I have a chance to contribute to the design of the science classrooms in a middle school. What should be on a “must-have” list? —S., Connecticut

I would strongly recommend using the NSTA Guide to Planning School Science Facilities. This publication has a chapter on safety guidelines (including material storage), sample floorplans, Americans with Disabilities Act guidelines, and even suggestions for “green” labs. It has chapters on the planning process, photographs, checklists, and discussion-starters.

Check on the recommendations or requirements from your state department of education and your local building codes. Consider the age level of your students and the type of activities and investigations in your curriculum.

The first priority should be safety features such as showers, eyewash stations, fume hoods, air exchange, fire extinguishers and blankets, sanitizing equipment for goggles, master shut-off switches for utilities, adequate and uncluttered workspaces, and unobstructed exits from the lab.

Other science teachers offer their advice:

• Include more storage space than you think you’ll need. Drawers and cupboards should be lockable.
• In addition to lab stations, get flat student desks or tables that can be pushed together for cooperative work and projects.
• You can’t have too many electrical outlets throughout the room.
• It is helpful to visit labs and talk to the teachers at other schools when planning a new lab space.
• Have a small refrigerator for making ice or chilling materials (but not for lunches!).

It’s better to work out the details first rather than having to go back and correct any mistakes or omissions. Include your administrators in any design discussions. From my own experience, architects, contractors, or administrators may try to skimp on features you recommend. Be adamant about student safety and ensuring the facility meets the learning needs of science students.

Update: S has followed up with “We met with the architects today and that book was very helpful.”

If you’ve ever been to an NSTA conference, you know you go home SO pumped up by what you saw and learned there that you want desperately to go the NSTA National Conference and/or the 6th Annual STEM Forum & Expo! Unfortunately, you know there is no way that you can afford it, and you doubt you can get funding from your administrators to go to another conference. Well, maybe there is a way to find funding so you can attend an upcoming NSTA conference; I have a few tips and tricks to share that might help you.

Tip #1: Check the Date

The NSTA National Conference does fall within the same fiscal year as our area conferences, so it might be harder to double dip on the professional development budget this school year. However, take a closer look at the STEM Forum & Expo’s dates: July 12–14, 2107. This is actually the start of the NEW budget year for the 2017–2018 school year. Carefully point this out to your administrator and remind them that you are asking for the FIRST professional development opportunity of the new school year. There will definitely be money available at the start of the fiscal year. You may find it helpful to bring a justification letter to share. Download one for the National conference here, and read more about the PD you’ll get at the STEM Forum & Expo here.

Tip #2: Present at an NSTA Conference

I know you might be saying to yourself “I could never get up in front of others and talk about my classroom,” but I am here to say you can! Each and every one of us has one great idea, fabulous project, or fantastic unit of study that will help our fellow colleagues improve their teaching. When you approach your administration about funding for an NSTA Conference or the STEM Forum & Expo, you are giving yourself professional credibility when you say “I am presenting at the NSTA __________ conference.” Your service to your colleagues goes a long way when asking for funding. It provides your school and school district with a way to promote something good to your local school board and to the larger community by way of your school/alumni newsletter, local television news or newspaper. Come on you can do it. Find out more about submitting session proposals here. The next round is due December 5, so don’t wait.

Tip #3: Apply for an NSTA Award

The annual NSTA Awards and Recognition Program recognizes exceptional and innovative science educators. This awards program helps to raise awareness of the outstanding work being done in science classrooms around the country each year. With 20 different awards, there are many options to apply for in the program. Make sure you follow the specific criteria for the award you are applying for. Be sure you read the details before submitting your application. Some awards come with a monetary gift that can be used toward expenses to attend the NSTA National Conference. In addition, award winners are celebrated at the Awards Banquet during the conference. It is a great way to let our colleagues and the world know of the outstanding work happening each and every day in your classroom.

Tip #4: Ask Your Business and Industry Partners

Many schools, especially STEM schools, have business and industry partners that give supplies, time, personnel, and funding to schools. Why not write a letter asking your partners to fund at least part of your trip? In your letter explain what conference you want to attend, how it would benefit and improve student performance, and how it helps to move you and your school forward. While your business and industry partners may only fund a portion of your trip, it is some funding that you did not have before. Plus, it could be the impetus to get funding from other community groups and partners. Try it! All they can say is no.

Tip #5: Ask Local Service and Civic Organizations

Civic and service organizations like the Rotary International, Kiwanis Club, Lions Club, and the Optimists are groups of local business leaders and service-minded individuals that meet with a common belief or cause. Many of these groups lend service to our local schools with fund raisers, service hours, and in-kind donations. Why not write another letter asking these groups to fund at least part of your trip? Just as in the letter to your school’s business and industry partners, explain what conference you want to attend, how it would benefit and improve student performance and your performance as an educator, and how it helps to move your school forward. While these groups may fund only a portion of your trip, it’s funding that you did not have before and you may get more than one organization to help you.

Tip #6: Write Off Some of Your Expenses on Your Taxes

First thing… I am not a tax professional! Attending conferences like the National Conference or the STEM Forum & Expo are a normal part of the education world and are considered business expenses. You should be able to deduct travel expenses for any conferences you attend. This includes your airfare, lodging, and (depending on distance) food. If these expenses are not reimbursed by your school or school district, you should be able to write them off. But consult your local tax professional, since I am not a tax professional.

Tip #7: Create a GoFundMe Fundraising Campaign

Crowd funding is hot! We all know that sites like GoFundMe where people post a brief write up (some have videos) about the project they would like members of public to support. It is quick and easy. You can link your fundraiser to your Twitter or Facebook account for more exposure. People seeing your fundraiser idea can give as little or as much as they would like and there is no pressure from the site to donate.

I hope these tips and tricks will help you to make your way to and upcoming NSTA conference or the STEM Forum & Expo. These are wonderful, stimulating events that will feed your mind and fill your soul as an educator. I hope to see you there!

Jennifer Williams is the Steering Committee Chairperson for the 2017 STEM Forum & Expo and is the Department Chair, Lower School Science at the Isidore Newman School in New Orleans, LA; follow Jennifer on Twitter @ScienceJennifer.

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

2016 Area Conferences

• Minneapolis, October 27–29
• Portland, November 10–12
• Columbus, December 1–3

2017 National Conference

• Los Angeles, March 30–April 2

2017 STEM Forum & Expo

• Orlando/Kissimmee, July 12–14

Follow NSTA

Educators at all levels  will find ideas on helping students with Meeting the Challenges of Communicating Science in his month’s Science and Children. Many of the strategies can be adapted for other levels.

Science and Children – The Speaking, Reading, and Writing Connection to Science

This issue is a must-read for teachers of all levels. The lessons described in the articles include connections with the NGSS.

• Read All About It has a good visual of how genres of children’s books can contribute different perspectives to children’s knowledge of and about science: folklore, fictional narrative biographies, fiction (realistic, historical, fantasy), and informational text (including websites and mobile apps, audio, video).
• Speaking and listening skills are often put on the back burner with the emphasis on reading test scores. By Dissecting Student Dialogue teachers can foster “collaborative conversations” to improve student skills.
• Introducing science notebooks to your students? Learning Science in a Second Language has some “boot camp” ideas and strategies.
• Supporting Academic Language describes strategies that encourage students to use scientific vocabulary and language, in both discussions and in their writing, including journal prompts, teacher support, language stems (see the Conclusion of the article for a plan).
• Sensing Matter—Is It a Liquid or Solid? Demonstrates, through a 5E lesson, how students can combine literacy skills with an activity in classifying matter.
• This month’s Poetry of Science column asks What Do Scientists Do? 
• The 5E lessons in Teaching Through Trade Books: Recording Scientific Explorations focus on using age-appropriate writing, sketching, and labeling when documenting science investigations.
• The Early Years: Getting Deep With Documentation continues with the importance of recording scientific explorations with a discussion of why this is important and what this “storytelling” can look like in a PreK-2 classroom.
• Engineering Encounters: An Engineering Design Process for Early Childhood illustrates how young students can develop engineering design skills using the “egg-drop” activity.
• Methods and Strategies: Put Your Walls to Work by creating “interactive” word walls rather than the traditional static ones. There are several photographs of these student-created walls.

For more on the content that provides a context for these projects and strategies see the SciLinks topics Adaptations, Bird Adaptations, Invertebrates, Leonardo da Vinci, Mollusks, pH Scale, Solids Liquids and Gases, States of Matter

Continue for The Science Teacher and Science Scope

The Science Teacher – Activities and Investigations

In this issue, you’ll find science learning activities in a variety of contexts—biology, physics, ecology. The lessons described in the articles include connections with the NGSS.

• Materials Science and the Problem of Garbage asks the question “Where Does All That Stuff Go?” with a series of lessons in which students trace how materials are made and what happens environmentally to them when we’re finished.
• Learning From the Fruit Fly uses cards as models for students to explore how living things inherit traits from one generation to another.
• Science is not a static body of facts. In the activity, Settling the Score, students trace the history of our knowledge of atomic bonding using case studies.
• The Microscopic World of Diatoms is put into the context of analyzing stream water for pollutants.
• As students engage in online activities, you’ll want to read Science 2.0: When Students Become Digital Citizens to learn about the rights and responsibilities of digital citizenship.
• Focus on Physics: The Moon Is Falling! is an easy-to-read discussion of the topic with illustrations.
• The Green Room: Losing Sight of Our Stars suggests online resources for investigating light pollution and dark skies.
• Health Wise: Too Many Teens Have High Cholesterol notes that it’s never too early for students to learn about cardiovascular disease and how to prevent/control it.
• This month’s Idea Bank has suggestions for helping students with Measurement by the Numbers, a key part of many investigations.

For more on the content that provides a context for these projects and strategies see the SciLinks topics Avogadro’s Law, Cardiovascular Problems, Cardiovascular System, Chemical Bonding, Earth’s Moon, Genetic Variation, Gravity, Gravity and Orbiting Objects, Landfills, Measurements and Data, Meiosis, Mitosis, Projectile Motion, Punnett Squares, Recycling, Recycling Plastics, SI Measurement, Stars, Water Quality

Science Scope – Science for All

“Science for all” is just that – meeting the needs of all learners by using a variety of strategies and recognizing the value of students’ interests, the importance of their backgrounds, and the interest they have in their communities. Featured articles that describe lessons include a helpful sidebar (“At a Glance”) documenting the big idea, essential pre-knowledge, time, and cost. The lessons also include connections with the NGSS.

• “Accelerating” Science Learning With Reading illustrates a 5S approach to guiding students through reading science texts (Structure, Speaker, Situation, Shifts, and Summary Statements).
• With genetics as the context, the authors of An Interdisciplinary Approach to Gene Therapy describe several literacy strategies, including TWLHQ (an extension of KWL organizers), Word Splashes, and discussion-based learning. The article includes examples of student work.
• Using Place-Based, Structured Inquiry to Motivate At-Risk Students has examples of how to involve students in real-world activities that connect science to their communities, including one in which students determine their carbon footprints.
• Classic Lessons 2.0: Science Cafés shows an inexpensive way to expose students to ideas (e.g., careers, STEM topics) that supplement and extend what happens in the classroom.
• Teacher’s Toolkit: Rocking Out Science! shows students creating music videos to share what they learn about ecology and interdependence. There are links to see their productions and suggestions for your classroom.
• Citizen Science: Fly Into Schoolyard Citizen Science With eBird describes an ongoing project in which students contribute to a global database that is used by scientists to study bird biology and behvior (and there is no cost to participate).
• Disequilibrium: Edible Candles has an example of how to address and model the differences between observations and inferences in a 5E lesson. (See the Safety note in the article.)
• Science for All: Accessibility at the Onset continues a discussion of strategies to get all students involved in classroom activities.
• Listserv Roundup: Four Essential Strategies for Differentiating Science Lessons has classroom –tested suggestions from our colleagues on the topic.
• Teacher to Teacher: Instructional Scaffolds Can Support Students
• The authors of Learning to Read Science discuss the importance of reading, writing, and talking in communicating and learning. They provide several strategies to support student reading with examples of graphic organizers and the pre-during-post model.

For more on the content that provides a context for these projects and strategies see the SciLinks topics Acceleration, Biodiversity, Bird Characteristics, Carbon Cycle, Careers in Science, Ecosystems, Forces, Genetics, Newton’s Laws, Phases of Matter, Punnett Squares, Science Misconceptions, Seasons

Two early childhood conferences I attended this month, a national conference and a local regional conference, were awash with sessions on science, STEM, and STEAM education. Although science education is my main focus, I enjoy attending conferences because in addition to the terrific learning experience, it always lifts my spirits. Something about large numbers of people who are working for a better future for others (children and ultimately our world), and who begin with the perspective of the child, gathered together creates a positive environment. I’m looking forward to attending and participating in a National Science Teachers Association conference in 2017.

At the 2016 national conference of the National Association for the Education of Young Children (NAEYC), I saw educators displaying the skills we hope to instill in our students—observing, wondering, co-operating with a group, talking about the evidence for their ideas (what they saw and did), analyzing data, considering alternative explanations, trying new ideas, and using literacy and mathematics skills. While they worked together they also were planning how to include all children in science investigations when they returned back to their programs.

A three-hour session was still not long enough for many participants! They wanted additional time to even more fully experience and absorb the work shared by presenters. I attended two such sessions. Dr. Beth Van Meeteren, Director, and Sherri Peterson, Program Assistant, from the Regents’ Center for Early Developmental Education at UNI, presenting “Ramps and Pathways: A fun integration of science, technology, engineering, and mathematics,” and Cindy Hoisington, Senior Curriculum and Instructional Design Associate, from the Education Development Center, Inc., presenting “Let’s talk about it: Science as a vehicle for promoting English language learning for dual language learners.” In both sessions there was much talk and a lot of hands-on exploration as we considered the value of, and how to, incorporate engineering re-design into education for children up to age 8, and how we can design science explorations to meet several needs of dual language learners.

Presenting a session at a conference is easier when I do it with colleagues! Marie Faust Evitt, author of Thinking BIG Learning BIG, known as Teacher Marie at Mountain View Parent Day Nursery, and Sandy Chilton, Instructional Specialist and former preK bilingual teacher in the Austin Independent School District, joined with me to help participants “Picture science in your classroom: Deepen those fun explorations by connecting with the new standards.” We showed photos of children using the eight practices of science and engineering (NGSS Lead States 2013) as they engaged in science activities and inquiry, and then, at their tables, everyone identified those practices being used by children in additional photos. There were live and rubber red wiggler worms at the tables for the group to observe as they considered a question, such as, “How do red wiggler worms move?” Once again, we all wanted more time!

Choosing a session to attend usually meant there was another interesting session I could not attend. Take a look at the 2016 NAEYC conference program and follow these steps to access handouts and resources: 

• Search by topic track, presenter, keyword, or date to find the session you are interested in.
• Click on the title of the session to open up a pop-up menu. Links to download handouts for the session are listed on the bottom of the pop-up page.

For example, Cindy Hoisington’s presentation has six documents to download.

Being part of several NAEYC Interest Forums is important to me so I can stay current with the early childhood education research and discussion on the topics of interest to the forums. If you are a member of NAEYC you can join any of the forums, and if you are not yet a member, you can connect through the forum’s social media pages. As a co-facilitator of the NAEYC Early Childhood Science Interest Forum (ECSIF), I invite you to join and share your experiences to add your voice. The annual meeting of the NAEYC ECSIF is where we talk about our successes, share an interesting video for discussion, and ask for help and plan to support science education in early childhood.

The Northern Virginia Association for the Education of Young Children like many organizations, connects with people both on a website and on Facebook. Their regional conference brought together sessions on policy, the importance of movement in educating the whole child, brain development, play-based curriculum, building workplace relationships, coaching, science inquiry, and welcoming all in inclusive classrooms, among others.

We heard comments supportive of the value of early childhood education from Outstanding Service to Young Children Award Recipient Linda K. Smith, the Deputy Assistant Secretary for Early Childhood Development, Administration for Children and Families, U.S. Department of Health and Human Services. She encouraged us to share the importance of our work with people outside of the profession.

The conferences affirmed my sense that making quality early childhood education available for all children will make our world a better place for all. And I learned more about teaching science concepts to young children and supporting their science inquiries into questions that interest them.

The National Science Teachers Association is currently accepting proposals for the following conferences. What session will you propose to share your experiences and knowledge with other educators? Which conference will be possible for you to attend in 2017? To check out the NSTA submission guidelines, click here.

6th Annual STEM Forum & Expo at Gaylord Palms Resort/Kissimmee, Orlando: July 12–14, 2017. Submission Deadline closes at 11:59 PM ET – Jul 14, 2017 Dec 5, 2016  

Baltimore Area Conference: October 5–7, 2017. Submission Deadline closes at 11:59 PM ET Jan 17, 2017

Milwaukee Area Conference: November 9–11, 2017. Submission Deadline closes at 11:59 PM ET Jan 17, 2017

New Orleans Area Conference: November 30–December 2, 2017. Submission Deadline closes at 11:59 PM ET Jan 17, 2017

Atlanta National Conference: March 15–18, 2018. Submission Deadline closes at 11:59 PM ET Apr 17, 2017

Adding your voice on topics in science education that are important to you will support the rest of us as we build a strong system for early childhood education. Invite a colleague to put in a proposal with you—they will be honored to be asked.

About one in five U.S. kids and teens ages 6 to 19 has abnormal cholesterol levels, according to the National Center for Health Statistics (NCHS 2015). And among the 16-to-19 age group, the number rises to more than one in four.

“[This] is concerning because high cholesterol levels are a major factor contributing to heart disease and stroke,” says Mary Lou Gavin, MD, a pediatrician specializing in weight management and senior medical editor at KidsHealth.org. “Research shows that cardiovascular disease has its roots in childhood.”

Cholesterol is a lipid, or fat. The body uses cholesterol to help digest fatty foods and form cell membranes and hormones (progestagens, glucocorticoids, mineralocorticoids, androgens, and estrogens). The liver produces about 1,000 mg of cholesterol daily, which is enough for healthy functioning. Fruit, vegetables, and grains don’t have any cholesterol. Dietary cholesterol comes from:

• dairy products (e.g., milk, cheese, and ice cream),
• egg yolks,
• meat,
• poultry, and
• seafood.

To travel through the bloodstream, cholesterol has to combine with proteins. The combination of cholesterol and proteins is called lipoproteins. Low-density lipoproteins (LDL), or “bad cholesterol,” are the primary cholesterol carriers. Too much LDL in the bloodstream can build up inside blood vessels. The buildup forms plaque—a hard substance that can cause blood vessels to become stiffer, narrower, and blocked. Plaque makes it easier for blood clots to form. A blood clot can cause a heart attack or stroke.

High-density lipoproteins (HDL), or “good cholesterol,” on the other hand, carry cholesterol away from the arteries and back to the liver, where it’s processed and sent out of the body. HDLs might even help remove cholesterol from areas of plaque. High levels of LDL increase heart disease and stroke risks. High levels of HDL can help protect the circulatory system. Here’s a mnemonic to remember good versus bad cholesterol: LDL starts with “l” for “lousy”; HDL starts with “h” for “healthy.”

Total cholesterol, based primarily on levels of LDL and HDL cholesterol, is a measure of the total amount of cholesterol in the blood. The combination of high levels of LDL and low levels of HDL indicates an increased risk of heart attack and stroke.

According to the U.S. Centers for Disease Control and Prevention (CDC 2015), desirable cholesterol levels for adults are:

• LDL = less than 100 mg/dl
• HDL = 60 mg/dl or higher
• Total cholesterol = less than 200 mg/dl

According to Gavin, desirable levels for kids and teens are:

• LDL = less than 110 mg/dl
• HDL = 40 mg/dl or higher
• Total cholesterol = less than 170 mg/dl

Factors that can contribute to high cholesterol levels include:

• eating foods high in fats, especially saturated and trans fats;
• having a parent with high cholesterol;
• being obese, related to diet and exercise; and
• having diabetes.

The study by the NCHS shows that teens ages 16 to 19 were most likely to have high total cholesterol, high LDL, or low HDL (26.9% for ages 16 to 19 versus 21.0% for ages 6 to 19 overall). This is why your students should know about:

• the need for screening to learn their cholesterol levels and
• how a healthy diet and daily exercise can help improve cholesterol levels.

Classroom activity
Ask your students to write an essay addressing the following question: The American Academy of Pediatrics recommends (AAP 2011) that all children be screened for high cholesterol at least once between ages 9 and 11 years and between ages 17 and 21 years. Why? Resources cited below are appropriate for their research.

Michael E. Bratsis (mbratsis@kidshealth.org) is senior editor for Kids Health in the Classroom (kidshealth.org/classroom). Send comments, questions or suggestions to mbratsis@kidshealth.org.

On the web
Article, video, quiz for students: http://teenshealth.org/en/teens/cholesterol.html, http://bit.ly/lipo-science-vid, http://bit.ly/cholesterol-quiz

References
American Academy of Pediatrics (AAP). 2011. Physicians recommend all children, ages 9–11, be screened for cholesterol. http://bit.ly/2cgI1mQ
Centers for Disease Control and Prevention (CDC). 2015. Cholesterol fact sheet. http://bit.ly/1pz0zxh
National Center for Health Statistics (NCHS). 2015. Abnormal cholesterol among children and adolescents in the United States, 2011–2014 http://bit.ly/cholesterol-kids

Editor’s Note

This article was originally published in the November 2016 issue of The Science Teacher journal from the National Science Teachers Association (NSTA).

Get Involved With NSTA!

Join NSTA today and receive The Science Teacher,
the peer-reviewed journal just for high school teachers; to write for the journal, see our Author Guidelines, Call for Papers, and annotated sample manuscript; connect on the high school level science teaching list (members can sign up on the list server); or consider joining your peers at future NSTA conferences.

Like all educators, science teachers rely on substitutes to lead their classrooms when they have to take a day (or more) of leave. In a recent anonymous NSTA Reports poll, 46.8% of participants reported needing a substitute for their classroom three or four times a year, with 28.6% reporting they depend on substitutes five or more times annually and 23.9% only once or twice a year. All reported leaving lesson plans for substitutes ahead of a planned absence, and 75% report maintaining “emergency” lesson plans for an unplanned absence. Most (77%) report that substitutes usually followed the plans.

Nearly 87% say they take steps to prepare their classrooms for a substitute ahead of a planned absence. Educators say they leave seating charts, set up labs, check the room’s organization, “label everything,” lock up all lab equipment, or “hide materials that may be stolen or damaged.” Eighty-four percent reported preparing their students for a substitute: many by reviewing class rules, expectations, and agendas.

Few (8%) report substitutes typically have a background in the subject matter, and a majority (65%) don’t get to approve or screen the substitutes that will teach their classes.

Would you like to take part in our anonymous poll on on how educators respond when student experiments have unexpected results or educators’ experiences polling students about their classes?

Here’s what science educators are saying about the challenges of having a substitute:

Having them teach new content is scary, especially since each class coming in that day has its own atmosphere for learning. I’m afraid things will not be taught with the same passion that I teach them with.—Educator, High School, Indiana

You can’t leave a lesson and expect it to be taught, but at the same time, it’s hard to give up valuable teaching time.—Educator, Elementary, Washington, D.C.

Abuse and neglect of my workspace [has occurred].—Educator, Middle School, Maryland

When the substitutes I trust are not available and I have to just put the job out there for any sub to grab, I get worried that I’ll get the sub who sits on [his or her] phone all day and doesn’t follow the plans/help.—Educator, Middle School, Michigan

Unknown background [of the sub is typical]. I must leave a boring lesson. Something anyone can do…I can’t have students do an activity because I don’t know the background of the teacher. I use lots of technology in my lessons, but I can’t leave the same type [of lesson] for a sub.—Educator, Middle School, California

You aren’t entirely sure if students are getting what they need out of a lesson. Also, you can’t be 100% sure the lesson will actually get completed.—Educator, Middle School, Connecticut

Having the material correctly taught [isn’t guaranteed].—Educator, Middle School, New Jersey

They do not have a background in science. And I am not able to have labs or activities planned when I am absent.—Educator, High School, Kansas

I cannot expect them to teach science because they do not have the training and expertise to conduct activities with an awareness of health and safety in the science classroom.—Educator, Elementary, Wisconsin

[It’s unknown w]hether or not we will actually have a dedicated sub or if there will be other teachers covering a particular class. I could have six different people monitor my classes. There are times that one class may be covered, but others will end up in the auditorium with several other uncovered classes and nothing academic is able to take place.—Educator, High School, New Jersey

Having to skip labs or adjust activities when I can’t get a sub with science background.—Educator, High School, Illinois

Writing the plans is very time consuming. Every step has to be explained, and that takes a lot of time. Making an answer key and practice problems is time consuming. It’s not enough to say “practice rounding numbers up to the nearest thousand;” you need concrete examples and answers. Subs often don’t follow the plans. They skip steps and don’t insist that students complete things. Subs can have terrible classroom management, and that leads to problems when you return. Subs don’t clean up or ask the kids to clean up.—Educator, Elementary, Massachusetts

Holding students accountable for what did or did not happen while I was out.—Educator, High School, Washington

Unfamiliarity with technology; late arrivals (not arriving before students arrive means no time to read plans or prepare); our district pays the worst sub wages in the county; subs don’t seem to have intuitive behavior management skills, so problem behaviors escalate; lesson plans need to be “dumbed down” significantly, or lesson time is wasted because the sub made changes to the plan.—Educator, Elementary, New York

Finding ones with good classroom management [who] can follow directions [is challenging].—Educator, High School, New York

Having a sub who doesn’t “believe” in science. I had one—for a two-day absence while I was at a conference—try to convince my students that climate change wasn’t real, and scoffed though the entire video clip and reading the students were to complete.—Educator, Middle School, Connecticut

Not knowing exactly what happens in my room throughout the day. Substitutes do not always leave the best or most detailed notes. If you send a student out for any reason, I need to know why.—Educator, Middle School, Michigan

How much to prepare for them…can they fill in the spaces of a general lesson outline?—Educator, High School, British Columbia, Canada

I just don’t like putting my job in someone else’s hands!—Educator, Elementary, Texas

All of it [is problematic]. There’s someone invading your space! I’ve had substitutes [who] have left my classroom a mess…I’ve had subs that have yelled very rude things at my students. I usually just have my subs show movies. They don’t know my subject or the students. It’s just easier to show movies. And that way, there’s less of an aftermath to deal with.—Educator, Elementary, California

Are they technologically competent? Do they have enough content knowledge to respond to student questions? Will they follow my lesson plan to the best of their ability?—Educator, High School, Hawaii

As a control freak, not having control of what is done in my classroom.—Educator, High School, Maine

Classroom management issues—the room is torn apart, and the assignment is not distributed.—Educator, High School, Washington, D.C.

Content knowledge and ability to help the students with high school science concepts [is important].—Educator, High School, Illinois

Getting everything prepared, and trying to think of anything they might need or what could possibly go wrong and trying to prevent it takes up a lot of time. Our school requires a sub notebook. Setting it up in the beginning takes time, but it’s really helpful once it’s done.—Educator, Middle School, Oklahoma

Not all of the subs are respected by the kids. We have a sub shortage in our area, so when we are out sick, many times other teachers are losing planning time to sub for me.—Educator, Middle School, Pennsylvania

Creating lesson plans and not knowing who my sub is and then praying that [he or she] will follow the plans.—Educator, Middle School, Iowa

Creating lesson plans that are self-standing so that if my sub has no knowledge of science, which is typical, the students can still move ahead.—Educator, High School, Minnesota

Developing lessons that the sub can handle and [that] tie to the concept being taught at the time. I do not want it to be a wasted day.—Educator, Middle School, California

Every person handles things differently. Subs tend to be more lenient with discipline in the classroom. Some subs will work hard and walk around to make sure students are doing what they are supposed to, as well as assist the students. Some subs just sit at a desk and do nothing, letting the students run wild.—Educator, Middle School, High School, Pennsylvania

Finding a competent substitute for an extended period of time [is difficult].—Educator, Institution of Higher Learning, Missouri
Finding activities that are suitable for someone who does not necessarily have a science back ground [isn’t easy].—Educator, High School, Nevada

I feel that it is too dangerous for the substitute to do labs, so students miss out on hands-on activities. The exception is when I had a long-term substitute [who] had a background in teaching science.—Educator, High School, West Virginia

I never have a lab scheduled for that day. There are way too many safety concerns, and a background is needed to know that what they are doing (or not doing) is correct and will not put anyone at risk.—Educator, High School, Illinois

It is difficult to maintain an inquiry-based classroom with a substitute.—Educator, High School, Nebraska

It is so much more work to be absent…I’ve returned early to find the sub with his feet up on my desk reading the newspaper and students doing whatever. I’ve also had a sub [who] doesn’t speak or read English.—Educator, Middle School, Texas

Lack of science background. Lack of classroom management skills. The one substitute teacher that takes classroom supplies—copy paper, file folders, tape, stapler—[without permission].—Educator, High School, Florida

Lack of support for the sub [occurs] in our school. Some students tend to behave horribly and take advantage. Only repercussion may be from teacher when they return.—Educator, Middle School, New Jersey

Making sure I have all of the details spelled out. I once had a sub think the activity was too boring the way it was supposed to be done, so she let the students do whatever they wanted with the materials. Luckily there weren’t any chemicals that [could have] had bad interactions [when mixed] out.—Educator, Middle School, Iowa

Most subs cannot help students with physics problems.—Educator, High School, Pennsylvania

No matter how hard I try to make my lessons self-explanatory and easy to follow, I end up needing time before and after a lesson to make sure kids understood the material. Often sub days lead to misconceptions and missed concepts. I also have to leave detailed notes on kids so that there aren’t behavior problems. The subs in my building do not trust kids and seem to not even like teenagers, so they rarely give kids what they need to be successful unless it is explicitly written down.—Educator, Middle School, Wisconsin

Not being there to answer questions or follow up with student understanding [bothers me].—Educator, High School, California

Not following the detailed plans I spent months preparing [before] maternity leave. I had to reteach an entire unit.—Educator, High School, Rhode Island

Planning something a non-science person can teach [is typical].—Educator, Middle School, Nebraska

Subs rarely follow lesson plans at my school or reinforce class expectations and norms. I have had class materials stolen or damaged while I have been out.—Educator, High School, Michigan

The fact [is] my district only pays $85 a day, so it’s hard to even get a sub to cover classes, much less a qualified science teacher.—Educator, High School, Colorado

[I dislike t]he time wasted planning “sub-proof” lessons and missing instructional time with my students.—Educator, High School, Michigan

There are not enough substitutes available, so when calling in an absence, I do not know if the school will actually find someone.—Educator, High School, Michigan

They do not know lab safety: They do not have any knowledge of the equipment and chemicals that could be in the room. They also bring coffee and a book most times.—Educator, High School, New Jersey

They do not know the structure of the course; they do not know content well enough to help students if they have questions. I almost always schedule a test for a planned absence so that I don’t lose instructional time, since subs cannot be relied upon to provide direct instruction or even supervision.—Educator, High School, Virginia

Not knowing how they are going to treat my students [troubles me]; the majority of my class is special [education]/behavioral.—Educator, Elementary, Alabama

We are on an alternate day block, and it is important that a whole block doesn’t get wasted. The biggest challenge is trying to design the lesson so that the students can get the most out of the lesson and know they are capable of forging on when I am not there. Once this classroom culture is established, it is not as difficult to be gone (usually at trainings/meetings).—Educator, High School, Wisconsin

[I mind w]hen they do not follow plans as written. Even small changes are difficult to account for.—Educator, Middle School, Nebraska

This article originally appeared in the November 2016 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.

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With the election now in the rear view mirror, what’s ahead for education and science education in the new Administration?

Short answer, it’s too early to tell. During the campaign, education was largely ignored, so the education priorities for the new Administration are still a work in progress. Both the House and Senate remained in Republican hands, making it easier under a one-party rule to advance key Republican priorities under the new President-elect.

Politico is reporting that key policy plans for the first 100 days in the new Trump Administration would include scraping regulations from the Obama Administration on climate change, immigration, Wall Street, and restrictions on gun sales; proposing a $1 trillion infrastructure plan to rebuild highways, tunnels, bridges and airports; repealing Obamacare, backing out from trade deals, such as the TPP; and building a wall at the border.

The transition team is in overdrive, and a favorite parlor game in Washington D.C. this time of year is speculating on players on the new Administration team. President-elect Trump has vowed to “drain the swamp,” but the Trump transition team is apparently leaning toward veterans from the Reagan and Bush presidencies to help craft policy and fill key positions.

In education, several names have been floated for Ed Secretary, including Gov. Mitch Daniels, Gov. Scott Walker, William Evers, and Gerard Robinson.

(NSTA spearheaded efforts among nine STEM education groups and created a transition document addressing how the federal government must continue to make strategic investments in K–12 STEM education. Read NSTA Executive Director David Evans blog and the transition document for STEM education, which was recently sent to the Trump transition team.)

Here are the issues that are emerging and what we are watching:

President-elect Trump has voiced support for eliminating the Department of Education and expanding school choice by creating a $20 billion block grant. One to watch is the school choice legislation—first introduced in 2014 by Senator Lamar Alexander (R-TN), current chair of the Senate education committee (and author of the Every Student Succeeds Act)—that would allow states to create a $2,100 scholarship from existing federal funds that would follow the children to the school of their choice.

During the campaign Trump has also said he’d get rid of the Education Department, a promise also made by previous GOP administrations. Many expect he will downsize the ED, which was expected anyway in response to the new federal education law which puts more decisions in the hands of state and district leaders.

The President-elect has also called for eliminating the Common Core State Standards, but the new federal law prohibits the education secretary from prescribing or interfering with state academic standards.

As mentioned earlier, President-elect Trump is expected to use executive authority to undo hundreds of Obama’s regulations on energy, taxes, and health care so expect changes to the regulations being proposed to implement the Every Student Succeeds Act.

Education Secretary John B. King Jr. has proposed strong regulations on accountability and the Title I supplement-not-supplant language, regulations which leading Republicans have called an intrusion into local schools and classrooms and an overreach by the Department. Aides to Sen. Alexander have told media outlets this past week that the U.S. Department of Education will be “appropriately diminished,” and Sen. Alexander has said he expects the President-elect to ensure the new law is implemented as written and anticipates that regulations will be overturned.

Another candidate for the regulatory chopping block: the Obama Administration’s controversial teacher preparation regulations.

Some changes on Capitol Hill that will affect education next year: House education chair John Kline (R-MN) retired this year, so Virginia Foxx (R-NC), who has served on the committee for 11 years, will likely become chair of the House education panel. She is a vocal critic of the Department of Education and for reducing the role of the federal government in education. Rep. Bobby Scott (D-VA) returns as ranking Democrat.

Sen. Lamar Alexander will likely continue as chair of the Senate Health, Education, Labor and Pensions committee, and Sen. Patty Murray (D-WA) will likely be ranking Democrat. As you will recall, these two lawmakers came together last year for the bipartisan reauthorization of the Elementary and Secondary Education Act. Up next year will be reauthorization of the Higher Education Act, reauthorization of the Individuals with Disabilities Education Act (IDEA), and legislation dealing with career and technical education (Perkins).

And finally, not surprisingly, the science community is reacting strongly to the election of Trump, (read more about his plans for science in the Presidential Science Debate 2016), some articles of interest are below.

Prospects for the Environment, and Environmentalism, Under President Trump

Paris climate deal at risk of falling apart following Trump victor

What surprise Trump victory means for engineering and technology

Trump: The Most Anti-Science President Ever?

Stay tuned, and watch for more updates in future issues of NSTA Express.

Jodi Peterson is Assistant Executive Director of Legislative & Public Affairs for the National Science Teachers Association (NSTA) and Chair of the STEM Education Coalition. Reach her via e-mail at jpeterson@nsta.org or via Twitter at @stemedadvocate.

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I’m a first-year biology teacher. How do I decide how many labs I could or should do each week. My colleagues have different ideas about this.  —L., South Carolina

Sometimes the word lab is used to describe any activities students do in groups in science class including investigations, experiments, projects, teacher demonstrations, laptop or tablet activities, simulations, games, small-group discussions, and group writing assignments.

While these activities can be useful learning strategies, let’s assume you are referring to studying a phenomenon or answering a question through investigations, experiments, projects, or constructing and using models.

Some of these studies may take less than a class period, while other investigations may require more time or even a long-term commitment spanning several days, weeks, or months. Many teachers often start with an activity prior to presenting content to provide students with a context. 

In terms of learning science, the quality of the activities is more important than the quantity. The type and number of activities depend on the learning goals, student interests, and whether an activity can be done safely in your classroom with the materials and time you have.

Doing an activity for its own sake without a meaningful context or without student input, follow-up, or reflection leads to questions about what students are learning and whether they truly understand the relationships and connections among concepts, practices, and content. (I once overheard a teacher saying “I keep my students so busy they don’t have time to think.”)

So…I don’t have a definitive answer to your question. But I would advise against using “labs” as an incentive for good behavior or take them away as a consequence for unrelated behavior. Of course, if students are engaging in unsafe or dangerous behavior during the activity, you will have to deal with that situation immediately.

Making Your Teaching More Environmentally Friendly

Los Angeles at night

The more people there are, the more lights we use. The more lights we use to illuminate our buildings and streets, the brighter the Earth becomes at night.

Author David Owen discussed the increase in this light pollution over the past 50 years in a 2007 New Yorker article. “The stars have not become dimmer; rather, the Earth has become vastly brighter, so that celestial objects are harder to see. Air pollution has made the atmosphere less transparent and more reflective, and high levels of terrestrial illumination have washed out the stars overhead—a phenomenon called ‘sky glow’” (Owen 2007).

Many resources can help inform your students about light pollution. The United Kingdom’s Telegraph newspaper has a gallery of images. James Madison University (JMU) professor Paul Bogard details in a book (2013) the environmental and human health effects of light pollution and the importance of darkness. The John C. Wells Planetarium on the JMU campus provides supplemental information, including a video, on its website.

Various organizations and municipalities are working to minimize light pollution sources. For instance, the International Dark-Sky Association (IDA) “works to protect the night skies for present and future generations,” offering information and a video online. Another group, Dark Skies, Inc., was recently featured in the New York Times for its efforts to reduce light pollution in Colorado (Healy 2016).

Classroom activities
Light pollution is an interesting topic for students. You can lead an evening field trip of star-gazing, but there are other options, too. The resource guide from the Astronomical Society of the Pacific has links to many books, articles, websites, and activities dedicated to light pollution. Some of the activities come from Globe at Night, an organization which raises awareness of light pollution and encourages people to measure their local night-sky brightness.

In addition, your students can manipulate a global light pollution map online by adding layers and exploring any location on Earth. From the American Museum of Natural History comes the “Light Pollution: Beyond the Glare” activity in which students watch an introductory video and complete a graphic organizer. Taking at least 50 minutes of class time is PBS’s “Which Way to the Ocean?” lesson plan. Using clips from the 2012 PBS film The City Dark, this thorough activity demonstrates the effects of light pollution on nesting loggerhead turtles.

Finally, the National Optical Astronomy Observatory (NOAO) produced a series of activities about light and light pollution in 2015, the International Year of Light. Pick and choose among all of the options on the NOAO website.

Amanda Beckrich (aabeckrich@gmail.com) is the Upper School assistant director, International Baccalaureate (IB) diploma program coordinator, and an environmental science teacher at Christ Church Episcopal School in Greenville, South Carolina.

References
Bogard, P. 2013. The end of night: Searching for natural darkness in an age of artificial light. Boston: Little Brown and Company.
Healy, J. New York Times. 2016. Colorado Towns Work to Preserve a Diminishing Resource: Darkness. August 12.
http://nyti.ms/2bnIAdQ
Owen, D. The New Yorker. 2007. The dark side: Making war with light pollution. August 20. http://bit.ly/2btPuxr

Editor’s Note

This article was originally published in the November 2016 issue of The Science Teacher journal from the National Science Teachers Association (NSTA).

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