The National Association for the Education of Young Children published a collection of articles that focus on early childhood science education. Spotlight on Young Children: Exploring Science offers views into classroom practices with guidance in developing science inquiry in preK to grade 2 programs, and recommended resources for further learning. Members of the NAEYC Early Childhood Science Interest Forum contributed to the work.
Science and Children editor Linda Froschauer wrote an article on science standards—a good place to begin reading to find out how national science standards are based on research into how children learn. A section with questions and follow-up activities will be valuable for individuals, program administrators or science team leaders in leading groups in exploring, discussing and reflecting on, the articles on teaching science inquiry. Whether you are comfortable teaching science or wish someone else would do it, whether you like life science or physics best, and even if you are not yet a teacher, Spotlight on Young Children: Exploring Science will be enjoyable, enlightening reading.
You can read more online from two of the authors of Spotlight on Young Children: Exploring Science, Sally Moomaw and Lauren Schaffer. They answered questions posted by readers August 12-16, 2013.
If you are reading this on August 16, 2013, you can still post a question!

As a middle school life science teacher, I wanted students to learn about the living things in the habitats of our own community. One of the investigations we did each year was to “inventory” the bit of lawn in front of the school. The students dug out a small sample, and back in the lab they “dissected” it to count the number of species of plants that grew there and animals that lived in the soil (the school did not use herbicides on the grass). The teams compared their samples with those from different parts of the yard—near the pavement, under a tree, near the rainspouts. I had similar-sized samples from a lawn that used herbicides (not mine) as an additional comparison.
We also looked at water samples from a nearby reservoir, a pond, and a stream that ran through the town park. We tried to identify the microorganisms and macroinvertebrates and compared the populations of each sample. It was a relevant way to help students learn to use microscopes and stereoscopes and to sharpen their observation skills.
Fast forward to 2013… I just read about citizen-science projects offered by CIESE (Center for Innovation in Engineering and Science Education) at the Stevens Institute of Technology that take these inventories and kick them up a notch. The projects have websites where students can share and compare their findings not just with their classmates but with teams of students from other locations.
These two projects are suggested for grades 1-5, but they are certainly appropriate for middle grades:

• In the Square of Life, students plot square meters in their schoolyards and record the living and non-living things that are found therein. They submit this information to the project database and can then compare and contrast their information with that submitted by other classes. They can prepare a brief report or presentation that will be posted to the project web site.

• Bucket Buddies is a pond water study project in which students attempt to determine whether or not the same fresh water macroinvertebrates will be found in different locations, both around the country and around the world. Participating classes will collect samples from ponds near their schools, identify the macroinvertebrates in the samples and then share their identifications with other project participants via the project website.

The website for each project includes student activities, a teacher’s guide, and reference materials. I enjoyed looking at the “Student Gallery” in which classes posted photographs and shared their reports. Registration is now open for the fall 2013 runs of Bucket Buddies and Square of Life, and the projects are also available in the spring.
CIESE has many other interdisciplinary projects for K-12 that encourage collaboration and the collection and analysis of real-time (and real-life) data.
 
Photo: http://www.flickr.com/photos/benwerd/329570851/

“Why are there so many different kinds of rocks?” “Why can’t you see the wind?” “Why does it rain?” “Why, why, why?” Anyone who has spent any time with little kids knows that their inquisitiveness knows no bounds. The best part is exploring together the answers to questions that make you both wonder. Remember, you don’t need to have all the answers. It’s okay to say, “I don’t know. Let’s look for the answer together.” The latest batch of NSTA Kids I Wonder Why books focus on Earth science. Written for K–6 graders, these titles can provide your students or children with answers to many of their questions while stimulating their curiosity even further.

Clouds, Rain, Clouds Again

This book urges young readers to observe what clouds look like and then ask questions, such as “Where do clouds get water?” and “Why does it rain?” The answers give children an explanation of the water cycle.  
 

Up Up in a Balloon

Relating the true story of the early experiments by two French brothers in human flight, this book focuses on both physical science and the history of flight. In addition to introducing scientific processes and principles of flight, this book may prompt budding inventors to try, try again.
 

How Does the Wind Blow?

This simple book introduces the different intensities of the wind, from gentle breezes that make flags flutter to powerful tornadoes that can lift a house. Readers also discover how wind intensities can be measured.
 

Spenser and the Rocks

Young Spenser is fascinated by rocks, and he has many questions. The more he learns, the more questions he has. For Spenser, as well as young readers, the experience is an introduction to scientific procedures such as classification and research.
In this series, author Lawrence F. Lowery presents the marvels of geology, land forms, weather, environments, and other phenomena related to science and nature to keep children asking questions and seeking answers.
Check out the other NSTA Kids titles.

The August 26 deadline for applying to the NSTA New Science Teacher Academy is almost here, but there’s still time. To highlight the benefits of being accepted into the program, former Academy Fellows share how the experience has had a positive impact on both their own practice and the achievement of their students. In this third and final blog post in the series, we highlight a conversation we had with Robyn Morrison Kronewitter, a science teacher from Santa Monica. Morrison Kronewitter was an Academy Fellow from 2012-13.​
Q: What compelled you to apply to the New Science Teacher Academy?
A: I worked in the science field and had the opportunity work with an outside-of-school program where I could provide area school kids with “experiential, hands-on, messy, crazy science”. Then I became a credentialed science teacher and went to work for a brand-new charter school. I saw the opportunity to become a New Science Teacher Academy Fellow as a way to legitimize as well as promote our new program. I craved the chance to interact with scientists and other teachers to improve my content knowledge and to expand my experiential prowess.  Also, the opportunity to attend NSTA’s National Conference—all expenses paid!—was such an enticing incentive.
Q: Can you describe the ways in which this professional development opportunity differed from others you’ve experienced?

Q:  How did you balance the demands of being a classroom teacher with your commitment to participating in this yearlong program?
A: Because I live in California, and the program was delivered from the East Coast, the time difference caused some tight situations, such as being able to be home in time to participate in a live webinar. Because the content from the webinars was so important and valuable, I’d circle them on my calendar,  so I could log in and participate.
The Explorations were also invaluable, and were flexible enough that I didn’t really notice an impact to my regular schedule—but did see an impact to my teaching, my energy, and my ideas for projects from my participation. Through it all, the interaction and collaboration with other professionals made the experience one of value, not one of “busy work.”
Q: How has being an NSTA Fellow improved your practice?
A: I feel more connected to the myriad of resources that are available through NSTA (which are vast!).  I feel more adept at fishing out the information that I need, rather than wading around trying to figure out where everything is and how to sort it.
The connections that I made with other teachers continue to improve my practice.  Instead of working in relative isolation, I’ve continued to collaborate with other teachers from all over the United States. I become good friends with two other California science teachers. Each have very different experience and backgrounds, but they continue to inspire and challenge me.
Q: How have your students benefited from your participation?
A: I would research and plan within the supportive community of the Exploration, and then deliver my new ideas for projects, assessment, and student interactions to my middle and high school classes.  I was truthful with my kids: I let them know that I was “trying” new ideas, and that I wanted their feedback.  I think that they enjoyed the experience of helping their teacher learn; my high school students especially valued the opportunity to help lead the lesson and change the classroom status quo.
So many of my classroom ideas came directly from a webinar, an NSTA resource, or a discussion with an Academy participant. For example, the importance of science lab safety, highlighted in an NSTA webinar, helped me to convince our director to spend a little more on supplies that help keep our kids and teachers safer. A Virginia teacher, a former NSTA Fellow, and I are considered having our kids debate the issues of coal vs. nuclear power in a virtual discussion. A NASA video exploration of the solar system and the life of stars became invaluable in my classes’ investigations in astronomy.  Being an NSTA Fellow gave me the confidence to implement a section on engineering taught through student inquiry, and by doing so, I enriched my practice and directly shifted my kids’ classroom experience.
Q: After serving as a Fellow, what do you think is the single biggest impact this had on your career as a science teacher?
A: For me, it was a culminating point:  On the one hand, I personally felt enriched, supported, enlivened, and more connected to my practice, the classroom, and the educational community than ever before.  I believe that it was in part due to my work in supporting other teachers in my school that I was nominated for Mentor of the Year in Santa Barbara county. (While I didn’t “win”, I was honored by eight of my colleagues and a county administrator for exceptional support and collaboration.)
Q: If given the chance, what would you say to science teachers who are considering this program?
A: Do it! Put your best foot forward and apply. Enjoy the year of collaboration and immerse yourself in the almost unlimited opportunities that will be presented to you.  Make the time.  Invite the effort.  It’s totally worth it.  Just do it!

They put down roots and then sprout shoots! Seeds—they are little packages that bring new plants to life. As children discover the steps in a seed’s development, they will also experience the skill of sequencing.

Understanding sequence or the order of events, helps children develop scientific inquiry as well as literacy skills.

With NSTA’s latest “Discovering Science” lesson, students will examine seeds and observe seed growth. As they draw pictures or make notes about each step in the growth process, they will discover how a sequence of specific events can lead to a final outcome. Extend opportunities for sequencing. Invite students to draw pictures showing each step they follow as they get ready for school. Guide them in numbering the pictures or using words such as first, next, then, finally. Students will also benefit from describing the sequence of events that occur in a story they have read or heard. You may wish to use a graphic organizer to provide support in understanding story structure. Read more about sequencing.

Lesson Plan

Please take a look at the seeds lesson plan for K-1 students. Let us know how it worked in your classroom—we’d love to hear your comments and suggestions!

Image of big and little hands planting seeds courtesy of protoflux.

Science students at all grade levels often struggle with the vocabulary. It’s as if we’re all SLLs—Science Language Learners. Textbooks and websites are full of specialized words that challenge our students. Some are technical and relate specifically to science (e.g., photosynthesis, thermodynamics, plate tectonics) while others have meanings in science that differ from common usage (e.g., theory, hypothesis, matter). Sometimes we think that students understand a word, only to find out on an assessment that they are confused. For example, my middle school students often interchanged the words medium and median, and they didn’t realize that media was the plural of medium. No wonder the room was full of puzzled looks sometimes.
There are many strategies that can help students with vocabulary (see below), most of which involve reading and writing. But for students to understand and use new words, they also need to hear and say them. I picked up an idea from a colleague who taught at the elementary level. Bruce suggested that for more complex or unfamiliar words, have the students repeat the words several times out loud, emphasizing the syllables by clapping or tapping them out: pho-to-syn-the-sis. I tried this with my middle and high school classes. The students seemed more comfortable with the words, and it seemed to help them with spelling, too.
So I was really interested in an article in the current issue of the Journal of College Science Teaching: On the Road to Science Literacy: Building Confidence and Competency in Technical Language Through Choral Repetition  (all NSTA members, including K-12, have online access to this publication). Choral repetition in college science classes? I was intrigued. Was Bruce onto something?

The authors set the stage for their study by describing the issues with science vocabulary. They go on to define choral repetition as “…the instructor modeling a target word or phrase orally while students listen and then leading the students in several choral repetitions” which is similar to my colleague’s suggestion. But they went further than my action research and did a more formal study of the process.
As with research articles, the authors describe their methodology and quantitative findings (significant differences between the definition pre- and posttests), and implications. There is also perceptual feedback from the students. Among other findings, students reported that the strategy helped them remember the terms, it was a cue that the term was important, and it was something that would apply to other courses. “You are not as afraid to use the big words when you understand them better.” “If you say it out loud you will remember a little bit better because you can see something, but you won’t know how to pronounce it, but if you hear it, you can know how to pronounce it, and if you know how to pronounce it, you can remember it and it is easier to spell.
So, if you’re looking for a strategy to try this year to help your students with the language of science, this might be a useful supplement to graphic organizers, word walls, and definition charts. Simple, no-cost, and no specialized PD required!
See also:
Words, words, and more words
Boosting science vocabulary
Photo: http://www.flickr.com/photos/theglauber/416091822/sizes/l/in/photostream/