

People Who Understand Evolution Are More Likely To Accept It

Researchers at the University of Pennsylvania and their colleagues measured participants’ knowledge of evolutionary theory, as well as their acceptance of evolution as fact. They found a significant link between understanding the fine points of the theory and believing in it, regardless of religious or political identity. Read the article featured in the Scientific American.

It’s Time To Prepare The Workforce Of The Future

The software industry talks a lot about the software skills gap and the need for more coders. That’s because it’s a real concern – the U.S. Bureau of Labor Statistics estimates there will 1.4 million open computing jobs by 2020, but only 400,000 computer science graduates with the skills to fill them. Industry and government should work together to encourage more people to consider jobs in software development, computer programming and cybersecurity. But the skills gap is much bigger than the Bureau’s 1.4 million estimate. We don’t just need computer science graduates to fill computing jobs; we need people with technical abilities to fill jobs in almost every industry. Read the article featured in The Hill.

Classroom Science Experiment in TN Goes Awry

More than a dozen students at a high school in a Nashville suburb were injured along with their teacher when a science experiment turned into a chemical fire, sending nine people to the hospital. Read articles featured in The Washington Post and on WKRN-TV in Nashville, which includes information on the  NSTA safety alert issued last year recommending teachers not use methanol-based flame tests on an open laboratory desk.

Fewer Students Have To Take College Remedial Math, Data Show

At first, they were isolated experiments. Community colleges were rolling back their remedial math requirements. Students who would have been required to take anywhere from one to four remedial courses were being placed into shorter sequences of remedial courses — or directly into college-level math courses. The trend toward dismantling traditional remedial education is unambiguous. Even before California became the latest state to adopt policies limiting remedial enrollments, community college remedial math course-taking had dropped dramatically, falling 30 percent over a five-year period, from 1.1 million to around 780,000. That decline, recently documented in a survey of math and statistics departments by the Conference Board for Mathematical Sciences (CBMS), is great news for students. Read the article featured in The Hechinger Report.

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.

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One of my biggest questions is how to get the younger elementary students involved in science. Should we do more hands-on activities, having them participate in the environment or should we watch videos? —F., Texas

“Every kid starts out as a natural-born scientist, and then we beat it out of them. A few trickle through the system with their wonder and enthusiasm for science intact.” ― Carl Sagan

We were all born with curiosity, a willingness to experiment and wanting to figure out how the world works. Science should be the easiest subject to teach – we just need to let human nature take its course! I think adults do a good job of stopping young people from exploring and asking simple, but tough, questions. Hands-on activities that encourage manipulation and experimentation along with exploring the real world is where students really learn science. Have them make their own videos. You may be surprised at how involved they will get in their projects!

The role of the teacher, in my opinion, is to provide opportunities to explore and inquire. Teach some basic things like: how to conduct a fair test; use observation not conjecture; record data accurately; how to reach a conclusion based on evidence and how to present data. In essence, teach children the nature of science – not just arbitrary facts. Let them see that science is an active pursuit of knowledge.

Hope this helps!

Photo Credit: Cblack95 via Wikimedia Commons

Six-time NSTA author Rodger Bybee’s deep subject-matter expertise draws on 50 years of working in the science education field as well as keeping up with relevant STEM education-related publications, meetings, and projects. In the last few years, Bybee began noticing that far too many STEM initiatives seemed to suffer from the same shortcoming: They used the STEM acronym in broad, ambiguous ways.

STEM, Bybee said, had become just another slogan and lacked a clear definition and plan for policies, programs, and teaching practices.

Bybee’s latest book, STEM Education Now More Than Ever, presents ideas to counteract the weaknesses that the author sees in STEM education, an urgent call to action during a critical time in American history when the integrity of core STEM disciplines is under assault. He wants students to better understand the important place STEM education occupies across cultural, political, and ethical areas of their lives, especially as they prepare to become citizens of our democracy as well as the global community.

The book is organized into four thought-provoking sections that cover a wide range of issues:

The chapters organized under Part 1 (Innovations for STEM Education) make the new and urgent case for STEM education in light of the recent and seemingly growing challenges to science’s validity from the highest levels of government; discuss what STEM means for state policies, school curriculum, and classroom practices; cover how to connect STEM education with new state standards and the Next Generation Science Standards; and provide a plan of action to move STEM education from a collection of initiatives to a lasting component of American education.

“We need citizens who can entertain different, if not contradictory, ideas; understand different judgements; make decisions based on facts; and recognize the role of scientific evidence that supports that facts,” says Bybee. “Yes, civics education may address these aims, but STEM-related issues certainly could be the context for civil dialogue based on evidence and the recognition that scientific evidence is fundamentally different from personal opinions.”

Part 2 (Our Cultural Heritage: STEM and Society) canvasses America’s foundational ideas and values—the U.S. Constitution, democracy, citizenship—and connects them to each of the STEM disciplines. The chapters in this section help identify the components of a cultural foundation; how to establish a cultural foundation; and how to build on a cultural foundation via democracy, schooling, and STEM education.

“One of the unique goals of education is to aid the individual’s search for a personal freedom that results from the choices one makes and the values one develops as a citizen,” Bybee writes. “STEM education must contribute to the development of literacy and the priorities of this period in American history.”

Part 3 (Advancing STEM Education: Priorities, Perspectives, and Plans) focuses on the important purposes of STEM education and gives recommendations for how to translate those purposes into practical improvement—across STEM programs, STEM units, and professional learning and development. Teachers will appreciate Bybee’s suggestions for newer, faster ways to develop the most relevant STEM classroom learning.

“If we need STEM education now more than ever, what must be done?” Bybee asks. “The answer begins with designing and developing STEM units that will be implemented in current classrooms. Furthermore, it is essential that units are developed by classroom teachers with the provision of professional learning experiences.”

Part 4, the book’s concluding section, answers questions raised in previous chapters, such as: “How does STEM education represent an innovation?”; What is STEM trying to achieve?”; and “How long will it take to implement STEM programs?” This section also stresses the critical need for STEM educators to step up and be strong leaders during a time when far too many policy initiatives disregard rational, evidence-based information.

“Providing a vison for America’s future requires continued efforts to develop and apply the best that science, technology, engineering and mathematics have to offer,” Bybee says. “The health of our oceans, pollutants in the atmosphere, emerging and re-emerging infectious diseases, and environmental hazards are STEM problems that citizens must be able to recognize and use scientific information—instead of political and economic ideas—to solve.” 

Read the free sample chapter, “Designing Innovative STEM Units,” to learn about the strategy that state and local leaders can use to design, develop and implement STEM units as well as the critical connection between the development of instructional materials and the professional learning of STEM teachers.

This book is also available as an e-book.

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

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The April edition of NSTA’s Science Scope includes the article Classic Lessons 2.0: What kind of person becomes a scientist?

Some teachers have used the draw-a-scientist activity to ascertain the (mis)conceptions students have about who scientists are and what they do. It’s encouraging to read studies such as U.S. Children Are Drawing Female Scientists Now More Than Ever and What We Learn From 50 Years of Kids Drawing Scientists

As the Science Scope Editor notes, “It is important that students are aware of the careers available to them and to have experiences that mirror the tasks a scientist performs when doing research and conducting experiments.”

Unfortunately, our students may not be familiar with the variety of career opportunities in the 21^st century. (Indeed, may of our students will participate in careers that don’t exist right now!)

For students of any age who are interested in careers in science and engineering, NSTA’s The Science Teacher features a “Career of the Month” column. This two-page article includes interviews with professionals who use science in their work, a description of the job (work overview, career knowledge, and skills), and career advice in a student-friendly, easy to read format.

Here is a sample of careers described in the 2013-2018 journals (access other years for more careers). Note that many are cross-disciplinary, incorporating not only science and engineering but also writing, creativity, technology, and the social science.(I personally was intrigued by Ethnobotanist and Forensic Entomologist!)

• Acoustical Consultant
• Additive Engineer
• Aerospace Engineer
• Agricultural Engineer
• Astronomer
• Astrophysicist
• Automotive Engineer
• Biomaterials Engineer
• Biomedical Engineer
• Chemical Engineer
• Citizen Scientist (and Research Chemist)
• Civil Engineer
• Climate Scientist
• Conservation Scientist
• Earthquake Engineer
• Data Analyst
• Data Scientist
• Ecosystem Scientist
• Electrical Engineer
• Epidemiologist
• Ethnobotanist
• Evolutional Psychologist
• Forensic Entomologist
• Fire Protection Engineer
• Hydrologist
• Interdisciplinary Technologist
• Mars Mission Manager
• Materials Engineer
• Medical Scientist
• Microscopist
• Nutritional Biochemist
• Oceanographic Engineer
• Paleoseismologist
• Research Chemist
• Robotics Engineer
• Science and Technology Librarian
• Science Writer
• Social Media Manager
• Structural Biologist
• Systems Engineer
• Television Writer
• Thermal Engineer

For more, see the SciLinks topics Biology Careers, Careers in Chemistry, Careers in Earth Science, Careers in Life Science, Careers in Environmental Science, Careers in Physics, Geologists, Paleontologists, Pharmacologist, Physiologist, Public Health Careers, Wildlife Biologists

Photo: http://www.flickr.com/photos/glaciernps/4427417055/in/photostream/

I’ve wanted to work in education for as long as I can remember. My mom tells a story of me “teaching” our family cat before I would leave for preschool. This typically involved storytime (me reading to the cat) and a snack (mostly for me) and was lovingly called “Kitty-garden.” As far back as anyone in my family can remember, I was born to be a teacher.

Jump forward a few years (“few” meaning about twenty), and I was lucky enough to secure a summer job at Fontenelle Forest as a summer camp counselor. In this role, I taught a different summer camp each week with a fellow counselor – one week could be a group of third graders hiking through the forest all day, and the next week could be half-day preschool nature exploration. My supervisor in this role, Deborah Woracek, inspired our team, and myself especially, to love science education. We were taught how to ask important questions, and lead the children to ask their own. We had access to unbelievable resources (quite literally an entire forest) to engage and explore with the campers in an education experience of a lifetime. Most importantly, in my opinion, she taught me how to be okay not having all the answers. My favorite line to respond to a question I didn’t have the answer to is: “I don’t know – how can we all find out together?” Deborah taught me how to be vulnerable and inquisitive – and for that I am extremely grateful.

Because of this camp, and especially Deborah, I brought my love of inquiry to the classroom as a first grade teacher. All questions were valid, and all made the classroom community stronger. If I didn’t have the answer, which was more often than not the case, we discussed how we could find the answer and why it was important to “do the research.” I was a better science teacher because of Deborah Woracek. So during Teacher Appreciation Week, I’d like to say thank you to all informal science educators, but especially Deborah, who open the doors to a world (or forest) we can’t always find in a classroom.

Megan Doty is the e-Learning Engagement Specialist with the NSTA Learning Center.

Reach her via email at mdoty@nsta.org or via Twitter @Megan_NSTA. 

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Brownsville (Texas) Independent School District’s top three Middle School Division cars that competed in the University of Texas Rio Grande Valley (UTRGV) HESTEC (Hispanic Engineering, Science, and Technology Week) GreenPowerUSA South Texas Electric Car Competition included the second-place winning car from Garcia Middle School (center car). PHOTO COURTESY OF UTRGV—DAVID PIKE

Students around the country are learning science, technology, engineering, and math (STEM) by designing, building, and racing electric cars. Mario Molina, eighth-grade science teacher at Dr. Juliet V. Garcia Middle School in Brownsville, Texas, co-coached (with a seventh-grade math teacher) a team of 3 seventh graders and 10 eighth graders who built a single-seat electric-powered racecar and competed in the University of Texas Rio Grande Valley HESTEC (Hispanic Engineering, Science, and Technology Week) GreenPowerUSA South Texas Electric Car Competition, held at the Brownsville South Padre Island International Airport on April 6–7 (see www.greenpowerusa.net). They competed to see which car could drive the farthest in 90 minutes with one set of batteries. “It was a good opportunity for students to look at a vehicle and see the components from start to end, and work on a project in a group setting,” Molina contends.

Brownsville Independent School District paid for 10 car kits from GreenpowerUSA for its 10 middle schools. The kits cost about $5,000 each and consisted of “a body, a motor, and batteries,” says Molina. “The students had to design the outside body panels, choose their own design and colors… The skeleton of the car had two pieces and had to be put together with the motor and wiring,” he explains. The kits arrived in February 2018, giving the students two months to build them before the race.

As they built the car’s interior, Molina says students learned about engineering and electrical work, as well as using hand tools and safety equipment, reading a blueprint, and “problem solving—why is the car making this noise?” Students designed the car’s exterior “on their own as homework, and they brought their ideas to school. There was a lot of homework with this project,” he reports.

Though the district funded the car kits, tools, and teacher training ($6,500 per school), the students had to find additional donors. Garcia’s teachers donated three sets of driving suits and gloves for the drivers, and a local business donated a sheet of corrugated plastic for the car’s body, says Molina. The students collected $800 in donations.

Molina’s team placed second in the race’s Middle School Division. It also had High School and College divisions, and “it was very impressive when the students got to see the high school and college students’ cars and what advanced things they did with their cars,” which further inspired them, Molina observes.

Though Jack Rosenthal’s high school students at Lennox Mathematics, Science, and Technology Academy (LMSTA) in Inglewood, California, weren’t able to build a working car, they learned a lot by trying. Rosenthal— who was an EnCorps STEM Teacher Fellow (https://encorps.org) at LMSTA and is now an engineering instructor at St. John Bosco High School in Bellflower, California—and science teacher Jose Rivas spent a year building a safe electric car with LMSTA students for the 2015 Shell Eco-Marathon, held in Detroit, Michigan.

“I had [four high school] students working on the battery system and control portions of the car [for] a college competition. [LMSTA] was invited to participate because they had built an electric boat and received praise for it,” Rosenthal relates. Though the competition allowed students to build various types of cars, Rosenthal says his students chose to build an electric car “due to the growth of electric cars. They’re in vogue, and a hot topic because the autonomous car industry is shifting to less air polluting/safer cars.”

Building a safe electric car from scratch as specified in the contest rules proved challenging and costly. “The financial issues and [limited] availability of advanced technologies such as battery safety equipment/systems to meet competition rules cost us the trip to Detroit,” Rosenthal explains.

“The purpose of the competition was to get students to brainstorm, research, and build an electric car from specifications only and make it work safely,” he maintains. His students benefitted from their effort because “they understood what it takes to build a safe battery and associated control system and to work with other teams doing different parts of the car…They got an understanding of how many people are needed to build an electric car and the many steps [involved].”

Starting Small

Because of the time and money needed to build a life-size electric car, some teachers opt to build small electric cars instead. “Our seventh-grade science teachers collaborate with our Tech Lab teacher on a recycled car project. Kids design and build their car with plastic bottles, bottle caps, 9-volt batteries, small motors with propellers, and anything they can think of to attach a battery to the car and motor,” says Eric Diefenderfer, seventh-grade science teacher at Boardman Glenwood Junior High School in Boardman, Ohio.

“Students learn about lab safety and proper use of tools and power equipment (glue gun, utility knives, drills, drill press, awl),” Diefenderfer reports. “This student-led lab allows them to problem-solve as they work through the scientific methods/inquiry skills while making connections to the engineering design process,” he observes. “[T]his was a great way to introduce STEM and 21st-century learning concepts while still connecting to science standards. Some people think STEM is a separate subject, but this project shows how it is integrated.”

“I run an after-school competition called Junior Solar Sprint (learn more at https://goo.gl/zwzunn) in which students build an electric car out of any material that has to carry an empty soda can…The cars run on a solar panel if it is sunny; if not, a battery pack,” says Gavin Kearns, grades 7–8 science teacher at Paul Elementary School in Wakefield, New Hampshire. He gives students the motors and solar panels, but students are free to choose the rest of the materials for their cars, which allows them to be creative, he contends.

One challenge students face is “with an electric car, they really have to pay attention to the weight and structure of the car. It needs to perform a lot of functions, but can’t be over-built,” Kearns points out. “It needs to be very precise in how gears mesh; the axles have to be perfectly parallel so that the gears mesh [properly].”

At the competition, students can win awards for innovation and style, craftsmanship, technical merit of the solar panel and powertrain, and technical merit for weight, traction, drag, and guidance. “Some cars might have an interesting design, but might not win the race. They’ll get an award for their design,” reports Kearns.

This article originally appeared in the May 2018 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.

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