By Claire Reinburg
Posted on 2015-09-10
How can we cultivate a student’s (and a teacher’s!) natural love of learning and exploration amid so many demands in today’s schools? The recent article “When Success Leads to Failure” in The Atlantic by teacher–author Jessica Lahey drew our attention once again to the pressure students feel to test well and excel in their studies—perhaps at the expense of their love of learning. When facing numerous expectations, teachers and students constantly wonder, “Do we have time to follow our curiosity and explore that exciting question or problem raised during today’s lab? Or is it time to turn toward the next textbook chapter, college-application essay, or high-stakes exam?” For this month’s issue of Book Beat, we selected these lessons and activities that can help you nurture students’ love of science exploration and keep the light of curiosity shining brightly in your classroom.
The beginning of the school year is the perfect time to introduce students to the many ways that scientists do their 
work, including making observations, using models, and conducting experiments. Consider using Page Keeley’s formative assessment probe “‘Doing’ Science” from What Are They Thinking? Promoting Elementary Learning Through Formative Assessment to uncover what your K–5 students think about how we study science and the practices of scientists. With the insights you glean, you’ll have all you need to design classroom experiences that will help students see the numerous scientific methods we employ when exploring the natural world. Encourage your students in grades 8–12 to look for patterns, a key strategy scientists use to try to make sense of the bewildering array of natural phenomena we encounter daily. 
The chapter “Science Without Numbers: Searching for Patterns” from John Haysom’s Science Fair Warm-Up, Grades 8–12: Learning the Practice of Scientists gives students opportunities to study data sets in search of underlying patterns, which can lead to deeper understanding of natural phenomena. (See also the books in the Science Fair Warm-Up series for grades 5–8 and 7–10 .) 
For high school students, you can also download the lab “Environmental Influences on Animal Behavior: How Has Climate Change Affected Bird Migration?” from Victor Sampson and coauthors’ Argument-Driven Inquiry in Biology: Lab Investigations for Grades 9–12 to guide students in exploring animal behavior and the interactions among species and their environment. While engaged in this lab, students will learn about the differences between data and evidence and gain experience using an online database.
We know students are engaged when they ask “What is that?” and “What’s happening here?” at the sight of a puzzling object or phenomenon. Curiosity and questions drive scientific exploration. An important part of the scientist’s work is making observations and inferences when facing new phenomena, and having students explore these concepts early in the school year builds a foundation for their scientific studies. For elementary students, download the lesson “Earth Hounds” from Karen Ansberry and Emily Morgan’s Picture-Perfect Science Lessons, Expanded 2nd Edition: Using Children’s Books to Guide Inquiry, 3–6. This lesson begins with reading the entertaining book Dr. Xargle’s Book of Earth Hounds, in which an alien professor draws hilarious conclusions from his observations of dogs. Students then make observations and inferences about the unseen properties of mystery objects, all while learning the differences between observations and inferences and how scientists generate knowledge using both. For K–8 students, download 
“The Little Tent That Cried,” a chapter from Richard Konicek-Moran’s Everyday Earth and Space Science Mysteries that can be an excellent introduction to the water cycle. Students engage with the story of two young campers who awake to water dripping on them inside their tent. Just as the children in the story puzzle over where the water is coming from, your students will ponder the source of the dripping water while learning more about condensation and evaporation in the context of a natural situation. Explore other topics covered by the many stories in the Everyday Science Mysteries series.
How can we cultivate a student’s (and a teacher’s!) natural love of learning and exploration amid so many demands in today’s schools? The recent article “When Success Leads to Failure” in The Atlantic by teacher–author Jessica Lahey drew our attention once again to the pressure students feel to test well and excel in their studies—perhaps at the expense of their love of learning.
By Mary Bigelow
Posted on 2015-09-10
I teach in a private school that does not offer much in terms of professional development (PD), especially for science teachers. My colleagues and I would like to visit some science museums and centers. Would that count as PD? Do you have any other suggestions for us? —M., Maryland
To a science teacher, an ideal day away from school might include a stroll through a zoo or botanical garden, an afternoon in a cool planetarium or aquarium, a visit to a science center or natural history museum, or a hike through the woods or on a beach with a camera, a pair of binoculars, and a guidebook. On these personal field trips, we don’t need to worry about permission slips and bus counts – we can follow our interests and learn on our own terms.
It’s enjoyable to visit one of these places with another science teacher. The level of conversation is different than when you visit these places alone, with students, or with your families. A day exploring one of these venues and discussing science topics is a great way to increase content knowledge and examine different ways of learning.
For example, one day at the American Museum of Natural History in New York, my colleague and I spent a lot of time with the exhibits related to plate tectonics. We learned new content information, and the displays gave us some ideas for sharing this information with our students. We took lots of notes and made lots of sketches. (Our spouses, who are not science teachers, eventually wandered off to other exhibits!)
My school district allowed my colleague and me to count the time we spent in the museum as PD hours. We submitted a report describing where we went, what we did, what we learned, and how that learning will apply to the classroom. You could ask your school administrator if such a procedure would be acceptable in your situation.
With all that we can learn both onsite and online (through websites, e-mail lists, and social media), perhaps this informal, individualized PD should become a viable part of our ongoing professional education. Unlike more formal, school-wide PD events, we set the goals and personalize the experience to our own needs. This process keeps us informed and up-to-date, building on our previous knowledge and inspiring us to continue to learn new things. (I’m sure that my childhood visits to the Franklin Institute in Philadelphia had a profound influence on my own interest in science.)
NSTA’s position statement on informal science education recognizes the contributions of informal science institutions and organizations in providing opportunities for lifelong learning—and not just for students but for teachers, too.
You can also visit science museums and centers through the eyes of your students. What strategies do the informal educators use to attract our attention and hold our interest in the exhibits? In The Science Teacher, “Learning Science Beyond the Classroom” describes some of these techniques. Could any of these apply to the classroom?
As the price of travel increases, don’t forget to visit places close to home. To find a new place to visit, check out the website of the Association of Zoos and Aquariums or the American Alliance of Museums. If you’re a member of an organization, check for reciprocal admissions. Many of these organizations offer lectures, field trips, hands-on workshops, graduate study, meet-a-scientist, and other special events that could become part of an individualized or informal PD plan.
Many of these informal science venues have excellent websites, too. I can spend hours on the website of the Exploratorium in San Francisco with its comprehensive collection of lessons and demonstrations for the classroom. These institutions may also have virtual tours, too. The National Park Service website has armchair views of the parks – not quite the same as being there, but still a good experience.
Adding informal, teacher-selected opportunities to a school’s PD plan is a win-win option. Teachers (or groups of teachers) can design opportunities based on their individual subject area needs and the school can spend its ever-decreasing PD funds on school-wide topics.
More PD suggestions:
I teach in a private school that does not offer much in terms of professional development (PD), especially for science teachers. My colleagues and I would like to visit some science museums and centers. Would that count as PD? Do you have any other suggestions for us? —M., Maryland
By Korei Martin
Posted on 2015-09-07
Wondering how to introduce your students to engineering? Want an in-depth look at Pluto? Want to know when the “Great Acceleration” began and why it’s named that? The September K–College journals from the National Science Teachers Association (NSTA) have the answers you need. Written by science teachers for science teachers, these peer-reviewed journals are targeted to your teaching level and are packed with lesson plans, expert advice, and ideas for using whatever time/space you have available. Browse the September issues; they are online (see below), in members’ mailboxes, and ready to inspire teachers!
Science and ChildrenThe Next Generation Science Standards (NGSS) is leading the call for more emphasis on engineering in our schools. This issue of S&C includes strategies, ideas, and techniques to help you bring engineering and the design process into your classroom.
Featured articles (please note, only those marked “free” are available to nonmembers without a fee):
Science ScopeThe New Horizons space mission provided us with a spectacular, in-depth look at Pluto as it hurtled by the dwarf planet in July of this year. In this issue, we explain how to take an in-depth look at a variety of science concepts by incorporating the three dimensions of the Next Generation Science Standards into your lesson plans.
Featured articles (please note, only those marked “free” are available to nonmembers without a fee):
The Science TeacherChange has always been a constant on planet Earth, yet change today seems different both in pace (fast) and source (us). The middle of the 20th century began what has been dubbed a “Great Acceleration,” a rapid and profound transformation of humanity’s relationship with the natural world, a relationship addressed in several feature articles in this issue. This accelerated change has led scientists to consider whether to christen a new geological epoch, the Anthropocene, to recognize the human species as a biogeophysical force capable of leaving a durable imprint on the geological record. The Earth’s intricate interrelated systems deserve our mindful attention and protection. If this is truly the age of the Anthropocene, will we be up to the task?
Featured articles (please note, only those marked “free” are available to nonmembers without a fee):
Journal of College Science TeacherLearn how one author increased student confidence in giving scientific presentations by showing them how to present findings as a narrative story or personal anecdote. Don’t miss the study that assessed the effect of a problem-based learning teaching strategy on student academic achievement in an undergraduate Biomechanics course. Also, read how participation in Saturday Science—a weekend science enrichment program where local families are invited to participate in hands-on science activities—led to increased confidence for student teachers in various aspects of science teaching and learning.
Featured articles (please note, only those marked “free” are available to nonmembers with
out a fee):
Get these journals in your mailbox as well as your inbox—become an NSTA member!
The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.
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By Guest Blogger
Posted on 2015-09-07
Reflecting on the Uncle Sam poster used in recruiting individuals to serve in the United States Armed Services, I’m putting out a call on behalf of the National Science Teachers Association (NSTA) Board and Council for science teachers to become the next leaders of NSTA. The NSTA Board of Directors and Council work together to promote excellence and innovation in science teaching and learning for all. There are many opportunities to serve, and you can learn more about them in a web seminar being held on September 8 (archives will be available for those who cannot attend the live seminar). Nominations are now open to apply for the following leadership roles:
Being a member of the NSTA leadership team enables you to be on the front line of promoting science education. We are in an exciting time of empowering our students to become the next generation of innovators and creative thinkers. As part of the leadership team, you will bring that message to our members and others that science education counts.
So don’t delay. Applications are available online, and the deadline for submitting applications is October 19, 2015.
I can’t wait to see who will take the challenge of being a NSTA leader and be on the ballot for the 2016-2017 NSTA Leadership Team!
Carolyn Hayes is the NSTA President, 2015-2016; follow her on Twitter at caahayes.
The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.
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By Korei Martin
Posted on 2015-09-03
Dr. Wendy Saul has been a vital part of the science literacy community since 1985 when she co-authored Vital Connections: Children, Science and Book. Since then Saul has focused her attention on the relationship between science and language and how it can be better integrated in schools and libraries.
NSTA members know her from the book Front-Page Science: Engaging Teens in Science Literacy (read a sample chapter), which offers science journalism techniques that help students become better consumers of, and contributors to, a scientifically literate community.
Fostering an Insatiable Curiosity
This December 3–5, fans of Saul can meet her in person, at the 2015 Area Conference on Science Education in Kansas City, Missouri, where she will share her thoughts on sparking curiosity and active learning in students. Don’t miss “Fostering an Insatiable Curiosity: Planning for the Future,” on Friday, December 3 9:30-10:30 AM, in the Kansas City Convention Center, room 2105.
Curious about what else will be happening during the conference? Here is a sample list of other sessions:
Want more? Check out more sessions and other events with the Kansas City Session Browser/Personal Scheduler. Follow all our conference tweets using #NSTA15, and if you tweet, please feel free to tag us @NSTA so we see it!
The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.
2015 Area Conferences
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By Carole Hayward
Posted on 2015-09-02
New books in the NSTA Kids I Wonder Why series are available just in time for the new school year! Focused on the biological sciences, these five books introduce readers to basic science content pertaining to plants and animals. Author Lawrence F. Lowery ignites the curiosity of children in grades K–3 while encouraging them to become avid readers. Included in each volume is a Parent/Teacher Handbook with coordinating activities.
Animals Two by Two
Looking for Animals
The Tree by Diane’s HouseThe mission of NSTA is to promote excellence and innovation in science teaching and learning for all.
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New books in the NSTA Kids I Wonder Why series are available just in time for the new school year! Focused on the biological sciences, these five books introduce readers to basic science content pertaining to plants and animals. Author Lawrence F. Lowery ignites the curiosity of children in grades K–3 while encouraging them to become avid readers.
By Claire Reinburg
Posted on 2015-09-01
Browse the most popular books, e-books, and children’s trade books on NSTA’s website this month. Best wishes for the start of your school year!
Inquiring Scientists, Inquiring Readers: Using Nonfiction to Promote Science Literacy, Grades 3–5
A Head Start on Science: Encouraging a Sense of Wonder
Exemplary Science for Building Interest in STEM Careers
Using Physics Gadgets and Gizmos, Grades 9–12: Phenomenon-Based Learning
Scientific Argumentation in Biology: 30 Classroom Activities (e-book)
Argument-Driven Inquiry in Life Science: Lab Investigations for Grades 6–8 (e-book)
Uncovering Student Ideas in Life Science, Volume 1: 25 New Formative Assessment Probes (e-book)
The Tree by Diane’s House: I Wonder Why
Browse the most popular books, e-books, and children’s trade books on NSTA’s website this month. Best wishes for the start of your school year!
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