JoinBrief
Taking Action in STEM Learning
Connected Science Learning July–September 2020 (Volume 2, Issue 3)
By Erica Ahlgren and Mallory Tuominen
Methods & Strategies
Formative Assessment of English Language Proficiency in the Science Classroom
Science and Children—July 2019 (Volume 56, Issue 8)
By Okhee Lee and Rita Januszyk
In a linguistically diverse fourth-grade classroom, students carry out an investigation to answer the lesson question: How are we able to see objects? Working collaboratively in groups, students are given a lidded box with an eye hole and a flap. Students make predictions about the contents of the box and then develop models using drawings, symbols, and text. What’s inside the dark box? It’s a mysterious beginning to the lesson.
In a linguistically diverse fourth-grade classroom, students carry out an investigation to answer the lesson question: How are we able to see objects? Working collaboratively in groups, students are given a lidded box with an eye hole and a flap. Students make predictions about the contents of the box and then develop models using drawings, symbols, and text. What’s inside the dark box? It’s a mysterious beginning to the lesson.
In a linguistically diverse fourth-grade classroom, students carry out an investigation to answer the lesson question: How are we able to see objects? Working collaboratively in groups, students are given a lidded box with an eye hole and a flap. Students make predictions about the contents of the box and then develop models using drawings, symbols, and text. What’s inside the dark box? It’s a mysterious beginning to the lesson.
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Integrating Crosscutting Concepts into Science Instruction
This vital dimension of the NGSS can build on students’ everyday experiences in their homes and communities.
Science and Children—September 2019 (Volume 57, Issue 1)
By Marcelle Goggins, Alison Haas, Scott Grapin, Lorena Llosa, and Okhee Lee
Legislative Update
Will There Be Agreement on the Next Pandemic Relief Bill for K-12?
By Jodi Peterson
Posted on 2020-09-11
Archive: Developing a Competitive Application for Shell Teaching Awards, October 29, 2020
Shell Science Teaching Award: This award recognizes one outstanding classroom science teacher (K–12) who has had a positive impact on his or her students, school, and community through exemplary classroom science teaching. K–12 classroom science teachers are eligible to apply. The award consists of $10,000 and an all-expense paid trip to attend NSTA’s National Conference; two finalists will also receive all-expense-paid trips to the conference.
Shell Science Teaching Award: This award recognizes one outstanding classroom science teacher (K–12) who has had a positive impact on his or her students, school, and community through exemplary classroom science teaching. K–12 classroom science teachers are eligible to apply. The award consists of $10,000 and an all-expense paid trip to attend NSTA’s National Conference; two finalists will also receive all-expense-paid trips to the conference.
Shell Science Teaching Award: This award recognizes one outstanding classroom science teacher (K–12) who has had a positive impact on his or her students, school, and community through exemplary classroom science teaching. K–12 classroom science teachers are eligible to apply. The award consists of $10,000 and an all-expense paid trip to attend NSTA’s National Conference; two finalists will also receive all-expense-paid trips to the conference.
Shell Science Teaching Award: This award recognizes one outstanding classroom science teacher (K–12) who has had a positive impact on his or her students, school, and community through exemplary classroom science teaching. K–12 classroom science teachers are eligible to apply. The award consists of $10,000 and an all-expense paid trip to attend NSTA’s National Conference; two finalists will also receive all-expense-paid trips to the conference.
'Now It Looks Like a Moon:' Opportunities for Science and Math Talk During Play
By Peggy Ashbrook
Posted on 2020-09-10
Pandemic Hobby, Part 2: Chickens
By Becky Stewart
Posted on 2020-09-10
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Beyond General-Purpose Talk Moves
Using discipline-specific probes with English learners in the science classroom
Science and Children—November/December 2019 (Volume 57, Issue 4)
By Scott Grapin, Alison Haas, Marcelle Goggins, Lorena Llosa, and Okhee Lee
