The movie The Never Ending Story captivated me as a kid. A young child borrowed an old book from a bookstore and stowed away in his school’s attic rather than going to class. From the moment the child opened the book, the story began to unfold: Through the text and illustrations, the young boy was transported to new places and needed to work through problems, experience trials to gain understanding, and overcome challenges before he could move forward in his learning. Keeping an open mind allowed him to reflect on all that had come before. The boy’s book was a new portal to learning, reflection, and exploration.

Professional Readers—Professional Learners

In the real world, books have the power to launch the same sort of exploration the boy experienced in the movie. But what’s not the same is that books now look very different, using electronics to transport readers to new worlds. Professional education books have traditionally been a bit behind the trade book format for the overall  variety of presentation strategies; but that’s about to change. A new interactive e-book recently released will help transport professional educators into a learning environment that will engage them as much as the young boy was engaged in reading his book.

The National Science Teachers Association (NSTA) has been a long-time publisher of education materials that provide professional development to teachers to improve science education, instruction, and opportunities for students. NSTA has taken the next step by developing a new interactive e-book focusing on the Next Generation Science Standards (NGSS) and assisting users in opening a new portal to their own understanding, reflection, and learning experiences. This e-book joins other interactive e-books previously produced by NSTA that specifically relate to disciplinary core ideas.

Discover the NGSS: A New Approach to Learning

Discover the NGSS: Primer and Unit Planner, along with the other enhanced e-books, is described as follows: “Rich with gorgeous color photography, dynamic enhancements, and interactive features that enable you to learn, share, and explore, NSTA’s highly interactive enhanced e-books provide a professional learning experience that is both engaging and inspiring.”

Having had an opportunity to preview and interact with the e-book, I know it’s even more. Because this type of interactive learning is new, many of us have not yet experienced what is possible when one engages with a book that uses animations, simulations, and video content to visually present content. These interactive components draw readers into the contents, allowing for a visual and auditory exploration of concepts around understanding and using the NGSS. Features of the interactive e-book, include:

• In-depth learning experiences developed around the content, structure, and purpose of the Next Generation Science Standards, which help users dive deeper into the NGSS and better understand the components as well as purpose.
• Content presented through concrete examples in both text and visual formats, which enhances understanding.
• Embedded pop-up review questions and assessments allowing for content review and ongoing formative assessment of learning.
• Interactive activities that allow readers to apply the information presented and connect their understanding of the information to the scenarios.
• A module format focused on exploration of the three dimensions of the NGSS; integration of the three dimensions into performance expectations; and application of readers’ knowledge and understanding through the design of planned units of study using the unit planner.
• A Unit Planner with technology that that facilitates unit planning with grade-specific drop-down menu.

Books are meant to be shared, and this e-book is no different. While the content is useful for individual teachers, its delivery strategy makes it especially useful for those who wish to engage in professional development with professional learning communities. The collaborative nature of developing units through the unit planner is an integral part of the overall experience. Because it allows users to create units in an online environment, the e-book is dynamic and allows educators to differentiate their lessons, units, and organization for instruction. While Discover the NGSS has no luck dragons or oracles as does The Never Ending Story, they both feature opportunities to explore the unknown and be reflective of one’s own learning. One simply needs to jump in and imagine the unimaginable while discovering the NGSS!

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

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In this video, columnists Ben Smith and Jared Mader share information from their Science 2.0 column, “Formative Assessment with Online Tools,” that appeared in a recent issue of The Science Teacher. Read the article here: http://bit.ly/1HbwZq1

There’s a cartoon making its way around the internet – the standard outlets – Facebook, Pinterest etc. that highlights what “normal people see on vacation” and how “scientists view their vacation.”  It has scientific subtitles for all natural objects in the otherwise tranquil setting. My sister pointed this out to me at one point and proceeded to tell me this was “EXACTLY what it was like when we went places growing up”  There are people who see things like the missing cartoon character – who immediately begin to contemplate how this location or that picture or whatever experience can be worked into science lessons.

I must confess—I have always been trying to subversively bring science into trips –no matter how old I was.  Whether it was visiting Crystal Caves and hearing about stalagmites and stalactites at the age of ten to skydiving and thinking the video of me on a tandem jump and the photographer falling at the same rate would be a cool example to demonstrate free fall to my most recent adventure in receiving scuba certification and asking the instructor what type of fish were swimming around the different formations.  I could go on and on with examples of how I brought science into scenic destinations.

You know the type of person I’m speaking about and you probably even know the look, the puzzlement that crosses their face when they see something and immediately begin thinking – “way cool, that is a perfect example ….” and you can finish the sentence. Perhaps there is a support group for people like me – although – I am thinking that many of the people I would meet there to support me would be current friends and colleagues, as well as, new people that would be so much fun to hang around with since they like to travel and like science!!!!

This month’s Leaders Letter (see here for archives and signing up) highlights the use of national or state parks as potential destinations to explore with students and bring in science or history or nature exploration.  Making a destination fun and exciting is important but there is always a fine line between the groan that learning may take place and the exclamation that vacation has begun.  The national parks offer many educationally fun and engaging activities and is one destination to pursue science but not the only one.  With a little imagination and a lot of inquiry, most locations you find yourself at have the opportunity to become a destination for science.  As many of us science travelers head out this summer, this is an opportunity to share locations and destinations that may be on a planned route but not posted as destination science spots. So this month’s questions are:

• What are your favorite destinations that were able to be worked into a science lesson and what was it?
• What location would you recommend to someone travelling this summer and why?

And may you enjoy your travels and scientific discoveries this summer!

They say it takes a village to raise a child. And when it comes to giving all children a science education, it takes the huge professional community within the National Science Teachers Association (NSTA). Each year, hundreds of educators volunteer their time and talents to make the many programs and services of the association possible.

It’s time to celebrate these many volunteers. In our official governance structure we have 10 Board Members, 18 District Directors, a Treasurer, and a Parliamentarian to direct our work along with the three members of the presidential chain to form a continuous and “well-oiled” team. Fourteen standing committees, seventeen advisory boards, three review panels all require the generous contributions of members to support the governing bodies. Our Alliance of Affiliates includes 9 partner organizations with whom we coordinate efforts. And then each year there are special activities like position statements and strategic planning that bring even more contributors to NSTA.

On May 31, some of these professionals will cycle off their current responsibilities and others will take their places. It’s an appropriate time to send special thanks to the people listed below and to all those who work to improve science education. Virtually nothing we do could be accomplished without these volunteers, and the work of the President would be impossible without all that support.

In many ways this has been a special year. Our theme and goal was “breaking down walls.” To that end NSTA initiated many new efforts in cooperation with other educational groups. That meant extra time and work. Just a few examples: The International Committee organized an expanded “global conversation;” The Multicultural Division lead a meeting of a dozen groups to consider “equity through STEM;” The Building Task Force waded through several dozen options for improving the facility in which NSTA operates. These and many other efforts required work above and beyond the normal scope of responsibility of NSTA’s volunteers. In every case, the community asked and generous professionals responded.

At the end of each year the incoming President gets reports on committee activities; the scope of that work is invariably astounding. Members and representatives of local and regional groups often take advantage of the expertise that these volunteers have brought to our table. The best place to start is your District Director, who can link those who need special support with the volunteer team that specializes in that area.

At the end of the 2014-2015 association year, it is also time to offer special thanks to Retiring President Bill Badders. He has been a tireless advocate for literacy and for the vital role of science in the elementary curriculum. His influence on our programs and policies won’t be forgotten.

Take some time to thank a volunteer near you. (Their names, positions and contributions are on the NSTA website.) And while you are doing so, consider how you might volunteer in the future. Mary Gromko, who will be President-Elect on June 1, will be looking for more generous and talented professionals to continue our momentum in the years to come.

Retiring Committee, Advisory Board, and Review Panel Members

Standing Committees

College: Shiv Dhar,  James Neufell, and Bjorn Wolter

Coordination: Marilyn Decker, John Olson, and Martha Winegarner

High School: Doug Damery, Mary Glodowski, and Wanda Pagonis

Informal: Kenneth Hoffman, Karen Maher, and Yvonne McCulley

Middle Level: Matt Cieslik, Sharon Cumiskey, and David Pettit

Multicultural: Sue Ford, Mimi Halferty, and Krishna Millsapp

Preschool-Elementary: Gerald Darling, Ann Lopez, and Julie McGough

Preservice: Kathleen Blouch, Michael Mahan, Leanne Moorman, and Rebecca Cordeiro

NSTA Teacher Accreditation: Bambi Bailey and Susan Courson

Professional Development: Bernard Franks, Debbie Jackson, and Wendy Jackson

Research: Gail Dickinson, Eugene Judson, and Jeff Thomas

Audit: Donald Kline

Awards: J. Carrie Launius, Craig Gabler, and Suzanne Flynn

Budget: Patricia Simmons

Nominations: Elizabeth Mulkerrin, Herbert Brunkhorst, Hector Ibarra, Deborah Nygard, and Linda Lacy

Advisory Boards

Aerospace: Wendi Laurence, Bianca Deliberto, and Aaron Eling

Conference: Lynda Sanders

Development: Jean Tushie

International: Helmut Albrecht, Gregory Imbur, and Nirmala Ramlakhan

Investment: John Penick

JCST: Anthony Derriso, Apryl Nenortas, and John Sode

NSTA Reports: Amy Larrison, Gillan Renee, and Clary Katie Morrison

Retired: Ed Linz, Virginia Baltay, and Norm Schmidt

Science and Children: Michelle Daml, Susan McWilliams, and Linda Lee Smith

Science Matters: Anita Bernhardt, Justin Brosnahan, and Beverly Frommel

Science Safety: Kenneth Carlson and Sandra Moody

Science Scope: Charity Embley, Carol Kraft, and Venita McDonald

Special Needs: Zena Johnston, Justin Leonard, and Mary Smigel

Technology: Kathy Gorski, Cherry Brewton, and Barbara Pietrucha

TST: Lisa Ballard, Rebecca Austin, and Miles McGeehan

Urban Science: Pamela Chapman, Karen Lionberger, and Steven Wade

Review Panels

CBC: Brian Hamilton, Jean Pelezo, and Stephanie Selznick

New Science Teachers: Lovelle Ruggiero and Michelle Harrison

Shell: Gary Koppelman, Marilyn Richardson, and Page Keeley

Dr. Juliana Texley is the president of the National Science Teachers Association (NSTA). She began serving her one-year term on June 1, 2014. Texley is currently an instructor at Lesley University, Palm Beach State College, and Central Michigan University. Most recently, Texley worked with a number of stakeholder groups to review the Next Generation Science Standards and developed curriculum for JASON/National Geographic.

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

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I want to encourage elementary students to spend time outside. We don’t have a lot of funds for field trips, and I think it would be better to have an ongoing project. I also want to involve teachers and students of all grade levels and subject areas, not just science. I’m considering a school garden, but that sounds overwhelming.  —B., North Carolina

It’s hard to believe, but many students don’t know where their food originates (the supermarket??). And many have had no experience growing plants from seeds. (I was surprised when a high school teacher mentioned this, too.) They may never have had the opportunity to dig in the dirt or watch earthworms wiggle their way through soil. The lawns they play on may have been chemically treated to eliminate any interesting diversity of plants and insects. And gardening is a lifelong pursuit. So your idea of a garden could fill many needs.

It sounds like a no-brainer, but it’s been my experience that starting small on projects is important. This should be an enjoyable, ongoing experience, not a chore or burden in which interest wanes after a short time. I worked with teachers who created a school garden, and the following advice is based on their experiences.

Ask some questions before making a commitment to the project:

• Who else is interested in this project? Be sure the school administrator and maintenance staff are on board.
• What funding is available for starting and continuing?
• Where is a good place for the garden? If your school doesn’t have a lot of open ground to turn into a garden, the alternatives could be raised beds, container gardens, or window boxes. Consider the amount of sunlight during the growing season and a water source (if water is not available outside, students will have to carry buckets of water.)
• Who will prepare the space? Is it secure from vandals or hungry deer? Should the soil be tested? (A recent NPR article describes how to deal with soil that may have been contaminated in the past.)
• Do you have (or can you get) gardening tools for smaller hands? Are there safety concerns with using tools?
• How will students with allergies be accommodated? How will the garden be accessible to students with handicaps?
• What kinds of plants will grow in your geographic location? Can volunteers or summer school classes maintain it over the summer or during breaks?

Visit nearby school gardens and ask about their experiences. Enlist community volunteers: senior citizens, garden clubs, service organizations, parents, master gardeners, state university extensions. In addition to donating materials, time, tools, and funds, their most valuable contribution will be sharing their passion, experiences, and expertise with teachers and students.

Involve students in planning the garden. They may have big ideas, so you’ll have to help them with the scale of the project and with identifying appropriate plants for your region. I’ve seen theme gardens in schools: plants mentioned in stories, butterfly gardens, native plants, pizza gardens (tomatoes, basil or other herbs, onions, peppers), salad bar gardens (lettuce, spinach, radishes, sprouts), or color themes.

A garden will need class time for maintenance. You could rotate classes to care for it or start a gardening club. Using cooperative learning roles (e.g., weeder, waterer, journalist, weather reporter) will streamline the process and help avoid confusion. Keep tools (including gloves) in a central place so that different classes can access them. Be sure that students wash their hands after gardening. Avoid chemicals that might not be safe for children.

Once your garden is established, you can include additional features. This will also keep the project fresh:

• Attracting birds with feeders or creating a butterfly/bee-friendly garden
• Adding a water feature such as a pond or birdbath
• Creating a compost bin
• Adding benches or tables

The most important feature, however, is what students learn from the experience. Gardening connects with learning goals in science, math, art, physical education, social studies, literature, and writing (particularly journaling). You can incorporate citizen science projects  such as Cornell’s Project Feederwatch and BirdSleuth or Monarch Watch. Your new living laboratory can be the venue for students to investigate questions such as Are insects attracted to different flowers? or What factors influence plant growth?

If this does seem overwhelming, it is possible to do small-scale gardening in containers or on tabletops. My colleagues had students start seedlings in school and take them home as a summer project, including a journal with sketches and photographs.

Search the Internet for “school gardens” for more resources. NSTA blogs and books have described school garden projects, and I’ve created a Resource Collection on School Gardens with articles from NSTA publications.

Photo: https://www.flickr.com/photos/timlauer/14489154692