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Five Ways to Spend 15 Minutes with The Science Teacher

By Carole Hayward

Posted on 2014-06-05

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tstdigitalMMYM_15minAmericans read more words each day than ever before, but in fewer consecutive minutes. As much as we would love to spend hours reading the award-winning NSTA journal The Science Teacher from cover to cover, it does not always work out that way. Instead, focus on the information most valuable to you. Here are five accessible ways to glean the most important information from your journal subscription in just 15 minutes.

  1. Go digital.

Get your digital edition so you flip through the issue from anywhere: the car wash line, the salon, or even in front of a campfire. (You never know when science inspiration will strike!) In addition to everything in the print edition, you get videos and direct links to resources. But you can also stay in touch with the journal on social media by following The Science Teacher page on Facebook and through the NSTA Twitter feed. Get the latest updates to share with other educators and save for later.

  1. Wonk out in Headline Science.

Science never stops. Need a round up on the most interesting new findings in science across the fields of earth and space science, life science, and physical science? Focus your energy on the Headline Science section of the journal, which will summarize recent studies and give you a link to explore further.

  1. Invest in NSTA Recommends.

School budgets are tight, but you can shop smart. Before you spend cash on science-related books, DVDs, and other materials, vet your selections with this section of the journal. Each month includes a fresh crop of recommendations, but the online database has more than 4,000 reviews.

  1. Curate your favorite columns.

Six short columns in the journal focus on specific interests each month for secondary science educators.

  • Science 2.0 covers the digital trends used in science education and the web-based tools you can use in the classroom.
  • The Green Room focuses on sharing environmentally friendly resources and best practices for teachers.
  • The New Teacher’s Toolbox is the go-to column for educators just starting out and useful tips for teachers at all stages of their careers.
  • Career of the Month are first-person interviews with scientists and engineers in different fields and industries around the world.
  • Health Wise concentrates on helping students make healthy choices as they start making adult decisions.
  • Safer Science shares best practices for science educators, who must consider the wellbeing of students in laboratory experiments.
  1. Dive into case studies—and submit one of your own.

Every issue of The Science Teacher features real-life case studies from schools around the country based around the month’s themes. Interested in successful science lessons written by science educators? These stories share the human elements of thrilling discovery and human compassion that can make science education so special, while highlighting classroom-ready investigations and teaching strategies.
Take it one step further by submitting your own case study. The Science Teacher is always looking for papers from members. Do you have a success story to share or a lesson you think science teachers across that nation should know about? Read the guidelines and write for The Science Teacher!
More time?
Each issue of The Science Teacher is theme-related. Technology adoption, academic standards, and Earth and space science are just a few of the topics. Your membership entitles you to search the archives for issues tailored to your field of study or a particular lesson plan.
Learn more about The Science Teacher on the NSTA website.
Not a member of NSTA? Learn more about how to join.
Laura Berry of Cogberry Creative is our guest blogger for this series. Laura is a communications professional for the education community.
 
 

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NSTA Sweeps the REVERE Awards!

By Lauren Jonas, NSTA Assistant Executive Director

Posted on 2014-06-05

covers of winning titlesJune 18 Update! We’re presenting these award-winning books at 10% off between now and midnight on June 27, 2014. Be sure to use promo code AWARD when you order any of the featured titles.

Years of teaching experience were rewarded last night when the National Science Teachers Association Press and Journal authors and editors were honored at the REVERE Awards Gala, hosted by the Association of American Publishers. The REVERE Awards program is the most prestigious and comprehensive recognition program in the learning resource community. So it’s particularly heartening that the judges valued our authors’ ability to help other educators see into the minds of young children, show readers fireflies and sunsets in a new light, makes links between inquiring scientists and readers, tie science education and literacy together, promote science that saves lives, get connected, and reveal the science identity of science students.
These authors’ expert knowledge, passion for science education, and ability to make learning come alive for students is evident to the NSTA staff and leadership every day, and we count on them to guide us carefully down the path of knowledge in the age of information-overload. As we work with them to better science education for all students, we are so proud and honored to see that their peers recognize their labors of love!
NSTA Press Authors Awarded
Emily Morgan, for the Beyond the Classroom Award for two titles:
Next Time You See a Firefly (peek inside a sample chapter)
Next Time You See a Sunset (peek inside a sample chapter)
Page Keeley, for the Distinguished Achievement Award in Professional Development/Assessment for the following title:
Uncovering Student Ideas in Primary Science, Volume 1 (peek inside at a sample chapter)
Jessica Fries-Gaither and Terry Shiverdecker, for the Distinguished Achievement Award in Supplemental Resources/Interdisciplinary, for the following title:
Inquiring Scientists, Inquiring Readers (peek inside at a sample chapter)
NSTA Journal Article Awarded
Get Connected
(Science and Children)
Winner of the Distinguished Achievement Award for Periodicals/Feature Article
Finalists for Distinguished Achievement Awards
A Science That Saves Lives
(The Science Teacher)
The Science Identity of College Students
(Journal of College Science Teaching)
Even More Picture-Perfect Science Lessons, K-5 (peek inside at a sample chapter)
Accepting the Awards
authors at award galaRepresenting the National Science Teachers Association at the REVERE Awards last night were David Beacom, NSTA Publisher and Associate Executive Director; David Evans, NSTA Executive Director, and his wife, Eva Griffith; Juliana Texley, NSTA President; Bill Badders, NSTA Retiring President; Claire Reinburg, NSTA Press Director; Wendy Rubin, NSTA Press Managing Editor; Amy America, NSTA Press Book Acquisitions Coordinator; Page Keeley, Author of Uncovering Student Ideas in Science in Primary Science, Volume 1 (and the series); Emily Morgan, Author of Next Time You See a Sunset and Next Time You See a Firefly (and the series); Jessica Fries-Gaither, Coauthor of Inquiring Scientists, Inquiring Readers; Terry Shiverdecker, Coauthor of Inquiring Scientists, Inquiring Readers; Valynda Mayes, Managing Editor of Science and Children; Caroline Barnes, Managing Editor of the Journal of College Science Teaching; and NSTA Press author Christine Royce.

covers of winning titlesJune 18 Update! We’re presenting these award-winning books at 10% off between now and midnight on June 27, 2014. Be sure to use promo code AWARD when you order any of the featured titles.

 

Organizing students for learning

By Mary Bigelow

Posted on 2014-06-05

I’m thinking ahead to how I will organize my classroom next year. Could you share some thoughts or resources? For example, should I let students choose where they sit each day or have a seating chart? Should I keep the desks separate or arrange them in groups? As a beginning teacher I want to do what’s effective.
—Jerry, Connecticut
Think back to a college class or multi-day professional development activity. After the first day or two, didn’t people tend to sit in the same place for the rest of the time? It seems that we like the routine of being in a familiar place with familiar people. Some of us like to be near a window or in the front of the room. The same will be true for students in your classroom.
I personally like to have a set seating chart at the beginning of the year. It helped me to learn the names of 150+ students, and it reduced some of the drama that occurs between middle school students. As they worked in their assigned groups, I could observe them interact and learn more about their strengths and challenges: who were the leaders, the slackers, the thinkers, the doers, the organizers, and the creators; which students needed closer supervision; and which students were struggling with the activities. Later on, we changed the arrangements with more input from the students. I had my input, too, based on my observations.
Whether you make a chart or allow students to choose their places, there are students (such as those with learning disabilities or visual/hearing conditions) who will need to be in specific places in order to participate in class activities, according to their Individualized Education Programs (IEPs). Students with assistive devices may need to be near electrical outlets. And you’ll find a few students who will stay focused better under your watchful eye. So even a well-laid plan will have to be modified.
The NSTA Learning Center has an extensive forum thread on the topic Seating Charts.
In terms of arranging the desks or tables, the type of task the students are doing should be the determining factor: working in teams, pairs, or independently. As you set up routines, students should learn to transition between activities efficiently. In a science classroom, safety is a concern, too, in terms of keeping aisles clear of backpacks or cords, and safety equipment accessible. If your classroom lessons include electronic technology such as tablets, laptops, smartphones, or calculators, students will need to be able to keep them charged.
Several Ms. Mentor columns from NSTA Reports/NSTA Blogs have discussed the topic:

  • Classroom seating arrangements. I am trying to decide how to arrange my classroom with 22–27 chemistry students per class. Last year, my desks were arranged in the traditional manner: rows with an aisle. This year I’m thinking of setting the desks up in pods of four or in pairs. Do you have any advice on desk arrangements?
  • Arranging a science classroom. I’m student teaching now at an elementary school, and I want to emphasize science. In the classrooms I observe, I see many different layouts and arrangements, but what is the best way to organize a classroom? When I get my own classroom, where do I start?

Several other educator blogs have addressed the issue:

There are a lot of variables in organizing a classroom: the subject area, the age or experience level of the students, the type of learning activities, the size of the classroom, the availability of resources and utilities, safety concerns, and even the time of day. The best way to determine if your plans are effective is to try them. Document which plans work and which ones didn’t (and why).
 

I’m thinking ahead to how I will organize my classroom next year. Could you share some thoughts or resources? For example, should I let students choose where they sit each day or have a seating chart? Should I keep the desks separate or arrange them in groups? As a beginning teacher I want to do what’s effective.
—Jerry, Connecticut

 

A Professional Development Approach to the NGSS

By Eric Brunsell

Posted on 2014-06-04

Today’s Guest Blogger is author Eric Brunsell, an Associate Professor of Science Education in the Department of Curriculum and Instruction and Coordinator of the Center for Excellence in Teaching and Learning at the University of Wisconsin-Oshkosh in Oshkosh, Wisconsin.

Introducing Teachers and Administrators to the NGSS book coverRecently I was thinking about my first experience with e-mail (in 1992) and how much communication has changed since then. Teaching, too, has gone through similar dramatic changes. In 1992, Project 2061’s Science for All Americans was three years’ old and the National Science Education Standards (NSES) were still a few years away from being published. These documents codified what the science education community knew about “best practices” at that time.  Over the past two decades we have learned a lot about how people learn science. We have used this knowledge to change the way we craft investigations, and how we assess our students and help them make sense of information.  It wasn’t a short process—the NSES didn’t transform science teaching overnight and changes have been far from universal. Instead, it is a process of gradual change over time—an evolution of how we teach science.
The ideas in the Framework for K–12 Science Education and the Next Generation Science Standards (NGSS) didn’t just appear a year or two ago. These documents bring together what we’ve learned and what we now know about how best to teach science.  The writing teams labored to create a framework to point all of us in the right direction as our teaching of science continues to evolve. This is why the NGSS is so important for the future of science education in the U.S., even for teachers and administrators in states that do not adopt. The Next Generation Science Standards provide a rich, complex, and exciting vision for what science could look like in our schools. Some aspects will feel familiar, others will not. The realization of this vision will not happen overnight or even over the course of a year.  However, we owe it to our students and to our profession to have a sense of urgency as we move toward that vision.
Over the past few years, Deb Kneser, Kevin Niemi, and I (along with many other colleagues) have worked with hundreds of teachers and administrators to understand the “shifts” in the NGSS and Framework—an integration of three dimensions of science (core ideas, crosscutting concepts, and science and engineering practices) and how those shifts can be translated into instruction.  Deb has extensive experience working with districts on curriculum issues, including Common Core State Standards implementation and is the Chair of the Institute for Professional Development at Marian University. Kevin is a biologist, actively provides professional development related to teaching science, and is the Director of Outreach for the University of Wisconsin-Madison’s Institute for Biology Education. I am a science teacher educator at the University of Wisconsin—Oshkosh and have lead a variety of professional development projects over the past 15 years.
During these workshops, we quickly realized that the vision of the NGSS resonated with teachers. There was a sense that the integration of these three dimensions of science had the potential to bring science “to life” and move students beyond knowing science content to being able to do things with the science that they are learning. Many teachers found comfort in realizing that they were doing some of the things described in the practices (e.g. questioning, modeling, etc.), but also found that they could deepen their understanding of how to engage students in these practices. However, there was also a high level of anxiety as to what the NGSS looked like in the classroom, and how implementation would impact the scope and sequence of an individual class, and the science curriculum within a district. We found that this anxiety often served as an obstacle to digging into other aspects of the NGSS. As a result, our professional development work often included a balance between developing an understanding of the three dimensions of science, while also providing teachers and administrators with tools and processes to begin discussing curricular issues.
Our book, Introducing Teachers and Administrators to the NGSS: A Professional Development Facilitator’s Guide, describes more than 20 activities that we have used early in the process to introduce and develop understanding of the Framework and the NGSS.  We have also included chapters on practical ways to facilitate professional development and address common sticking points that arise during workshops, and also included helpful tips for administrators as they engage in implementation.
Check out this free chapter (Introducing the NGSS) to see the first four activities. These four activities are intended to be used early in professional development efforts as you build awareness and understanding of the vision and structure of the NGSS. Participants dig into a standards progression as they explore how the “pieces” of a standards page fit together, define vocabulary related to NGSS, and develop an understanding of why the “shifts” in the NGSS are important. The remaining 20 activities provide structured experiences to help teachers and administrators begin to understand the curricular and pedagogical issues related to the standards. These activities include:

  • Model activities and protocols to deepen understanding of all three dimensions of the NGSS;
  • Processes for using “backwards design” principles for developing rich instructional units using the NGSS;
  • Protocols for facilitating discussions about curriculum scope and sequence at the classroom and district levels; and
  • Opportunities to explore connections to the Common Core State Standards and strategies for supporting all students’ science learning.

If you are in a state or district that has adopted the NGSS, we hope this book will provide you with practical guidance about how to begin implementation. If you are in a state that has not (or will not) adopt the NGSS, our hope is that the activities in this book can deepen your understanding of the vision for the Framework and the NGSS that will guide the continual improvement of science education for at least the next decade.
Editor’s Note: Visit the NGSS@NSTA Hub to access NSTA’s growing collection of NGSS resources.  If you are an NSTA member, you can engage with other educators on the NGSS listserve and access NGSS video sessions from the recent NSTA national conference. Not an NSTA member? Join us!

Today’s Guest Blogger is author Eric Brunsell, an Associate Professor of Science Education in the Department of Curriculum and Instruction and Coordinator of the Center for Excellence in Teaching and Learning at the University of Wisconsin-Oshkosh in Oshkosh, Wisconsin.

 

NSTA Launches Two New Blog Series

By Carole Hayward

Posted on 2014-06-04

As another school year draws to a close, NSTA launches two new blog series: Why Membership Matters and Making the Most of Your Membership. Debuting this month, these series will go into detail on how NSTA member benefits can help you throughout your career.
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Science teachers face unique challenges as educators, and Why Membership Matters will feature a series of interviews with NSTA members. We’ll present specific ways that NSTA membership has helped science teachers address those challenges. We’ll talk about issues such as:

  • How can I integrate science with my other subjects?
  • I’m a new teacher, and I need help!
  • How do I deal with controversial topics in my classroom?
  • How do I teach science well within my classroom time constraints?
  • How do I continue to teach science effectively with a reduced budget?

We’ll begin posting these interviews this month and look forward to hearing from you about what challenges you continue to face and how NSTA can help you with them.
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We know that our members have limited time to engage with NSTA and we want to help you with that. From a recent study, we know that our members have approximately two to five hours per month to interact with their membership and to take advantage of all the member benefits. In Making the Most of Your Membership, we’ll present several ways that you can break that time down into manageable chunks. If you find yourself with more time, we’ll present you with some additional options for deeper involvement. Each suggested activity will have a time indicator, so you’ll know how to work this into your busy schedule. We hope that we’ll be able to help you make the most of the time you spend with us.

alltimepieces

We’ll begin publishing these posts this month and look forward to your feedback and suggestions.
 

As another school year draws to a close, NSTA launches two new blog series: Why Membership Matters and Making the Most of Your Membership. Debuting this month, these series will go into detail on how NSTA member benefits can help you throughout your career.
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Welcome to NSTA’s Newest Volunteers: Standing Committee, Advisory Board, and Review Panel Members

By Lauren Jonas, NSTA Assistant Executive Director

Posted on 2014-06-02

On behalf of the staff of the National Science Teachers Association (NSTA), its leadership, and members, I would like to welcome and thank the following members of our Standing Committees, Advisory Boards, and Panels whose terms of appointment began on June 1, 2014.
This year the NSTA membership will be broadening our definition of scientific literacy—Breaking Down Walls—as we strengthen our partnerships with educators at every level and in every setting. To do this, we depend on the talents and generous service of volunteers from across the nation and the world. Your presidential chain (which includes me, the Retiring President Bill Badders, and President-Elect Carolyn Hayes), Board and Council, are very grateful for the willingness of these members to join our team.
NSTA members who are interested in volunteering for a position on one our committees, advisory boards, or review panels can find more information online.

Juliana Texley, NSTA President, 2014–2015

Standing Committees
College
Richard Jones
Krassi Lazarova
Keith Prokopp
Coordination and Supervision
James Blake
Jeffrey Patterson
Mary Poarch
High School
Emily Meyer
Christropher Nilsen
Eric Wilson
Informal
Alex Dzurick
Karen Hays
Sharon Morrell
Middle Level
Zoe Evans
Elizabeth Orlandi
Mary Patterson
Multicultural/Equity
Olukayode Banmeke
Deena Gould
Sami Kahn
Carol Suppes
Preschool-Elementary
Patty Born-Selly
Anne Durrance
Rebecca Kurson
Preservice Teacher Preparation
Patricia Bricker
Sami Hagiwara
Elizabeth Lewis
Professional Development
Aoko Hope
Nancy Movall
Brian Terry
Research
Kathy Malone
James McDonald
Brian Plankis
Operations
Audit
James Ruud
Awards and Recognition
Craig Gabler
Olga Hunt
Linda Kennedy
Diana Wiig
Budget and Finance
Karen Ostlund
Nominations
Bonnie Brunkhorst
Sharla Dowding
Hubert Dyasi
Barbara Pietrucha
Julie Thomas
Advisory Boards
Aerospace
Barbara Gosney
Paul Nordhaus
Katrina Robinson
Conference
Lynda Sanders
Development
David Crowther
International
Oliver Grundmann
Lady Sue Dale Tunnicliffe
Sheila Wicks
Investment
Donald Kline
Journal of College Science Teaching
Nicholas Brehl
Burnette Hamil
Sharon Schleigh
NSTA Reports
Chuck Cohen
Tom Cork
Patrick Niven
Retired Members
John Jackson
Vana Richards
Linda Lee Smith
Science and Children
Maria Alanis
Elizabeth Edmondson
Skyler Wiseman
Science Matters
Carolyn Elliott
Imene Harrat
Sean Vair
Science Safety
Theresa Curry
James Kaufman
Edward McGrath
Sandra West
Science Scope
Stacy Holland
Elizabeth Petersen
June Teisan
Special Needs
Joann Blumenfeld
Teresa Fulk
Emily Miller
Technology
Sandee Coats-Haan
Shiang-Kwei Wang
Lesa Roe
The Science Teacher
Rosemary Millham
Shannon Sharp-Withers
David Thesenga
Urban Science
Benjy Downing
Bejanae Kareem
Olayinka Mintah
Panels
NSTA/CBC Review
Scott Kratzer
Cathy Newton
Kristin Rearden
New Science Teachers Academy
Carmen Cruz
Karen Henman
Kathy Renfrew
Michael Shupe
Shell Science Teaching Award Judging
Jonathan Gastel
Gary Koppelman
Lori Lancaster
Gary Pinkall

On behalf of the staff of the National Science Teachers Association (NSTA), its leadership, and members, I would like to welcome and thank the following members of our Standing Committees, Advisory Boards, and Panels whose terms of appointment began on June 1, 2014.

 

Continue the Coversation on Debunking Myths or Pseudoscience

By Christine Royce

Posted on 2014-06-01

A few days ago, the Leaders Letter for May was sent out to those on the distribution list and it included a report about the Third National Climate Assessment and What Science Teachers Need to Know.  While current information is always a positive for sharing with students, there  is no doubt that the topic of climate change has received more than its fair share of press – and the leading information that seems to be available are the broadcasts and articles that call climate change a myth or inaccurate.  Included in the Leaders Letter is a resource from  Skeptical Science which examines the myths that are commonly used to refute climate change.  Readers are provided different levels of information on the topic in order to make an informed decision (if it were only that easy).
Climate change is not the only topic that finds itself on the “hot topic” list which includes those that have scientific evidence in favor of the topic but still continues to have those naysayers who argue their own beliefs rather than the scientific evidence.  Skeptical Science provides as a resource The Debunking Handbook which is available for download and provides some interesting communication strategies for debunking myths.  The focus of the strategy present is communication and the patterns that people who engage in discourse find themselves facing.
Since using evidence is a big part of The Next Generation Science Standards, continue the conversation for May asks teachers for strategies or your favorite resources for debunking pseudoscience.
 

A few days ago, the Leaders Letter for May was sent out to those on the distribution list and it included a report about the Third National Climate Assessment and What Science Teachers Need to Know.  While current information is always a positive for sharing with students, there  is no doubt that the topic of climate change has received more than its fair share of press – and the leading information that seems to be available are the broadcasts and articles that call climate change a myth or inaccurate.  Included in the Leaders Letter is a resource from  

“Using real stories with quantitative reasoning skills enmeshed in the story line is a powerful and logical way to teach biology and show its relevance to the lives of future citizens, regardless of whether they are science specialists or laypeople.”
—from the introduction to Science Stories You Can Count On
“Using real stories with quantitative reasoning skills enmeshed in the story line is a powerful and logical way to teach biology and show its relevance to the lives of future citizens, regardless of whether they are science specialists or laypeople.”
—from the introduction to Science Stories You Can Count On

Science Stories You Can Count On: 51 Case Studies With Quantitative Reasoning in Biology

“Using real stories with quantitative reasoning skills enmeshed in the story line is a powerful and logical way to teach biology and show its relevance to the lives of future citizens, regardless of whether they are science specialists or laypeople.”
—from the introduction to Science Stories You Can Count On

“Using real stories with quantitative reasoning skills enmeshed in the story line is a powerful and logical way to teach biology and show its relevance to the lives of future citizens, regardless of whether they are science specialists or laypeople.”
—from the introduction to Science Stories You Can Count On

 

Science 101

By Mary Bigelow

Posted on 2014-05-31

sci101Each issue of Science & Children, NSTA’s elementary school journal, features the column Science 101 with explanations of various topics and phenomena. These are written for teachers and include many examples and illustrations. The author is Bill Robertson, who has also written the NSTA Press book series, Stop Faking It! Finally Understanding Science So You Can Teach It.
If you need some background on a topic, regardless of the grade level you teach, this is the place to go. The topic usually corresponds with the theme of the journal that month and clears up misconceptions and provides a context for many of the activities in the other articles. They are not lesson plans as written but provide a “background booster.” These articles are written in a user-friendly style, and they could also be used by secondary students.
Even you subscribe to a different print journal, you still can access these articles online, to read them and add them to your Learning Center Library. Here is a recap of topics this school year, along with comments from reviewers and some related SciLinks:

  • Science 101: What Causes Friction? He [Bill] gives a very simple and easy to understand description of friction. He also gives a simple explanation of adhesion and cohesion. He uses several illustrations to explain friction. He says friction was “invented”….read the article to find out why!! [SciLinks: Friction, Force and Friction]
  • Science 101: What Do Energy Drinks Do to Your Body? This EXCELLENT article about energy drinks should be published in all the NSTA journals. It is very informative and describes the pros and cons of drinking energy drinks. It gets into the chemistry of energy drinks and what they do to the human body.
  • Science 101: If Energy Is Neither Created Nor Destroyed, What Happens to It? This article does a magnificent job of looking at energy in a way that can be explained to middle school or above students, while providing wonderful background for teachers of all ages. I especially appreciated how Dr. Robertson provided a connection between energy and the ecological pyramid. The examples within the text are common place enough for students to be able to see what it means, “To lose energy.” [SciLinks: Food Chains, Food Webs]
  • Science 101: What Determines the Quality of Musical Notes? The author of this article gives a very clear explanation of frequency and pitch, after which he goes on to explain timbre. He also gives several easy experiments to demonstrate this. Websites are suggested to help teach the concept of timbre. Basically, timbre mostly depends on how experienced the musician is in the usage of their instrument or voice. [SciLinks: Sound Quality]
  • Science 101: What Causes Major Wind Patterns, Such as Trade Winds?  One such broadly held misconception that teachers pass on to their students is summed up in this simple statement: “Warm air rises.” You may have used this statement to explain why it is hotter in the second floor of a two-story home. The truth is, warm air is less dense than cooler air. All air will be impacted by gravitational pull and will tend to sink unless forced up and out of the way by something denser. I loved Dr. Robertson’s demonstration of water and oil to help explain this point. If you are going to teach weather patterns, this is a must-read article. [SciLinks: Winds, Wind Currents, Atmospheric Pressure and Winds]

 

sci101Each issue of Science & Children, NSTA’s elementary school journal, features the column Science 101 with explanations of various topics and phenomena. These are written for teachers and include many examples and illustrations.

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