Do you have colleagues with whom you can share ideas for teaching science and engineering concepts? Do you have resources to develop science lessons? Does your program or district support the science and engineering curriculum that you know is best practice for your students? Sometimes the best support is available online from researchers who investigate how children learn, curriculum designers who use research to carefully plan developmentally appropriate learning experiences, educators who discuss the research and other classroom teachers who use and revise these learning experiences.
This is where blogs, journals, and resource websites can be helpful in becoming knowledgeable about recent research and others’ experiences. Here are two blog posts I found helpful in reflecting on my practice:
Cindy Hoisington, Senior Curriculum/Instructional Design Associate at Education Development Center, Inc, shares her experiences and thoughts on the recent National Science Teachers Association’s (NSTA) position statement on Early Childhood Science Education in a July post on a National Association for the Education of Young Children’s (NAEYC) blog, “Putting the Position Statement on Early Childhood Science to Work in Preschool Classrooms and Programs.” I share her excitement for NAEYC’s endorsement of the NSTA position statement! This document will help guide my teaching.
Read Cindy’s post, read the NSTA position statement on Early Childhood Science Education, and then respond to Cindy’s question:
How will you put the position statement to work in your classroom or program in the coming school year?
Jeff Winokur, science educator and Instructor of Elementary Education at Wheelock College, and colleague of Cindy’s at EDC, reflected on appropriate early childhood science lessons in a blog post at The Wheelock Blog.
He was inspired to write by a New York Times blog post, “Rethinking the Colorful Kindergarten Classroom” by Jan Hoffman (June 9, 2014) describing a study published in Psychological Science (Visual Environment, Attention Allocation, and Learning in Young Children: When Too Much of a Good Thing May Be Bad, conducted by Anna V. Fisher, Karrie E. Godwin and Howard Seltman).
I agree with Winokur that solely reading nonfiction about scientific topics is not age-appropriate science learning for kindergartners. And it should not be described as a science lesson. Although I think young children are capable of understanding the idea of a portion of a “crust” sliding under a larger piece, reflecting on their experiences with the earth outside their classroom door (or in a nearby unpaved area) will teach them more about the structure of the Earth and earth science processes. Interesting nonfiction can support this direct learning.
And I am delighted that the question of how to use wall space to support children’s learning is being investigated and hope more studies will follow.  Bulletin boards are often assigned responsibilities for teachers to “fill.” I would like to know what content productively supports my students’ learning before I spend time and money on this task.
The Early Learning Forum at the NSTA Learning Center is another resource. There are vigorous discussions and participants share information and insight–and, it is open to all with free registration. Join in with your questions and advice!

Ever wondered if there was a fellowship or grant to help you complete a research project? Have you ever wanted to submit an amazing classroom investigation you authored to for an award or competition? What about an international workshop for teachers or a seminar for your students from an offshore drilling rig? If you only have 15 minutes each month to spend on NSTA membership benefits, the easiest way to access multiple opportunities is through your NSTA Calendar.
The NSTA Calendar organizes events and programs for science educators’ professional learning opportunities and their classrooms. Like the NSTA Reports Freebies page, many calendar events and opportunities also include free resources. A sampling of current calendar events include the following:

• NASA Educator Professional Development's Free Education Webinars. Join NASA education specialists to learn about activities, lesson plans, educator guides, and resources that bring NASA into your classroom.     
• KidsGardening's Kids Garden Month 2021 Contest. Great prizes will be awarded all month long, including seeds, bulbs, gift cards, and for school gardens, a chance to win one of six $500 awards!       
• Endangered Species Day. The event offers biology, ecology, oceanography, general science, and other teachers an opportunity to educate students about the importance of protecting threatened and endangered plant and animal species. Find event ideas and resources, including an event-planning toolkit with infographics, stickers, bookmarks, fliers, and coloring and activity sheets, and a list of suggested books and films.                                              

Explore and sort your calendar search by region and grade level. Take it one step further by breaking the search down by specific category:

• Awards/Competitions
• Grants/Fellowships
• Summer Programs
• Seminars/Workshops/Courses
• Science/Education Events
• Student Programs

The NSTA Calendar will give you links to upcoming deadlines as well as revolving deadlines for longer-term awards and grant competitions. If you have a workshop, seminar, grant, award, competition, or fellowship for science educators, e-mail calendar@nsta.org.

I welcome guest blogger, Gail Laubenthal, who shares her experiences and tips for helping young children nurture a garden and being nurtured by it. Gail is a retired teacher (43 years), currently serving as an Educational Consultant, mentoring Early Childhood teachers in Austin ISD and Grand Prairie ISD. She is also a frequent workshop presenter at NSTA, NAEYC, TAEYC, and other state and local conferences and district events.Contact her at glaubent@yahoo.com

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Give children the opportunity to nurture a small piece of earth, and in return, the earth will nurture them with a harvest. Hands-on gardening creates hope and renewal in the hearts of all who participate. As Maria Montessori advised us, “The best means of invigorating the child is to immerse him in nature.” (Montessori, 1964). When children plant, care for, and harvest vegetables, like broccoli, cabbage, cauliflower, turnips, beets, and lettuce, they are more likely to eat them…much to their parents’ surprise! They also begin to understand where their food comes from.
As you begin this school year, ask yourself if this might be the year to create or enhance a garden space for your children. If the answer is, “Yes!” then you can use these tips to help build a successful garden experience. The learning opportunities are endless!
So what should you be doing now?

• Find a garden space that has a minimum of 6 hours of sun each day.
• A nearby water source is important, but not essential. Use a long hose to fill a 5 gallon bucket with water and the children can use small cups and cans to dip their water and pour it on their seeds, sprouts, and plants.
• If you already have a classroom garden, begin planning a cleanup day and invite your children and their families to help. If your school has business/organization volunteers, find out if they would be interested in helping with your gardening program. Plan a weekend garden cleanup event. One teacher “planted” a dead tree in a bucket and hung colorful paper pictures of fruits and vegetables on it. On each she put a request for garden tools, seeds, and plants. In no time, all of her garden needs had been fulfilled.
• By using the Square Foot gardening method, you can build a 4-foot by 4-foot square garden and 16 children can have their own 1-foot by 1-foot space. Other methods, like container gardening, might also work, if space and sunlight is a factor. Many ideas on gardening with children can be found on Pinterest, including on my garden board at http://www.pinterest.com/flaubent/gardening-with-children/
• Begin to think about what types of vegetables, fruits, flowers and/or herbs you would like to plant. It is best to include your children when making these decisions. Your local county extension office often has a yearly calendar listing seeds and plants that can be planted in your area based on a seasonal timeline.
• August and September are often too hot if you live in the South, so most teachers use those months to prepare the garden site, with the goal of planting in late September or early October. Other areas will have different challenges and schedules. Be mindful of your local weather to determine when you should begin to plant. In some areas of the country, the fall/winter gardens reap the most bountiful harvest. In other areas, the spring/summer garden is the best. See planting guides from your cooperative extension service (see an example here) and the USDA Plant Hardiness map to determine which plants are most likely to survive over winter.

Teachable moments abound when gardening:

• Planting flowers alongside your vegetables will also be beneficial, as many insects will sip on their nectar. I always think of the 5 “B’s” – bugs, butterflies, bees, bats, and birds when planning a children’s garden. If you are going to plant, think about the critters that also benefit from the gardenenvironment.
• Prepare an outdoor investigation backpack to take with you to the garden. It could contain hand lenses, insect field guide, journals or paper, clipboards, writing tools, collection jars, butterfly nets, and garden and nature books for children who like to read outside.
• If you are fortunate to have a storage area for your garden tools nearby, the children can have easy access and learn how to use them safely, as well as their names and functions. If you have no storage outside, a 5-gallon bucket can work as a tote for tools.
• Another important point to make here is to teach the children to never, never hurt a living creature, no matter how small. If the children learn how insects and other animals can be helpful in the outdoor environment, then they are less likely to step on the ant, making it’s way across the ground to it’s home.
• Build a scarecrow in the fall. Read The Little Old Lady Who Was Not Afraid of Anything by Linda Williams,  as it has all of the components of a scarecrow. Children love stuffing hay into the shirt and overalls! See an American Sign Language and audio version by the North Carolina Department of Health and Human Services.
• Plant turnips and let some of them grow very large before harvesting. Read one of themany adaptations of the traditional Russian folktale, The Enormous Turnip, before going out to the garden. When in the garden, let the children re-enact the story as they pull the enormous turnip with the help of their friends.
• After cleaning the turnips, prepare the greens with butter and bacon. The raw turnip can be cubed and cooked with butter and a little sugar, as well as eaten raw (with Ranch Dressing). The children can vote on the version they like the best…a great graphing opportunity!
• Read Growing Vegetable Soup by Lois Ehlert, read about the author, and make a big pot of Stone Soup (many book adaptations of this tale are available).
• Set up a grocery story in the Dramatic Play Center. Make sure there are plenty of play fruits and vegetables for the children to purchase and then take back to their home or restaurant for preparation. A fall and spring flower shop gives the children opportunities to create flower arrangements and “sell” them to the customers. The children can also take some of their creations to the office to decorate the Secretary or Principal’s desk.
• Plan field trips: local farms, the neighborhood grocery store, a garden nursery, and/or a botanical garden, which often has an area especially for children.
• Invite local “experts” to share their gardening experiences—Master Gardeners or family members who have experience to share.
• If you have an abundance of harvested food, let the children take it home to their families. My classes almost always cooked and ate everything that we grew in the garden.

Consider this project:
Before you even mention the idea of gardening, ask the children, “Where does your food come from?” Record their answers on a chart or web. Most young children will say, “the grocery story”, “the refrigerator”, “my Mom makes me food”, and a few might say, “from a garden”, but only a very few! I created a web that shows some of the connections that can be made when you garden throughout the year. NOTE: these are just a few connections…there are so many more!
After you have successfully gone through the fall/winter garden season, your children will have different ideas on where their food comes from. They learn that for them to eat food someone has to work very hard to prepare the soil, plant seeds, care for the garden by weeding and watering the tender young plants. They also learn that when all of that hard work is done, they just might have something to harvest and eat.
At the end of the year, when I asked the children to reflect back on their gardening and farm experiences, I asked the question again. These are the answers I got:

• The grocery store sells food that the farmer grows.
• Eggs come from chickens.
• Milk comes from cows (and goats). Yogurt, ice cream and butter are made from milk.
• To make bread, you have to grow wheat.
• Ladybugs saved our food. They are good bugs!
• We can grow broccoli, lettuce, carrots, tomatoes, cabbage, cauliflower, beans, peas, turnips, beets, kale, strawberries, and flowers in our garden.
• We can eat some flowers, like Violas or Johnny-Jump-Ups.
• It’s O.K. to let caterpillars eat some of our food, because we will have more butterflies.

Gardening With Young Children by Sara Starbuck, Marla Olthof, and Karen Midden (Redleaf 2014) offers teachers and parents a world of information on beginning a garden program with young children. They even have a chapter on the benefits of getting infants and toddlers into the garden! This book, a second edition of Hollyhocks and Honeybees, has many first hand stories by teachers who have added gardening to their program. The last chapter explodes with universal garden learning experiences. They focus on explorations that can be done in any garden and list concepts, materials, a description, extensions, and safety considerations for each activity. This book is a “must have” for teachers and parents who garden with young children!
References:
Laubenthal, Gail. Celebrating Earth…Everyday. The National Montessori Reporter, Vol XIX, No. 2, Summer 1995.
Montessori, M. The Montessori Method. Schocken Books: NY, 1964.
Starbuck, Olthof, Midden. Gardening with Young Children. Redleaf Press: St. Paul, MN, 2014.

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Thank you to Gail for sharing her school garden tips, research and stories. Share yours by commenting below!

As schools get back into session and teachers prepare to go back, many stories are popping up in the news about science and STEM education across the United States. The National Science Teachers Association (NSTA) follows these stories and gets involved through our journals, conferences, and professional development programs. This week the stories I found to be the most interesting to science teachers are:\

• In Colorado, Denver schools are preparing to spend more than $7 million on new high school STEM career classes that include manufacturing, pre-engineering, health biotechnology, and game-design coding. Read more from the
  Denver Post.
• A prominent and outspoken South Carolina state legislator is once again proposing that high school biology teachers teach alternatives to evolution. Forbes tells you why it’s happening again.
• Teachers in Delaware prepare for the Next Generation Science Standards
• The Michigan State Board of Education has adopted a policy that gives students the chance to opt out of animal dissection.
• In Missouri, a proposal that could change teacher tenure and tie teacher evaluations to student performance will be on the ballot this fall.

Jodi Peterson is the Assistant Executive Director, Communication, Legislative & Public Affairs for the National Science Teachers Association and the Chair of the STEM Education Coalition. Reach her at jpeterson@nsta.org or follow her on Twitter @STEMedadvocate.

NSTA member Becky Litherland, a middle level STEM coordinator, loves taking the teachers in her district to the NSTA Conferences on Science Education. “One of my favorite things is to take a teacher to their first NSTA conference,” she says. “It’s so much fun. They come back to the classroom super charged and ready to do all kinds of things.” Litherland’s teachers aren’t the only ones who have benefited from those trips, however. Litherland, who served as a district science coordinator for 26 years before becoming a STEM coordinator, has found a number of professional learning resources at the conferences. She has turned to NSTA many times for guidance on how to provide quality learning opportunities for teachers.
Litherland: Over many years, I have encouraged teachers to become presenters at NSTA conferences. Usually, I have them present with me the first time. Then, the second time, they present on their own. The process of preparing for and presenting at a conference is an educational experience. There is so much learning that takes place at an NSTA conference.
I have a long list of professional development resources I’ve found at NSTA conferences. For instance, I already knew about Science Notebooks when I attended an NSTA conference in New Orleans. I came out of a session and said to a colleague, ‘This is what our district needs. This is the next piece to the Science Notebooks.’ When I came home I ordered the book Writing in Science and I realized the presenter was the author!
At the NSTA Conference in Seattle I happened upon a session by Julia Cothron, author of Science Experiments by the Hundreds. Her work also has had a major impact on my teachers and students. She has conducted professional development for our teachers many times. When Missouri wrote their grade-level expectations, their inquiry strand was basically the experimental design that Cothron outlined in her book. It wasn’t the intent of her book, but it became a great match. Part of our state test involves experimental design or inquiry. Our district does a pre- and post-test for sixth-, seventh-, and eighth-grade science that is similar to the state piece, but it all aligns with the ideas we got from Julia Cothron. My teachers are taking their labs and modifying them to be more open and more student-centered all thanks to Cothron’s work. It is fun to think this all got started from an NSTA session years ago.
How else has your NSTA membership helped you with professional development?
Litherland: I’ve served on the NSTA Board of Directors and Council. That’s been a great learning experience and I have met fantastic people. You always pick up ideas whenever you get science people together. You also get a good sense that science education is bigger than you and it’s bigger than just your school district. NSTA sets you up for professional networking, which increases your professionalism.
And, you make connections that you wouldn’t have made if you weren’t an NSTA member. For example, our district applied for a Mathematics and Science Partnership (MSP) grant through our state department of education called the Scientist in Residence Program. The RFP for the three-year project made it very clear that they wanted us to provide content training for third- through sixth-grade teachers. As we worked on the RFP, we were trying to figure out how to provide that content. Another colleague (who is also active in NSTA) and I we were at one of our writing meetings and we both thought of Bill Robertson. I had seen his Stop Faking It series, which is published by NSTA. So, we called NSTA and they gave us Bill’s contact information. We got in touch with him and he ended up working with us for three years. It was fantastic. We purchased many of his books.
NSTA also connected me with Page Keeley. I can’t tell you how many of her Uncovering Student Ideas in Science books I’ve bought. For five years, I was in charge of inquiry training in our district. Everyone who attended the training got copies of Page’s books. Her work has really made an impact on my teachers who use her formative assessment approach quite frequently.
(Note from NSTA: How has NSTA helped you with professional development? We’d love to hear from you in the comments section below. Not a member of NSTA? Learn more about how to join.)
Jennifer Henderson is our guest blogger for this series. Before launching her freelance career as a writer/editor, Jennifer was Managing Editor of The Science Teacher, NSTA’s peer-reviewed journal for high school science teachers.

I really want to stop “giving” notes to students because it doesn’t seem like a good use of class time. They use tablets, so they can find facts easily, but I want students to actually manipulate the content and think about it. But I’m struggling a bit with letting go of the notes. Guidance or thoughts?
—Kelly, Raleigh, North Carolina
From my review of the notetaking literature (a focus of my dissertation), I found two schools of thought. One was note taking as a record of events. This would correspond to the minutes of a meeting or a transcript of a video. With this concept, teachers would give students a copy of important facts as a handout or file (or make the students copy them from the board or screen). Every student would have the same information in a standard style. [I’ve interviewed students who listed copying notes as their least favorite class activity.]
The other thought is notetaking as a form of information processing (notemaking might be a better term). As students read text, listen to a lecture, participate in a discussion, or watch a video, they connect what they’re seeing or hearing to what they already know, ask questions, reflect on their understanding, and summarize. This could be in a variety of formats depending on the information: Cornell notes, sketches, lists, annotating text, graphic organizers. Much of the literature on science notebooks reflects this concept of note taking.*
Do students know how to make their own notes? As veteran learners, we teachers often take things for granted, but if students are used to having notes given to them, they’ll need guidance. I observed a chemistry teacher who did this effectively. He projected the text on the board (the students had their own copies) as he read the text aloud. He paused and noted key words such as most important, three reasons for…, first. He underlined a few key phrases and annotated the margins with key terms or questions from the paragraph. After a page or two, he encouraged students to try this on their own as he circulated around the room and monitored their efforts. With a notemaking approach, teachers need to accept that students’ notes will not be uniform.
Regardless of the approach you use, the key is what students do with the notes. If they’re stored on a device or online, do they have access to them at home? Can they archive the notes for another year or class? Do students know how to use notes for review? Can they use them during other activities? Younger or less experienced students will need your guidance, modeling, scaffolding, and feedback to learn to use their notes.
Here are some additional suggestions from a recent e-mail list discussion**:

• Ellen: I have a 1:1 classroom, but I have not let go of the notes for seventh graders. I’m finding that they type them, but don’t use them. Also, there is a lot to be said for the thought process we use when we write a sentence. I see so many students that are looking at the keys worrying about spelling that the iPad is telling them is wrong. Then there are the growing children whose large fingers have difficulty with the touch screen typing. I feel the muscle memory and mental processing [of handwriting] is easier for them. Lastly, there are those that NEED the paper form to mark up and to limit screen distractions.

• Arvilla: Due to shortened class time I went from having students copy down my notes Cornell-style while I lectured and demonstrated to a fill-in-the-blank style where I merely whited out parts of my typed overhead. I found that test scores really dropped significantly when I did that. Scores went up when I then incorporated those fill-in-the-blanks with an interactive notebook which required them to find ways to express those notes. I feel they do need to develop some level of notetaking skill.

• Nancy: I gave up “notes” a few years back and now work with a journal system, based on Teaching Science With Interactive Notebooks by Kellie Marcarelli. Each unit centers on the connection page with the big question, and students go back and add to this as each lesson is done with more thoughts and questions. I like this better as the students are able to think and create their own ideas instead of just repeating what they were given.

• I would agree with Jane’s idea for action research: Try out a unit or portion of a unit with your usual use of notes and another with their own version. Then ask your students what works best for them. In addition to your conversations with them, look at the assessment outcomes.

Adding to the discussion of 1:1 classrooms is a recent article “The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking,” summarized here.
Since you have tablets, it might be interesting to compare traditional handwritten notes with notes taken via a stylus on the tablet. Please share your results!
 
* I’ve created a notebook resource collection in the NSTA Learning Center on the topic of notebooks and notes.
**There is also a related discussion in NSTA’s Community Forums.
 
Photo: https://flic.kr/p/bbqqTR

Building an elementary program connecting literary and science can be an overwhelming thought. The common core standards address the need for reading complex informational text at an early age. Infusing the language arts block with rich, age-appropriate content knowledge and vocabulary in science is essential. Having students listen to informational read-alouds in the early grades helps lay the necessary foundation for students’ reading and understanding of increasingly complex texts on their own in subsequent grades.

Using Picture Perfect Science resources became part of the foundation for our teachers to successfully connect literacy and STEM (Science, Technology, Engineering and Mathematics). We’ve found author visits to be a key factor in teacher buy in. Over the past several years, we invited the Picture Perfect Science (PPS) authors Emily Morgan and Karen Ansberry to visit and work with our teachers. Starting off with a five-day workshop was a tremendous success in getting our teachers familiar with inquiry, reading strategies, and the BSCS 5E (Engage, Explore, Explain, Elaborate, and Evaluate) model of instruction. Karen and Emily modeled lessons and went in-depth with our teachers about using the lessons in the K–6 classrooms. You can learn more about the background of PPS by watching authors Emily Morgan and Karen Ansberry discuss Picture-Perfect Science Lessons on the NSTA YouTube channel.

The graph at the right shows the shift in our teacher’s comfort level with the reading strategies after working with the PPS authors (click to enlarge).

The PPS lessons came alive using children’s literature and the 5Es and helped teachers make the most of their day with so many standards and so little time. Integrating fiction and non-fiction science literature into the language arts block helps teachers utilize their time while addressing Common Core State Standards and Next Generation Science Standards. Although the Picture Perfect Science Lessons are primarily books for teaching science, reading comprehension strategies are embedded in each lesson.

A key factor to successfully implementing the lessons is to get the needed materials in the hands of the teachers. We began with getting Picture Perfect Science Lessons and More Picture Perfect Science Lessons in the hands of as many teachers as possible. I believe that if teachers have easy access to a resource there is a greater chance of them using the resource on a regular basis.  The next step was for teachers to have easy access to book collections. If we expect teachers to incorporate children’s literature in the science lessons we need to have the books accessible. NSTA Press has created book collections that are a lifesaver for teachers locating hard to find books. Currently multiple book collections are in each building and our goal is for each teacher to eventually have a book collection in their classroom.  Class packs have been a great invention to help get needed materials in the hands of teachers. NSTA Press has begun creating class packs for the PPS lessons. In the process Even More Picture Perfect Science Lessons has been published and we are working to get the books into our schools. Next Time You See… series of children’s books authored by Emily Morgan are also a resource our teachers love to share with their students. Visit the NSTA Press YouTube channel for author talks.

NSTA Press Author Emily Morgan Discusses Her Series, Next Time You See

During the course of our projects we created over 20 instructional vignettes featuring best practices and the PPS lessons. Many teachers that have a lack of confidence teaching science often avoid the topic.  The eight- to twelve-minute instructional vignettes highlight our teachers utilizing effective teaching strategies and ways to engage students in the lesson. The vignettes are designed for teachers to watch before teaching the lesson. Our teachers are featured in the vignettes so that other teachers can relate to a colleague and build confidence to embrace the science lesson compared to avoiding the engaging lessons. For example, The Chemical Cafe’ Lesson involves some set-up that a teacher would benefit from knowing in advance. Fourth-grade teacher, Stephanie Dean shares some of the challenges and what she would do differently next time she teaches the lesson. The chemical change cafe’ vignette can be viewed at http://stuckonscienceonline.com/?post_type=videos&p=408.

Visit www.stuckonscienceonline.com for vignettes, instructional e-magazines, and resources.

Note: To order any of the books noted in this blog, including the Picture Perfect Science and Next Time You See book series, or to explore NSTA book collections, go to http://www.nsta.org/store. You can also download a free e-book about Picture-Perfect Science, “Why Read Picture Books in Science Class?”.

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Today’s guest blogger is Kim Stilwell, an education consultant who plans and conducts professional development workshops. Kim, along with her colleague, Chris Gibler, are presenters in the August 6 NSTA Virtual Conference on Connecting Literacy and Science with NGSS and Common Core, where they will share how using Picture Perfect Science resources became part of the foundation to successfully connecting literacy and science in their district. Learn more and register for the Virtual Conference here. For all resources on NGSS, visit the NGSS@NSTA Hub.

As you ramp up your plans for the coming school year, be sure to include time to visit the NGSS@NSTA Hub. Setting aside 30 minutes of professional learning time regularly will help you keep up with the latest news and developments regarding the Next Generation Science Standards. This one-stop source for blog posts, journal articles, web seminars, updated NGSS adoption news, and more is tailored to assist K-12 science teachers across the United States.
NSTA supports the implementation of the NGSS as an effective and research-based way to transform science education, to prepare all students for college and career readiness, and to foster a new generation of evidence-based consumers of science. NSTA is committed to supporting science educators, leaders, and states to help them prepare for NGSS implementation.
Science education aligned to the NGSS standards can bolster important skills learned in other disciplines, including the crucial skills of reading, writing, and argumentation. NSTA is always looking for ways to aggregate vast organizational resources and inform member professional learning.
As a premium benefit to NSTA members, you can now download five educational videos on the Next Generation Science Standards (NGSS), each one hour in length.
More Time?
NSTA’s Web Seminar Archive has a category devoted to NGSS. Explore past web seminars on NGSS to learn more about the standards and how to implement them in your classroom.
 

When NSTA member Patty McGinnis attended her first NSTA national conference, she was hooked. “I thought, ‘this is the best thing ever!’ and I went again and again,” McGinnis says. “The conferences are energizing because you’re with other people who are passionate about what they do. They’re good teachers, they want to be better, and they want to give back to their profession.”
And that’s exactly what McGinnis wanted to do after the conference—give back to her profession and make a difference in science education. So, she started presenting at the NSTA conferences, writing and reviewing articles for the association’s journals, and volunteering for NSTA committees. Now, she serves on the NSTA Board of Directors as Director of Middle Level Science Teaching.
McGinnis: It’s amazing to have your voice heard. You feel valued. And, when you’re interacting with other really passionate teachers at the national level, you experience this energy that you wouldn’t anywhere else.
A coworker encouraged me to go to my first NSTA conference. After that, I started presenting, mainly at local NSTA conferences, because they were less intimidating. Then, I started presenting at the national level and soon realized there were other opportunities in addition to presenting. Now, I try to let NSTA members who attend conferences know that there are opportunities to serve that will continue to re-energize them beyond that conference.
Serving on an NSTA committee is a great opportunity for teachers to grow into teacher leaders. Your opinion is valued at NSTA. For instance, I served on the Science Scope journal advisory board. On that board, you have the opportunity to set the themes for the journal and to make suggestions for different columns. Ten years ago, I never would have thought I’d be making decisions that could potentially impact teachers across the nation.
As chair of the Committee on Middle Level Science Teaching, for example, I encourage my committee to consider the needs of middle school teachers and figure out ways to help them specifically. We decided that middle school teachers would want conference sessions geared toward just them. So, we held the first ever “Meet Me in the Middle” Day at the national conference in Boston. We had a two-hour networking round-table session that focused on different topics such as assessment and robotics. We also held 14 different half-hour sessions, and then a two-hour share-a-thon with 100 presenters and that was very dynamic. We had about 500 educators attend and we plan to repeat the event at the next conference in Chicago. It am proud that I played a part in creating this event. Being able to provide middle school teachers with something that specifically targets their needs feels very satisfying.
I love volunteering for NSTA and giving back to the profession. But, I didn’t anticipate that I would grow so much and benefit personally from the experience, as well. I can’t describe how much NSTA has impacted my professional life. It has made me into the leader I am today.
(Note from NSTA: Learn more about NSTA’s volunteer opportunities. Not a member of NSTA? Learn more about how to join.)
Jennifer Henderson is our guest blogger for this series. Before launching her freelance career as a writer/editor, Jennifer was Managing Editor of The Science Teacher, NSTA’s peer-reviewed journal for high school science teachers.

I’m mentoring two new science teachers this year, and I want to focus on must-have strategies and effective practices for science. I’m sure they will have their own needs, but, based on your experience, what would be important to include in a plan for them?
—Chris, Baltimore, Maryland
Your new teachers are fortunate to have a mentor in place. Few teacher prep programs and practicums can prepare one for every circumstance, and new teachers are often placed in less-than-ideal situations (floating, working with the most challenging students, or teaching several subjects or subject levels). What is a common event for an experienced teacher who already has a repertoire of strategies is a brand-new challenge for a newbie.
A list of “must-have strategies and effective practices” in science must start with safety, and NSTA has many resources on its safety portal. New teachers should understand that if an activity or demonstration cannot be done safely, it should not be done at all, no matter how interesting or engaging it might be or how mature the students are.
Here are four other must-haves that I learned over more than 25 years of teaching science (in no particular order):

• Established routines. My mentor (actually the school principal) suggested establishing routines and procedures for the beginning and end of class and for transitioning to and from lab activities. Since these are the times when disruptions can occur, it is important for students to be engaged and to understand your expectations. Having routines in place frees up time to spend on more important topics and activities, rather than dealing with discipline or logistic issues. For example, for the beginning of class, I posted an agenda with what the students needed for the class (laptops, notebooks, textbook, pencil, assignments to turn in, etc.) so they could get ready for class (while they socialized a bit). “Bell-ringer” activities also focused the students’ attention. Each class ended with a summary and a “preview of coming attractions” before the students left the room.

• Organization. A lot of class time can be spent accessing materials. Having a tray for each lab group made it easier to organize and count the materials and make sure everything was in place for the next class. Each class had assigned seats, assigned lab groups, and assigned roles for lab group members. Of course, I changed these periodically. (This lessened the time-consuming drama of students deciding where to sit or with whom to work.) There were designated places to turn in assignments and equipment and labels everywhere, including on the shelves or tables to organize materials students needed during class. Color-coding is another way to organize materials for different classes or subjects. Part of being organized is making sure all materials are safety stored and secured when class is not in session.

•  Big ideas. Whatever term is used (big ideas, essential questions, key understandings, or themes), the purpose is to focus student learning on important concepts that unite and underlie the lessons in a unit. They help students make interdisciplinary connections, see the bigger picture of science beyond the vocabulary and facts, and address “Why are we learning this?” During each lesson, students revisit the question and connect new content or experiences with previous learning. For example, an earth science teacher I observed posed the question “How does the surface of the earth change over time?” As students investigated processes such as plate tectonics, erosion, deposition, or asteroid impact, she guided them to reflect on the question and record their connections in their notebooks. (The Next Generation Science Standards are designed around big ideas in science that connect disciplinary core ideas, science and engineering practices, and cross-cutting concepts.)

• Wait time. I found that including wait time in class discussions was an effective way to encourage participation and higher order thinking . After you ask a question or pose a topic, wait four or five seconds before calling on a student. Some students (including those for whom English is their second language) may need time to compose their thoughts. The first time I tried this, I was astounded at the additional hands raised during those few seconds! Waiting is hard for teachers to do, but the “dead air” is actually thinking time, and research has shown that the students’ responses are often at a higher level of complexity. After a student’s response, allow more wait time. During these few seconds the student may elaborate on the response, or another student may contribute.

My list would also include inquiry, cooperative learning, project-based learning, authentic assessments, notebooking, and more. New teachers are often overwhelmed, so it would be important to focus at first on a few essentials. Let them know that it’s okay to make (and learn from) mistakes. And remind them to take some time for themselves, too.
Readers: Add a comment with your must-have strategies.
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