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Archive: FA24: Catching Up & Charging Ahead: Safely Using Li-Ion Batteries in Our School Classrooms/Laboratories, October 28, 2024

Lithium-ion (Li-ion) batteries have an increased presence in our school classrooms and laboratory instructional spaces, including cell phones, tablets, laptops, and equipment. However, Science/STEM teachers nationwide are forced to adopt and make use of new technologies like Li-ion batteries without the resources, training, and supervision to properly prepare our students and staff to purchase, store, charge, maintain, and dispose of these batteries.

Lithium-ion (Li-ion) batteries have an increased presence in our school classrooms and laboratory instructional spaces, including cell phones, tablets, laptops, and equipment. However, Science/STEM teachers nationwide are forced to adopt and make use of new technologies like Li-ion batteries without the resources, training, and supervision to properly prepare our students and staff to purchase, store, charge, maintain, and dispose of these batteries.

Lithium-ion (Li-ion) batteries have an increased presence in our school classrooms and laboratory instructional spaces, including cell phones, tablets, laptops, and equipment. However, Science/STEM teachers nationwide are forced to adopt and make use of new technologies like Li-ion batteries without the resources, training, and supervision to properly prepare our students and staff to purchase, store, charge, maintain, and dispose of these batteries.

Lithium-ion (Li-ion) batteries have an increased presence in our school classrooms and laboratory instructional spaces, including cell phones, tablets, laptops, and equipment. However, Science/STEM teachers nationwide are forced to adopt and make use of new technologies like Li-ion batteries without the resources, training, and supervision to properly prepare our students and staff to purchase, store, charge, maintain, and dispose of these batteries.

 

Freebies and Opportunities for Science and STEM Teachers, July 23, 2024

By Debra Shapiro

Freebies and Opportunities for Science and STEM Teachers, July 23, 2024

 

Safety Blog

Science/STEM Standard Operating Procedures for a Safer New School Year

By Ken Roy

Posted on 2024-07-17

Science/STEM Standard Operating Procedures for a Safer New School Year

 

Celebrating 80 Years of Success

By Alicia Conerly, 2024–2025 NSTA President

Posted on 2024-07-11

Celebrating 80 Years of Success

 

Freebies and Opportunities for Science and STEM Teachers, July 16, 2024

By Debra Shapiro

Freebies and Opportunities for Science and STEM Teachers, July 16, 2024

 

An Anaphylaxis Praxis

By Hollie L. Leavitt

An Anaphylaxis Praxis

 

Leadership Matters

Leading Effective Science Curriculum-Based Learning

Science and Children—July/August 2024 (Volume 61, Issue 4)

By Patrick Brown, Rodger W Bybee, Joseph Taylor

Leadership Matters
Leadership Matters
Leadership Matters
 

Cultivating Genius for Science Contexts: Where Does the Pursuit of Joy Fit into Science Learning?

Where Does the Pursuit of Joy Fit into Science Learning?

Science and Children—July/August 2024 (Volume 61, Issue 4)

By Alice Severson, Leigh Kohlmann, Emily Miller, Kevin Anderson

Where do Goldy Muhammad’s Cultivating Genus Pursuits fit into science learning? In this article, 5th grade teachers are adding the pursuits into a FreshWater project based science unit. Focusing on Identity and Joy, in particular, they find that science learning can be enriched when the pursuits are attended to. One student developed his identity through realizing rigorous science learning and recognizing his joy in reflecting on and acting toward social justice and Fresh Water in his community.
Where do Goldy Muhammad’s Cultivating Genus Pursuits fit into science learning? In this article, 5th grade teachers are adding the pursuits into a FreshWater project based science unit. Focusing on Identity and Joy, in particular, they find that science learning can be enriched when the pursuits are attended to. One student developed his identity through realizing rigorous science learning and recognizing his joy in reflecting on and acting toward social justice and Fresh Water in his community.
Where do Goldy Muhammad’s Cultivating Genus Pursuits fit into science learning? In this article, 5th grade teachers are adding the pursuits into a FreshWater project based science unit. Focusing on Identity and Joy, in particular, they find that science learning can be enriched when the pursuits are attended to. One student developed his identity through realizing rigorous science learning and recognizing his joy in reflecting on and acting toward social justice and Fresh Water in his community.
 

Beyond Definitions: Using Hexagonal Thinking for Sensemaking

Using Hexagonal Thinking for Sensemaking

Science and Children—July/August 2024 (Volume 61, Issue 4)

By Simone Nance

This article was written for the purpose of introducing the hexagonal thinking strategy to upper elementary teachers. The strategy, in which students make connections across the vocabulary and concepts to develop a map, has become more popular in the secondary setting, but needs more structure to be implemented with younger students. A university researcher and 4th grade teacher teamed up for multiple sessions over the course of three months in order to provide helpful implementation tips to use with any science unit, including cross-curricular units. The most important lesson learned was the importance of scaffolding and support for group communication.
This article was written for the purpose of introducing the hexagonal thinking strategy to upper elementary teachers. The strategy, in which students make connections across the vocabulary and concepts to develop a map, has become more popular in the secondary setting, but needs more structure to be implemented with younger students. A university researcher and 4th grade teacher teamed up for multiple sessions over the course of three months in order to provide helpful implementation tips to use with any science unit, including cross-curricular units.
This article was written for the purpose of introducing the hexagonal thinking strategy to upper elementary teachers. The strategy, in which students make connections across the vocabulary and concepts to develop a map, has become more popular in the secondary setting, but needs more structure to be implemented with younger students. A university researcher and 4th grade teacher teamed up for multiple sessions over the course of three months in order to provide helpful implementation tips to use with any science unit, including cross-curricular units.
 

Light, Forces, Sticks, Crates and So Much More: A Loose Parts Learning Approach to STEM

Science and Children—July/August 2024 (Volume 61, Issue 4)

By Carla Gull, Suzanne Levenson Goldstein, Tricia Rosengarten

The use of loose parts can be an effective teaching method to improve and enhance student understanding of Next Generation Science Standards (NGSS). Loose parts can inspire children to use their creativity and critical thinking skills in the classroom, which encourages them to embrace science curriculum and connections to standards at any age. Students learn most readily and positively in a laboratory type environment, where they can experiment, create, invent, appreciate, and find out things for themselves (Nicholson, 1971). Children should be encouraged to be part of the experiment, not just listening at their desk, or watching on the sidelines. This article outlines the theory, associated research, principles, benefits, and developing a loose parts mindset, with examples of light exploration, magnetic games, forces loose parts learning lab, and nest building using natural materials. Loose parts can be applied to most educational topics and content, making it a universal learning tool, putting students at the center of their education.
The use of loose parts can be an effective teaching method to improve and enhance student understanding of Next Generation Science Standards (NGSS). Loose parts can inspire children to use their creativity and critical thinking skills in the classroom, which encourages them to embrace science curriculum and connections to standards at any age. Students learn most readily and positively in a laboratory type environment, where they can experiment, create, invent, appreciate, and find out things for themselves (Nicholson, 1971).
The use of loose parts can be an effective teaching method to improve and enhance student understanding of Next Generation Science Standards (NGSS). Loose parts can inspire children to use their creativity and critical thinking skills in the classroom, which encourages them to embrace science curriculum and connections to standards at any age. Students learn most readily and positively in a laboratory type environment, where they can experiment, create, invent, appreciate, and find out things for themselves (Nicholson, 1971).
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