Do elementary school teachers teach “real” science? Of course they do—reading just a few articles from Science and Children  is evidence of this rigorous teaching that builds on earlier experiences and is the foundation for later learning. Teachers of Kindergarten through Grade 2 are expected to, and do, teach science but they are underrepresented in the programs that recognize their expertise and successes.
If you know of, or are, an early elementary teacher who is exemplary in teaching science or mathematics, and meets the criteria listed below, nominate this teacher for the National Science Foundation’s Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST).
The PAEMST website answers the question, “Why Apply?”
Recipients of the award receive the following:
• A certificate signed by the President of the United States.
• A paid trip for two to Washington, D.C., to attend a series of recognition events and professional development opportunities.
• A $10,000 award from the National Science Foundation.
In addition to recognizing outstanding teaching in mathematics or science (including computer science), the program provides teachers with an opportunity to build lasting partnerships with colleagues across the nation. This growing network of award-winning teachers serves as a vital resource for improving science, technology, engineering, and mathematics education and keeping America globally competitive.
For teachers of K-6, the Nomination Deadline is April 1, 2014, and the Application Deadline is May 1, 2014.
Who is eligible?
The following are eligibility criteria for nominees. They must:
• Teach mathematics or science (including computer science) at the K-6th grade level in a public or private school.
• Hold at least a bachelor’s degree from an accredited institution.
• Be a full-time employee of the school or school district as determined by state and district policies, and teach K-12 students at least 50% of the time.
• Have at least 5 years of full-time, K-12 mathematics or science (including computer science) teaching experience prior to the 2013-2014 academic school year.
• Teach in one of the 50 states or the four U.S. jurisdictions. The jurisdictions are Washington, DC; Puerto Rico; Department of Defense Education Activity schools; and the U.S. territories as a group (American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, and the U.S. Virgin Islands).
• Be a U.S. citizen or permanent resident.
• Not have received the PAEMST award at the national level in any prior competition or category.
This award is to recognize the “cream of the crop” teachers…..in other words, the outstanding top teachers. Don’t be reluctant to recognize your own excellence. Be inspired by 2010 recipients:
Lauren Tate, teacher in Washington, DC, who said, “Teaching is not only my profession, but my chosen vocation. I am a firm believer that fundamental concepts and skills are developed from infancy through the primary years. This award will recognize and support my continued efforts to supply my students with active, hands-on, student-centered inquiry, which is the core of good science education. I am also thrilled about the Presidential Award program events, which will expose me to even more innovative and effective teaching strategies.”
Lauren is now teaching PreK, age 3. She says, “I have a great Discovery (Science) Interest Area and I utilize my school’s Outdoor Classroom activities as much as possible.  My students garden once a month as well as learn to cook foods from the garden.  I continue to believe that experiential learning is best for children, no matter what the age. Early Childhood is a great place to demonstrate lessons for the NSF Presidential Award.  My recommendation is create lessons around a unit that makes real world connections for the students, with hands-on opportunities.”
Michelle Estrada, kindergarten teacher in Las Cruces, NM, who said, “Receiving the Presidential Award means that I am joining an elite group of science educators whose active membership is critical in promoting quality science teaching and learning. This award is truly an unimaginable dream come true. I teach because I love the challenge, the diversity, the mystery of what lies ahead each day, and most of all because I love working with young students. It has been an amazing opportunity to be recognized by doing what I have a passion for: teaching science.
Recently Michelle said that “winning the PAEMST award has provided me with the motivation and confidence to continue implementing a science-based Kindergarten classroom while simultaneously demonstrating to others the successful outcomes of my decisions. My hope is to inspire both my students and others to value Science education. I would highly encourage teachers to apply for this award because the mere process itself is a reflective journey that enlightens and re-energizes you as an educator. Furthermore, being chosen as one of the recipients of the PAEMST award will provide you with life-changing professional development experiences in Washington D.C. with other like-minded teaching professionals who value S.T.E.M. education.”
For teachers of K-6, the Nomination Deadline is April 1, 2014, and the Application Deadline is May 1, 2014.
Write or call a colleague today to share this information and plan to nominate yourself or another by April 1st.
(Updated 12/12/2013)

When children compare a wet cloth to a dry cloth, is this teaching a science concept? What role do adults have in preschool science learning? Should teachers discuss science facts with preschoolers or only engage them in hands-on experiences? You may have many more questions about science education for three to five year olds. Read the draft of the National Science Teachers Association (NSTA) Early Childhood Science Position Statement and see if you find some answers.
The NSTA has developed a position statement endorsing the learning of science among young children, particularly those ages 3 through preschool. It states that all children have the capacity and propensity to observe, explore, and discover the world around them and that these basic abilities for science learning can and should be encouraged and supported among children in the earliest years of their lives. The statement also identifies key principles to guide the learning of science among young children.
The position statement was developed by a panel of science teachers and experts in early childhood science education and was approved by the NSTA Board of Directors. NSTA members are invited to review and comment on this important statement before it is adopted. Read the draft statement here and submit your comments. Deadline for feedback is Friday, December 20.
I am delighted to have key principals about science learning by this age group stated for me to reflect on, and apply to my science teaching. You are the expert about your class—will the guidance provided by the NSTA Early Childhood Science Position Statement support your teaching? “NSTA supports the learning of science among young children that will create a seamless transition for learning in elementary school.” The goal of seamless transition to elementary school learning will help early childhood teachers in preschools and early childhood teachers in grades K-2 connect for the benefit of all children.
Read the Early Childhood Science Education Position Statement and then make a statement about it by submitting a comment to NSTA (here) or on this blog as a comment.

Patterns is one of the crosscutting concepts in the Next Generation Science Standards (NGSS). As the Science Scope editor notes, “recognizing patterns is arguably the most central to the scientific enterprise.” Even if you’ve never thought much about this, you and your students have noticed and worked with patterns: symmetry in living things, snowflake design, movement of weather fronts, the Periodic Table, life cycles of living things, Newton’s Laws, the structure of DNA, seasons, phases of the moon, etc. The featured articles in this issue illustrate lessons that capitalize on our ability to notice and work with patterns to get to a deeper understanding of the world around us.
The authors of Where’s That Dolphin?* describe an activity in which students analyze spatial data from dolphins and map their movements to explore spatial data and patterns of movement. The data is available online, so you don’t have to live near the water! [SciLinks: Marine Mammals, Mapping]
What do the geologic time scale, the Periodic Table, and taxonomy have in common? Classification* is a basic process in science and depends on recognizing patterns. The authors provide some background into the life of Linnaeus and describe a class activity in which students apply pattern recognition and classification using a collection of paper fasteners (I suppose other objects could be used?). They then use their categories to develop a hierarchy (corresponding to order, family, genus), and finish by constructing a cladogram. [SciLinks: Classification]
Patterns are not just related to physical characteristics. The lessons in What Makes Us Tick…Tock? investigate questions related to circadian rhythms and how environmental factors and genetics influence them. In addition to studying simulations of fruit fly behaviors (described in the article), students extend their learning to human behavior patterns. [SciLinks: Rhythms of Life]
*Don’t forget to look at the Connections for this issue (December 2013). Even if the article does not quite fit with your lesson agenda, this resource has ideas for handouts, background information sheets, data sheets, rubrics, etc.

Science teachers, put our national conference on your 2014 calendar now. The National Science Teachers Association will be coming to Boston April 3–6, 2014 to put on the premiere event for science education. Top-notch professional learning opportunities, fresh ideas for your classroom teaching, chances to learn about what really works (or doesn’t) from your peers, an awesome exhibit hall where you can see the newest products and technology and pick up some swag, and more await you next Spring.
Browse conference sessions and register today. Save the most if you register by the earlybird deadline: February 7, 2014.
What Awaits You in Boston

• A wide range of Science, Technology, Engineering, and Math (STEM), Next Generation Science Standards (NGSS), and Common Core sessions
• 2,000 sessions, workshops, field trips, and short courses for K–16 educators
• Content development and ready-to-use teaching techniques
• Exhibit Hall featuring new products and giveaways from more than 400 exhibitors
• NSTA Science Store with 100s of professional development books; attendees receive a 20% discount
• And much more!

I’ve noticed my students don’t seem to have a lot of motivation in science class. They are sometimes afraid they’ll make mistakes, and they’re often reluctant to try something new. What can I do to encourage more student engagement in learning?
—Donna, Wilmington, Delaware
At an inservice workshop I attended, teachers were discussing how their students didn’t want to learn. When the presenter asked what evidence teachers had for this statement, they responded, “Students don’t do homework” and “Students don’t do their work or pay attention in class.” The presenter posed the question, “Does a lack of compliance with your directions or a lack of interest in the activity mean that they have no motivation to learn science? These are the kids who have mastered video games and cell phones. They are certainly capable of learning, perhaps not what you want them to learn or in the way you require them to.”
Several archived Ms. Mentor posts addressed questions related to motivation and engagement:

• Motivation. It seems like it’s getting harder to motivate students. What can we do?
• Why do we have to learn this?  Whenever I start a new unit, some students consistently ask, “Why do we have to learn this?” How should I respond?
• Improving student skills. My ninth-grade students are struggling with lab activities. For example, they don’t seem to know how to formulate a hypothesis or write a conclusion. When I asked them to graph the data, I saw lots of blank looks on their faces. What can I do?
• Perseverance and failure. With all of the curricular demands and a focus on preparing for state exams, I am concerned that we do not create situations for students to persevere if they don’t succeed in their first attempts at experiments in science. How do we communicate the value of curiosity and perseverance to high school science students and the notion that repeated “failure” is common on the road to major breakthroughs?
• Stretching the comfort zone. At our inservice last month, we learned several strategies for writing in science classes.  But when I tried one in my classroom, it went over like a lead balloon. What was I doing wrong?

At a workshop I facilitated, I asked teams of teachers to draw a picture of an engaged student. During the subsequent gallery walk, the results were interesting. Some had pictures of students carrying books, wearing a watch, or sitting at a desk. These “engaged” students were prepared for class, on time, and attentive. Other pictures showed students actively working with others, asking questions, or writing and drawing. What would your drawing look like?
We then discussed: Is it possible to be busy at a task but not really engaged in it? Is it possible to be engaged in something without being visibly busy? Hmmm.
 
Photo: http://www.flickr.com/photos/cutiepiecompany/2592666953/sizes/m/in/photostream/

The holidays are upon us, but you don’t get a break from teaching quite yet. You need science education resources that you can use in your classroom tomorrow, and the National Science Teachers Association (NSTA) has them for you! Written by educators, these grade-level journals are targeted to your teaching level. NSTA’s December journals are live online (with select articles being free for all, and full content being free to all NSTA members). Browse these issues for classroom-tested ideas, activities you can use tomorrow, and commentary from experts in the field.

Science and Children

To help students build their own conceptual understanding, it is important to engage them in learning in a way that translates the core ideas into understandable experiences. This issue offers resources and strategies for tapping into students’ interests to stimulate engaging science instruction.
Featured articles (please note, only those marked “free” are available to nonmembers):

• Can We Be Garbage Free?
• Ch-Ch-Ch-Chia Seed Science
• Free – Editor’s Note: Student Interests: Tapping Into Passion
• Exploring the Wild World of Wiggly Worms!
• Making Connections Between the Digital and Physical World
• Free – The eBook Hook
• Full Table of Contents

Science Scope

Our Earth is covered with impact craters, fault lines, and storm damage from natural hazards that have plagued our planet in the past. Learn more about the fascinating forces of nature with the activities found in this issue of Science Scope so you can better understand the next disaster that comes our way.
Featured articles (please note, only those marked “free” are available to nonmembers):

• 99.99%—Antibacterial Products and Natural Selection
• Free – Authentic Landscapes Indoors: Using Erosion Models to Connect Science and Engineering Practices
• Bringing Earthquake Engineering to Your Hometown
• Cookie Tectonics: An Introduction to Earth Hazards and Tectonic Fundamentals
• Free – Editor’s Roundtable: Could You Live Here?
• Exploring Earthquakes and Tsunamis: Integrating Science, Social Studies, and Technology
• Simulating Earthquake Early Warning Systems in the Classroom
• Special Education in the Science Classroom: A Co-Teaching Scenario
• Using Web GIS to Enhance Tectonics Learning and Geospatial Thinking
• Full Table of Contents

The Science Teacher

This issue of The Science Teacher focuses on one of the seven crosscutting concepts—”patterns”—found in the Next Generation Science Standards (NGSS). Crosscutting concepts have been prominent in education reform documents for over two decades. What’s new is that the NGSS elevates crosscutting concepts by weaving them into the student performance expectations for all students, so that they will become an explicit part of science instruction beginning in the earliest years of schooling. This issue presents several articles that will help you bring the crosscutting concept of Patterns into your classroom, including a history of science piece on the classification of species—a practical and important application of pattern recognition.
Featured articles (please note, only those marked “free” are available to nonmembers):

• Free – Career of the Month: An Interview With Ecosystem Scientist Stan Wullschleger
• Classification
• Free – Editor’s Corner: Crosscutting Patterns
• Science Challenge Day
• Science Immersion
• What Makes Us Tick…Tock?
• Free – Where’s That Dolphin?
• Full Table of Contents

Learn about science + literacy  from experts in the field (your peers!) at NSTA’s Conference on Science Education in Denver, CO, December 12–14.  We’ll be offering content sessions developed for all levels and a featured presentation on Friday, December 13, 9:30–10:30 a.m. (“Play and Science Running Together”) by Kenneth Wesson (Educational Consultant, Neuroscience: San Jose, CA). A sampling of sessions highlighting science + literacy is below:
Science + Literacy = Student Achievement
Thursday, December 12 8:00–9:00 AM
Colorado Convention Center, MHB-4F
Learn some literacy and vocabulary strategies to strengthen your students’ literacy skills while doing learning or any content area.
Story Time from Space—Integrating STEM and Literacy
Thursday, December 12 8:00–9:00 AM
Colorado Convention Center, MHB-4B
Astronaut Alvin Drew will share his experience reading story books to children of Earth from space. Learn how to use these readings and curriculum support materials.
“FOSStering” the Common Core State Standards, ELA: Science-Centered Language Development
Thursday, December 12 8:00–9:15 AM
Colorado Convention Center, 303
Discover the ways language is used to help elementary students make sense of their active learning FOSS experiences. We will model a FOSS investigation using listening and speaking, reading and writing, and language-development strategies to further content knowledge, scientific practices, and academic literacy.
33 Strategies for Integrating Disciplinary Literacy
Thursday, December 12 8:00–9:15 AM
Colorado Convention Center, 401
Discover how to increase reading comprehension, disciplinary literacy skills, and science knowledge simultaneously for ALL students. Take away 33 ready-to-use strategies for incorporating science trade books into your classroom. Learn integration strategies that provide a better way to teach both science and literacy. Free classroom materials!

Science, the Literacy Connection, and the Common Core State Standards, ELA
Thursday, December 12 10:00–11:15 AM
Colorado Convention Center, 302
Learn how your students can experience the enjoyment of learning science using Delta Science Modules and make the literacy connection to the CCSS ELA with Delta Science literacy resources. Receive a workshop packet containing CCSS strategy templates and other related Delta literacy materials.
Get Results with Science and Literacy Integration: Seeds of Science/Roots of Reading®
Thursday, December 12 10:00–11:15 AM
Colorado Convention Center, 401
Investigate Models of Matter with the Seeds of Science/Roots of Reading® unit!  Experience next generation science practices, using content-rich science books, scientific discourse, and writing activities. Together these provide rich and varied opportunities to learn core science ideas and vocabulary. Effectiveness data will be shared as well as free samples.
Collaborative Structures to Support Scientific Literacy
Thursday, December 12 12:30–1:30 PM
Colorado Convention Center, MHB-4F
Take home simple collaborative structures that can enhance scientific literacy and inquiry in your classroom tomorrow!
Climate Literacy and Energy Awareness Network (CLEAN): Instructional Resources for Science Educators
Thursday, December 12 12:30–1:30 PM
Colorado Convention Center, MHB-4E
The CLEAN collection includes lessons and other educational resources developed by a wide variety of authors that have been vetted by teachers and scientists.
Unleashing Your Students’ Inner Inventor—Robots, Video Games, and DIY!
Thursday, December 12 12:30–1:45 PM
Colorado Convention Center, 406
In this workshop, we’ll use the wildly popular Arduino computer platform to explore creative project-based learning though programming and 21st-century digital literacy. This workshop assumes no previous experience.
33 Strategies for Integrating Disciplinary Literacy
Thursday, December 12 12:30–1:45 PM
Colorado Convention Center, 401
Discover how to increase reading comprehension, disciplinary literacy skills, and science knowledge simultaneously for ALL students. Take away 33 ready-to-use strategies for incorporating science trade books into your classroom. Learn integration strategies that provide a better way to teach both science and literacy. Free classroom materials!
Content + Literacy = Common Core Success
Thursday, December 12 2:00–3:00 PM
Colorado Convention Center, MHB-1C
Appropriate-leveled excerpts from life, Earth, and physical science books will be used to demonstrate how to teach the Common Core State Standards, ELA while teaching science.
Using Literacy to Promote the Understanding of Mathematics for PreK–8 Learners
Thursday, December 12 2:00–3:00 PM
Colorado Convention Center, MHB-2A
For centuries, there has been a perceived connection between science and the arts, including literature. This connection is now being introduced to children as part of an effective curriculum that includes subject integration. Over the past two decades, educators have turned more attention toward integrated curricula, particularly the introduction of literature into science instruction.
A Picture Is Worth a Thousand Words: Teaching Scientific Visual Literacy
Thursday, December 12 2:00–3:00 PM
Colorado Convention Center, 108/110
Is a picture really worth a thousand words? Find out as you construct 3-D graphic organizers to help your “eye generation” students become visually literate.
Unleashing Your Students’ Inner Inventor—Robots, Video Games, and DIY!
Thursday, December 12 2:15–3:30 PM
Colorado Convention Center, 406
In this workshop, we’ll use the wildly popular Arduino computer platform to explore creative project-based learning though programming and 21st-century digital literacy. This workshop assumes no previous experience.
The Best of Both Worlds: How to Engage Students in NGSS Practices Through Science and Life
Thursday, December 12 2:15–3:30 PM
Colorado Convention Center, 401
Explore an instructional approach that capitalizes on the synergies between science and literacy. The integrated units from Seeds of Science/Roots of Reading® are designed to help students learn and express essential science concepts while developing a set of cognitive skills that are generative and transferable across disciplines.
Science as a Playground for Literacy!
Thursday, December 12 3:30–4:30 PM
Colorado Convention Center, 108/110
Science as a playground for literacy—it’s an idea that runs through my work. I believe it is why the Common Core State Standards cite some of my books as exemplary nonfiction. So, my presentation will focus on science as an exciting playground for literate learners.
Incorporating the Common Core State Standards, ELA for Reading and Writing into Introductory Chemistry
Thursday, December 12 3:30–4:30 PM
Colorado Convention Center, MHB-1B
Key science-related components of the CCSS will be discussed and participants will see how literacy skills can be incorporated into existing activities within the chemistry curriculum.
Nuestra Tierra Dinámica
Thursday, December 12 5:00–6:00 PM
Colorado Convention Center, MHB-4B
CLACE (Centro LatinoAmericano Para Las Artes, Ciencia y Edución) is a Latin-American Center for Arts, Science, and Education. In 2011 with NASA funding and resources, CLACE/OpEPA founded Nuestra Tierra Dinámica (NTD), focusing on K–12 Latino youth. We raise global climate change/Earth system literacy through culturally relevant, inquiry-based, hands-on activities and digital storytelling. Our aim is to provide high-quality STEM education as well as to build bilingual literacy skills.
Cutting Across the Curriculum: Examining Lessons That Integrate Science, Literacy, and Mathematics
Thursday, December 12 5:00–6:00 PM
Colorado Convention Center, MHB-3B
Join us as we model lessons that integrate literacy strategies, mathematical concepts, and science concepts as well as provide an overview of research and connections to Common Core State Standards.
Develop Your Own STEM Center in Your Elementary Classroom
Thursday, December 12 5:00–6:00 PM
Colorado Convention Center, MHB-3C
Learn how you can transform your classroom into a STEM learning center in which students become excited to learn. You will gain insights on how this model is used to support a literacy-based STEAM program (LSTEAM).
Let the iPad Tell a Science (Digital) Story!
Friday, December 13 8:00–9:00 AM
Colorado Convention Center, MHB-4D
Find out how to use the iPad for crafting science digital stories with popular video-editing apps while promoting science writing and visual literacy skills. Samples, live demonstration, and resources provided.
Bringing Science to Life! Using Invertebrates to Enhance Classroom Teaching
Friday, December 13 8:00–9:00 AM
Colorado Convention Center, MHB-3B
Bring your curriculum to life with the Butterfly Pavilion as we discover how to use classroom animals as a teaching tool! Enhance life science, literacy, inquiry, and 21st-century skills in your classroom.
Experience the Power of a Digital Middle School Program
Friday, December 13 8:00–9:15 AM
Colorado Convention Center, 402
Experience the power of digital with differentiated levels of rich content from National Geographic. eScience3000 is tightly aligned to CCSS, NGSS, and STEM initiatives. See how science, literacy, and real-life experiences come together in this engaging middle school resource.
Unleashing Your Students’ Inner Inventor—Robots, Video Games, and DIY!
Friday, December 13 8:00–9:15 AM
Colorado Convention Center, 406
In this workshop, we’ll use the wildly popular Arduino micro-controller platform to explore creative project-based learning though programming and 21st-century digital literacy. This workshop assumes no previous experience.
Ocean Classrooms—Inspiring New Depths
Friday, December 13 8:00–9:15 AM
Colorado Convention Center, 109
Ocean Classrooms is a movement into the future—where education, fascination, and conservation all happen in one interconnected experience. Our core belief is in immersive educational experiences that promote ocean literacy and awareness. We will highlight our online courses and innovative research technologies, including our LIVE underwater video cameras.
Max Goes to Space: Science Adventures Read from Orbit
Friday, December 13 9:30–10:30 AM
Colorado Convention Center, MHB-2B
This winter, author Jeffrey Bennett’s books for children will be read from the International Space Station. Learn how to integrate this program into your class.
Unleashing Your Students’ Inner Inventor—Robots, Video Games, and DIY!
Friday, December 13 10:00–11:15 AM
Colorado Convention Center, 406
In this workshop, we’ll use the wildly popular Arduino micro-controller platform to explore creative project-based learning though programming and 21st-century digital literacy. This workshop assumes no previous experience.
Make-and-Take: Science, Literacy, and Math
Friday, December 13 11:00 AM–12:00 PM
Colorado Convention Center, MHB-3B
Foster new ideas to engage learners with integrated science activities that you make on-site and then take back to the classroom. Resources and standards and literacy/math connections provided with materials.
Powerful Strategies to Accelerate the Acquisition and Retention of Science Vocabulary
Friday, December 13 11:00 AM–12:00 PM
Colorado Convention Center, MHB-4D
Encounter new research-based techniques that can turn mundane vocabulary assignments into a multisensory experience, in which students hear, see, and use new vocabulary words. Tap into the power of music, technology, and imagery to enhance science literacy.
Integrating Science and Literacy
Friday, December 13 11:00 AM–12:00 PM
Colorado Convention Center, 108/110
Join me and watch video of Denver Public School elementary students integrating science and literacy using CER (Claims, Evidence, Reasoning) pedagogy developed by McNeill and Krajcik.
Using Reading and Writing as a Tool in Science Instruction
Friday, December 13 12:30–1:30 PM
Colorado Convention Center, MHB-1C
This strategy-filled presentation will arm participants with many applications for teaching science and literacy simultaneously. Receive materials, handouts, and ideas to take home for immediate classroom implementation.
Science Plus Literacy—Blended and Seamless
Friday, December 13 2:00–3:00 PM
Colorado Convention Center, 108/110
Inspire middle school literacy! Blended lessons to engage students in science topics while supporting CCSS ELA are free at pbslearningmedia.org. Raffle!
Engaging Students, Developing Science Knowledge and Conceptual Understanding, and Teaching Science Literacy Skills with Quality Nonfiction Science Books
Friday, December 13 2:00–3:00 PM
Colorado Convention Center, MHB-1F
Discover the advantages of using science trade books to build science knowledge, to teach science literacy skills, and to provide a platform for investigations. Emphasis will be placed on literacy strategies that help students read science text and communicate what they have learned. Outstanding science trade books will be showcased. Handouts!
Metadisciplinarity, Science Literacy, and General Education
Friday, December 13 2:00–3:00 PM
Colorado Convention Center, MHB-4C
This short course extends our workshop provided at AACU’s STEM Conference in 2012 and focuses on designing, implementing, and assessing science literacy in general education curricula.
NSTA Press® Session: Uncovering Elementary Students Ideas in Science
Friday, December 13 2:00–3:00 PM
Colorado Convention Center, 505
Discover how formative assessment probes and techniques uncover K–5 students’ ideas while fostering language literacy.
Literacy in Science Grades 6–8: Integrating Science Reading Strategies with the Common Core State Standards and the Next Generation Science Standards
Friday, December 13 3:30–4:30 PM
Colorado Convention Center, MHB-3B
Come learn how to effectively implement reading strategies that strengthen content knowledge and model research-based best practices to improve literacy among middle school students.
Making the Interdisciplinary Connection Between Science, Literacy, and Math
Saturday, December 14 8:00–9:00 AM
Colorado Convention Center, MHB-4D
Participants will have a common understanding of literacy development and its importance in students’ ability to demonstrate proficiency using hands-on activities and technology.
Using Pollen Analysis to Address the NGSS and Literacy
Saturday, December 14 9:30–10:30 AM
Colorado Convention Center, MHB-4D
Increase student interest in math, science, literacy, and technology…and address the NGSS. Discover how pollen solves crimes and can be collected, stored, stained, examined, and photographed. Free resources!
Engaging Children in Scientific Explanation: Connecting Science and Literacy Using a “Question-Claim-Evidence-Reason” Framework
Saturday, December 14 11:00 AM–12:00 PM
Colorado Convention Center, MHB-3B
Enliven your classroom with lessons conducted with children using the “Question-Claim-Evidence-Reason” framework to explain visual representations data during the exploration and inquiry learning cycle.
Using Stories to Teach Science
Saturday, December 14 11:30 AM–12:00 PM
Colorado Convention Center, MHB-1B
The Common Core State Standards recommend teaching literacy across the curriculum. For science teachers, developing scientific literacy and enhancing basic literacy can be accomplished by integrating science stories into instructions, which can stimulate students’ interest in the science behind everyday life and increase their scientific knowledge. ChemMatters, a magazine for high schoolers by the American Chemical Society, provides many free resources to support scientific literacy and promote inquiry.
Want more? Check out more than 400 sessions and other events with the Denver Session Browser/Personal Scheduler at http://www.nsta.org/conferences/area3.aspx.

Recently, NSTA and the Children’s Book Council (CBC) announced the winners for the annual list of Outstanding Science Trade Books for Students K–12 (books published in 2013).  Previous year’s lists and winners also include books that are still in print and add an opportunity to create a rich reading experience for your students.
So this month’s Continue the Conversation asks the question “what is your favorite children’s or chapter trade book that you have students read or that you share with your class?” and I will go one step further in asking what aspects about the book you like and how do you use it?
In considering all of the year’s winners from the OSTB list as well as other books that I have utilized, I’m not sure I can choose just one, so will share a few of my favorites with you.
A book I just shared with the fifth grade class at our laboratory school on campus was Meredith Hooper’s The Drop in My Drink which tells the story about water on our planet.  The students had just finished a unit on the water cycle and watersheds taught by one of our biology faculty members and I had been asked to add a literature connection to this in the form of a guest read aloud.  This book was also featured in a previous month’s Science and Children’s Teaching Through Trade Books column titled Water Wherever and provides an activity for grades 4-6 on the water cycle.
Another recent book that I have read is a recent OSTB winner as well – Deadly –How Do You Catch an Invisible Killer.  The book is reviewed in the NSTA Recommends section of the website. This chapter book for older students focuses on the process by which a young lady who secures a job as an assistant to a Department of Health inspector helps to track down the outbreak of Typhoid.  Great for examining the process of science, importance of research, and the content associated with diseases.
Biographical books that I am absolutely enamored with include:  Odd Boy Out, The Boy Who Harnessed the Wind, Snowflake Bentley, Lives of Scientists, and Come See the Earth Turn.
Regardless of whether the book is read for content or pleasure, there are many opportunities to incorporate science into reading selections.  Often the manner in which the excitement of the content is shared is through a good book – so as the winter month’s approach and the opportunity to curl up with a good book presents itself —what would you recommend?  What is your favorite children’s book or young adult chapter book and how do you connect it to science?

I had such a good time at the NAEYC 2013 annual conference—personally enjoyable and professionally productive! The handouts at the Early Childhood Science Interest Forum table at the IF Café were picked up by conference goers eager to connect to resources. The ECSIF is a dedicated—and open—group. There was good discussion and sharing of resources at the ECSIF annual meeting, including the wonderful news that NSTA is in the process of developing a position statement on science teaching in early childhood! Early childhood researchers and practioners were involved in writing the draft and the NSTA Early Childhood Science Position Paper will be available on the NSTA website for review within the next couple of weeks.

NSTA was at the conference supporting early science learning with a display of resources and free copies of the elementary (and preK) journal, Science and Children. Editor Linda Froschauer is an active member of the ECSIF and presented two sessions on science in early childhood:

• “Defining science learning and teaching” with Ingrid Chalufour, Cindy Hoisington and Karen Worth.
• “Science inquiry and practices: Fun experiences with hands-on materials to awaken the scientist in children” with me!

The handouts for these sessions are up loaded on the NAEYC conference schedule. (Go to the NAEYC Annual Conference and Expo page, and click on “Search session” to go to the Precis Abstract Management searchable conference program. Search for the session you attended (or missed), then click on the title of the session. A new window will open with a full description of the session, and attached files, if any, listed at the very bottom. Click on the title of the handout file to download it.)

 My conference experience began with a session on the topic of play, and I saw many possibilities for how the open-ended exploration of materials in play might extend into a science investigation into the properties of matter or understanding balance. And many opportunities for imaginative play, developing mathematical concepts, and rich use of language. Seeing possibilities for integrating the curriculum was not the best part of this session. The most powerful part was the experience of playing with a set of materials for an uninterrupted 15 minutes or so, and reflecting on it, showing us teachers what children get out of this kind of activity—to learn about self and the world through self-created experiences.
As the presenters said, “It is in the doing that we understand.”

Read about recess in the Play, Policy, & Practice Interest Forum’s Fall, 2013 newsletter CONNECTIONS online.
Read an excerpt of the book From Play to Practice: Connecting Teachers’ Play to Children’s Learning by Marcia L. Nell and Walter F. Drew, with Deborah E. Bush.  Read more about developmental outcomes directly associated with quality play experiences in authors’ responses to questions about play.
And read about play in the NAEYC position statement on Developmentally Appropriate Practice: “Play is an important vehicle for developing self-regulation as well as promoting language, cognition, and social competence (pg 14).
The session “How a Head Start coaching community of practice created a professional development system using CLASS and the Project Approach” provided beautiful examples of Mid-America Head Start  teachers and their directors and coaches creating a positive climate with regard for student perspectives. Developing the projects—“Bugs on Our Playground,” “Our Elevator,” and “Things in Our Homes”—and using the CLassroom Assessment Scoring System (CLASS), created a culture of learning and change. Educators involved in this community of practice noted that “We are seeing children in a different light—noticing their competence and accomplishments as thinkers.”
“A constructivist approach to integrating STEM education” presented by Susan Wood and Kheng Ly-Hoang of the Children’s Center at CalTech showed many ways teachers can promote scientific ways of thinking so children are able to make connections, think critically, problem solve, observe, estimate, test their ideas and collect data. The slides of children and teachers at work gave me new ideas for science learning.

There were many enticing sessions that I missed due to so many choices:

• “Sharing the BIG IDEAS of physical science with pre-K children: Properties of matter, force/motion, and measurement” presented by Robert Williams, Mary Hobbs and the teachers in the BLOCKS project.
• “Ramps and Pathways: A fun integration of science, technology, engineering, and mathematics” presented by Betty Zan and Beth Van Meeteren of the University of Northern Iowa.
• “Playing and learning with nature’s play materials” presented by Mary Rivkin, Jan White, and Beth Grant.
• “Science at the center: Promoting inquiry and process skills throughout the day” presented by Rosemary Geiken, Mary Myron and Cathy Landy of East Tennesee State University.
  
   

These are just a few that were on my itinerary “wish list.” Please comment to add information about sessions you found valuable.
My last stop at the conference was the closing general session, “Monsters and superheros,” by Trisha Lee about (and demonstrating) the storytelling and story acting techniques of Vivian Gussin Paley. Much fun and meaning, learning how to listen to children as they tell their stories.

Each month, the NSTA journals have many ideas for helping students become producers of knowledge, through science investigations and engineering problems. This issue, however, looks at how students can become informed consumers of science and engineering. As the editor notes, “To be critical consumers…students need more than just exposure to core science content; they also need to locate, read, and understand information and to use their knowledge about the nature of science to judge the validity and quality of that information and how it was gathered or constructed.” Regardless of the grade level you teach, you can find articles here with suggestions to enhance student skills in information location, evaluation, interpretation, and use.
“Where will you get your information about new science after you take your last science class?” is a question asked by the author of Building Science Literacy by Reading Science News. He describes an ongoing project in which students look at science news: what’s reported, how it’s reported, and the source. After modeling how to “dissect” a news story (with guiding questions), the students spend one day a month on science news presentations. The guidelines are included with the article.
The NGSS documents include a cross-walk between science and literacy standards. Saturn, Science, and Cross-Curricular Literacy Standards shows “how the questions students ask during science lessons can be thoughtfully integrated with strategies for literacy instruction and science practices such as engaging in argument from evidence and the crosscutting concept of patterns. The authors describe an organizer called a “comprehension window,” using a file folder and sticky notes for claims. The graphics in the article illustrate how this was used to investigate the temperatures on planets. [SciLinks: Planets, Solar System]
Part of understanding science information is becoming familiar with the vocabulary—the technical vocabulary as well as words that have different meanings in science contexts (such as theory or energy). Increasing Science Vocabulary Using PowerPoint Flash Cards shows two strategies: a mnemonic keyword strategy and using PowerPoint to create “flash cards.”  Technology also plays a role in the study described in Human Impact on Water Quality: Conducting Inquiry with Cyber Databases and ICTs (information and communications technologies). The authors share credible online sources of real-world data and ideas for how students can use this wealth of data to create information. [SciLinks: Water Quality]
Sometimes we need to make quick decisions and other times we need more reflective and purposeful thought. Evaluating Scientific Arguments with Slow Thinking describes these two forms of systems thinking and  has examples of the shortcomings of “fast” thinking and suggestions for promoting more in-depth thinking and argumentation with a claim-evidence-reasoning framework.
One of my favorite resources is the Natural Inquirer (a free research journal written in student-friendly language).  The author of Engaging Middle School Students in the Analysis and Interpretation of Real-World Data describes how she guides students through reading and analyzing an article on how much time kids spend outdoors. The main focus here was on interpreting the data represented by the graphs. The students then replicated the study using their own survey data and compared the results to the published study.
We teachers want to help students learn. But sometimes the best way is not to give students a correct answer but to provide ways they can use a variety of sources to evaluate their response. Student-to-Student Collaboration and Coming to Consensus has two examples of what this looks like in a middle school classroom. The teacher provides a focus for reading and a prompt for student responses. Pairs of students shared their responses and then read information on the topic. They then discuss their responses in the context of the reading and try to reach a consensus. The second example is a Think-Ink-Pair-Share activity. Most of us have used TPS, but this variation has students write a response before refining it through pairing and sharing. When the teacher demonstrates the concept, the students evaluate their responses. [SciLinks: The Moon, Rotational Motion]
When reading research from the fields of medicine or psychology, it’s important to consider just who the subjects are. Classroom Zoo* has suggestions for helping students learn how to conduct research with live specimens in an ethical and responsible manner. The author includes a timeline and student handouts for a research project.
When assigning videos in the classroom or online, teachers should also be aware of Safety in Videos. Ken Roy has suggestions on what to consider when creating or choosing online media.
* Many of these articles have resources to share, so check out the Connections for this issue (November 2013). Even if the article does not quite fit with your lesson agenda, there are ideas for handouts, background information sheets, data sheets, rubrics, and other resources.