The tablet computer like the iPad can be a magic box of inquiry. For instance, it has a camera, and in particular a front facing camera. Why that is important is because students can manipulate objects on the camera and collectively view the results. And of course you can, with the touch of a finger, record the image for later use. Or even take a video.
To get started, here is a short list of five things to put on an iPad camera:

1. A prism. A prism “bends” light, and when placed on an iPad camera, the camera sees at a right angle. If the prism is centered, you have half the view in one direction and half in the opposite direction. Sliding the prism more to one side will adjust the view proportionately. The above image show the prism positioned towards the edge of the iPad Mini filling the screen with the hand.

2. Polarizers. A pair of linear polarizers easily demonstrates the effect of cross polarization. When one polarizer is laid over the camera, the other polarizer can be manipulated at a distance from the iPad causing a reduction or blockage of the light reaching the camera. The above image has one polarizer covering the camera, and a second polarizer held above the camera that when rotated allows or filters the amount of visible light.

3. A Spectrometer. Both low and high quality classroom spectrometers can be placed directly over the camera providing a large-screen view of the color spectrum or color bands of various light sources. The image above uses a slit spectrometer. The image below uses a traditional classroom spectrometer. As you can see in the picture, the incomplete spectrum of the fluorescent lights is clearly visible. This is a good example what can be easily photographed.

 

4. Lenses. The effects of convex and concave lenses are obvious when placed at varying distances from the iPad camera. Imagine the assessment potential if you could show a real-time and testable lens effect. In fact, student photos could be the quiz. The above image shows a concave lens while the image below uses a convex lens.

 

5. UV and IR light sources. TV remotes and UV lights might not emit wavelengths the human eye can see (or even safe to look for in the case of UV light), but the iPad camera has no trouble seeing longer and shorter wavelengths of light.  You can also test the penetration of the light by placing things over the light source. The image above is a short wave UV light that produces very little visible light. The iPad camera, however, has no trouble showing the large amount of light emitted by the UV flashlight.
The Best of All Worlds! How about combining the prisms, polarizers, lenses, spectrometers, and the UV and IR light sources into an inquiry based light lab? Sounds like a lot of science fun to me!
What do you think will happen if two crossed polarizers are placed between the UV light and the camera?

While you’re looking forward to winter break, here’s a way you can have fun and do a little bit of science data collecting to contribute to a citizen science project.
The Baby Laughter project would like to know what kinds of things babies find funny. Who are the funniest people? What are the funniest songs, sounds, toys and games? What are the funniest parts of your baby’s daily routine?
Psychologists at Birkbeck Babylab are inviting the public to submit a simple field report describing how you made a baby laugh. They think babies are going to be laughing at things that they are just starting to understand. Your data will help them learn what babies understand at different ages. The report is anonymous, confidential and takes about 15-20 minutes to complete.
This sounds like a great project for families of preschoolers with baby siblings.

As I browse through tweets and Facebook pages, I sometimes feel overwhelmed at the wealth of resources that are available for teaching STEM topics! I’ve learned to skim selectively, looking at some right away and bookmarking others that relate to current projects and curriculum topics or that are versatile and adaptable to a variety of situations. Here are a few that I discovered this month:
50 Education Technology Tools Every Teacher Should Know About – OK, I don’t have the time or energy to master all 50 of these! But the author divides them into four categories: Social Learning, Learning, Lesson Planning and Tools, and other Useful Tools. I was pleased to see that I was familiar with a few in each category, and I’ve added a few more to my “explore these” to-do list.
NASA recently announced its Wavelength Digital Library, a collection of resources for earth and space science education. With Wavelength you can find educator resources including hands-on learning, discussions, guided inquiry, models, and visualizations (more than 600 just for elementary grades!), NASA apps, videos, and images.
NOAA’s Ocean Today website has recently added its 100^th video. These are brief clips that could be used as bellringers or discussion starters. They are embedded in the NOAA site, not as YouTube videos. If you don’t have time to preview them all yourself, this could be a task for students to “preview and review”!
And from NOAA’s Environmental Visualization Laboratory: The 2012 Atlantic Hurricane Season in 4.5 Minutes. It’s fascinating to watch the movement patterns of clouds, and hang on for the 3:36 time when Hurricane Sandy first appears. This NOAA site has many other animations and photographs.
If your students are eager to add music to their presentations and online projects (along with the visuals), check with you technology coordinator for the latest in copyright guidelines for sound files. Students also discover that the cool songs this week might sound “lame” a few weeks later! So you might want to show them some sources of “timeless” music they can use without worrying about copyright limitations. Two that were suggested recently are Royalty-Free Music and Purple Planet. I would still have students document the source of the music, though.

The non-profit Minnesota coalition SciMathMN, published A Guide for Parents: “What Should I Look for in the Science Program in My Child’s School?”
Some of the items apply only to Minnesota but others are useful to families everywhere who want children to get a good science education. The last section, “What can I do to support good science education?” lists eight ways to be involved:

• Learn about and investigate the natural world with your child. You don’t have to know all the answers.
• Instill in your child the belief that he/she can succeed in science and that hard work pays off.
• Encourage your child to read about science and scientists and provide opportunities for them to explore science in your community.
• Learn to recognize a standards-based K-12 science program.
• Talk with your child’s teacher about their needs, concerns, and expectations for students in science.
• Volunteer to help in the classroom during science activities and learn with your child.
• Advocate for the resources necessary for a standards-based K-12 science program.
• Learn about the Minnesota K–12 Science Framework and the Minnesota Graduation Standards in science and how they are used in the school’s science program.

Reading about standards and guidelines for science teaching in early childhood gives me a framework from the research and practice of others. While not holding up any set of standards as “The Best,” I can compare them to my state’s guidelines, those in books, and my own experience. Here are just a few that I’ve looked at:
New Jersey State Department of Education’s Preschool Teaching & Learning Expectations: Standards of Quality (2009) pages 44-50, has Preschool Teaching Practices and Preschool Learning Outcomes for five science standards.
 The Oklahoma Early Learning Guidelines For Children (October 2010) has four science standards, Pages 51-58.
The state of Massachusetts Department of Education lists 26 learning guidelines for Guiding Preschool Learning in Science and Technology/Engineering (Pgs 19-25) in the 2003 publication Guidelines for Preschool Learning Experiences.
What standards and guidelines do you find most helpful?

I participated in a “gallery walk” during a session at an NSTA conference. Would this be appropriate for middle school students?
—Carolyn from Pennsylvania
A gallery walk would be an excellent tool to add to your collection! In a nutshell, a gallery walk is a discussion strategy that engages groups of participants as they examine and respond to a document or artifact. Often these items are displayed on a wall and the participants move as a group from one to the next, hence the name. I suspect electronic tools can be used to display work and accept comments, but I like to get middle-schoolers up and moving!
In one version, groups of students display their work (e.g., a project, poster, graphic, lab results, or a response to a prompt on a large sheet of paper). Then the student groups rotate around the room providing feedback. Each group then reviews and reflects on the comments made on its work. Groups can then make modifications or prepare a summary/presentation.
Another version has groups of students responding to questions or graphics provided by the teacher and adding to the work of others. This can be used as formative assessment or a way to uncover misconceptions
I’ve found several excellent resources on preparing for and conducting gallery walks in the science classroom:

• Gallery Walk
• Promoting Discussion in the Science Classroom Using Gallery Walks (from the 2006 JCST)

I’ve used gallery walks with students and in professional development sessions with teachers, and I’ve learned a few things:

• For students who have never done a gallery walk before, be sure to model the kinds of feedback and group behaviors you expect. If students are asking questions or responding to a teacher prompt in the gallery, add a few of your own as examples of appropriate responses. Show comments that are helpful and lead to good discussions. For example, instead of saying “I like this” or “You did a good job” it’s more helpful to say “This is effective because…” Other constructive comments could start with “We wonder…” or “Did you consider…”

• I had a major blunder with markers bleeding through poster paper onto the classroom wall, so I switched to having students post their comments with sticky notes. This actually worked out well—we used different colors of notes for questions, commendations, and suggestions. This helped the students focus on their comments and helped me to see at a glance the kinds of responses being made.

• Be sure to monitor the students as they participate. You can learn a lot by eavesdropping on their conversations, and you can discourage any “ditto” remarks or inappropriate comments.

• My classes were large (7-8 groups of students). I found that if time was an issue, responding to 3-4 gallery entries provided enough information. I usually gave no more than 3-5 minutes to respond. I numbered the entries so that students could follow them in order to prevent (or at least tone down) the chaos.

• In classrooms where we didn’t have enough wall space, the students put their papers or posters on the desks.

If at first this is not successful, don’t give up. It may take a few times before students understand the purpose and see the value of the activity. Your examples and modeling are important to the success of any new strategy.
 
Photo: http://www.nsta.org/publications/news/story.aspx?id=52391

In addition to sentences and paragraphs, the typical science textbook includes diagrams, photographs, flowcharts, graphs, maps, tables, and sidebars. Many of these (along with animations and videos) are also found in online or electronic resources. All of these visuals are (or should be) correlated with the learning goals: to visually represent the information, to provide additional information, to present information hard to express in words (e.g., maps or diagrams), or to illustrate how concepts are related.
Interpreting visuals as they read informational text can be a challenge for younger or less experienced students. Do your students really understand the purpose of visuals and know how to make sense of them? This issue focuses on ideas for improving students’ visual literacy, starting with Visual Literacy, the Must-Have Skill for the 21st-Century Learner, this month’s guest editorial on the topic.
Many of us have encouraged students to write about science and to create visual representations of vocabulary words in science notebooks and on word walls. [SciLinks: Teaching Strategies, Writing for Science]

• Hats Off to Science describes a project in which students created hats to illustrate a science term. They did a “parade” in the school and presented their work to others. Photographs of the final products are included.
• Sparking Old and New Ideas has ideas for using graphic organizers, as well as a rationale for doing so.
• Interactive Technology Strategies discusses ways to enhance vocabulary learning for English language learners. Many of these would be effective with all students.
• Putting Science Literacy on Display shows how cross-curricular instruction can enhance students’ reading motivation and engagement.

I’ve been in many classrooms where word walls were displayed, many them teacher-created bulletin boards. A Winning Combination: Interactive Word Walls and the Language of Science has ideas to involve students in creating and displaying vocabulary definitions and illustrations. The photographs show the students’ work–it’s obvious that students had ownership in the displays. [SciLinks: Literacy Skill]
In addition to interpreting and using visuals, another part of visual literacy is creating visuals to communicate. Drawing Out the Artist in Science Students shows how teachers can help students create “sci-a-grams” to describe, explain, and demonstrate their understanding. The authors provide examples and suggestions for instruction and modeling. Drawing Movement has suggestions for helping younger students describe through drawings what they know or are learning  [SciLinks: Forces and Motion]
Soil Science in the Digital Age describes an investigation in which kindergarten students record, draw, analyze their data on soil composition and the organisms that live in soil. I enjoyed seeing examples of student work, and I suspect that playing in the dirt is a new experience for many of our students! The author includes links to the resources used. [SciLinks: What Is Soil?, Soil Layers]
Birthday Candles: Visually Representing Ideas is this month’s Formative Assessment Probe. What do your students understand about light transmission and vision? [SciLinks: Light, Properties of Light]
Many of these articles have extensive resources to share, so check out the Connections for this issue (November 2012). 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.
More blog entries related to  visual literacy in science.

This month’s topic for Continuing the Conversation focuses on discussing your favorite professional development opportunity that you participated in during your career. These could be online for face to face courses, a seminar, institute, fellowship or workshop—is it still available? How do people apply? Why should they apply?
I have been fortunate in my career—and have traveled to many different locations for professional development opportunities, taken many online classes, and engaged with many outstanding educators and scientists.  In considering my favorite I thought back to conversations with colleagues throughout the years and had many fond memories pop into my head. There are those friends and colleagues I met in Costa Rica while exploring inquiry based instruction within rainforest ecosystems; one of my friends who I spent two weeks with nearly fifteen years ago as part of a NASA NEWMAST workshop in Maryland; as well as the many educators I have met and become connected with at summer institutes or national conferences.  Each experience in itself gave me insight into new pedagogical practices, assisted in developing content expertise as well as building a network of colleagues many of whom I still interact with regularly.  While there are many PD opportunities that I have been involved with throughout the years, in hindsight all of them seem to abide by some of the guidelines and recommendations that have come out in reports in recent years.
These reports provide information on:

• The needed funding for strong professional development for science teachers is supported in a report titled Professional Development in the United States:  Trends and Challenges—Part II of a Three-Phases Study (2010) by the National Staff Development Council. It examines and analyzes results of numerous studies regarding student achievement, professional development, and needs of teachers.
• Two other reports help to illustrate what we know now relating to professional development and the need for sustained, in-depth professional learning opportunities. Does teacher professional development have effects on teaching and learning? Evaluation findings from programs in 14 states,” “Professional learning in the learning profession: A status report on teacher development in the United States and abroad,”
• The Opportunity Equation report recommends that:
• Promote professional learning that engages teachers in data analysis, identification of students’ differentiated learning needs and assessment of school-level interventions.
• Invest in sophisticated online professional development systems that facilitate learning communities and cyber learning by teachers, along with research to enable the improvement of those systems.
• Develop programs that engage teachers in collaborating with scientists, mathematicians, engineers, museum educators and others.

The aspects that my favorite (okay favorites) professional development opportunity incorporated included these three recommendations—and I should state before this report became available. They include the experiences in the Costa Rican Rainforest, the in-depth learning about astrobiology from an online course offered through Montana State University, and a fellowship at Lawrence Livermore National Laboratories.
So what was your favorite professional development opportunity and why?  Is it still available and how would others apply?
The Leading Edge is a blog that asks those involved in science education leadership whether that be administrators, policy makers, supervisors, state leaders to continue the conversation on something that was presented in the recent issue of The Leaders Letter, an e-newsletter that is a joint project of the National Science Teachers Association and the National Science Educational Leadership Association. To sign up to receive future issues of the Leaders Letter, click here To see archived copies of the e-Newsletter, please click here.

LEGO Education Simple Machines Set is designed for elementary teachers to introduce the concept of Simple Machines to their students in the first through third grade levels. Not only does this activity help to encourage skills needed in the workplace such as communication and teamwork. I remember how fun it was to play with LEGOs when I was a child. So, I was very excited to review this product. The set came with an activity pack with binder, a cd with all of the blackline masters, a plastic storage container, and all the materials to build every model. But, if you were using this in a class, you would need to purchase an activity set for each pair of students. In addition, you would probably want to purchase extra pieces as well. There is a lot of technical jargon that needs to be introduced to the students, but you can rest assure that once you have introduced this particular concept from the Physical Science category, you will most definitely provide an environment that challenges their prior knowledge and introduces them to the use of the creative problem-solving techniques. In addition, the students will have numerous opportunities to communicate new ideas with one another as well. Scientific inquiry skills of the students will be enhanced through the use of the scientific method by the use of the 4C approach: Connect, Construct, Contemplate, and Continue.

            Once the package was received, I opened up the 4 sets of materials and counted each piece according to the element inventory. There were no materials missing at all, with the exception of a few extra pieces. A survey was taken of all materials with the use of the Element Survey. I would recommend the teacher buy additional pieces, if at all possible, in order to have each model made for the students to use as a reference point when completing the Principle Models activity. The activity pack with the binder allows the teacher to obtain background information for each type of simple machine, such as, gears, wheels and axles, levers and pulleys. Each activity contained an overview for the teacher and images for classroom use. The images are great to use, especially if you have additional technology within your classroom for presentation of a new lesson. Principle models provided the students with an opportunity to build each model and compare and contrast the materials and how each functions. Observation skills of each student can be increased with the additional concepts that followed gears. There were Main Activities which helped to connect and/or bridge that gap from the classroom to the student to the real world relevancy.

            The Problem-Solving Activity was progressively more challenging than all the previous activities due to the fact that it allowed the students to reach farther than just was written on the student handout, but it allows you the opportunity to critically think and work within a group to solve problem. I can see students relating to this very well and becoming more and more engaged in the concept of simple machines. It is fun, challenging, exciting and it also leaves you with the feeling of wanting to do more with the LEGOs and find more opportunities to incorporate them in your classroom. This is most definitely a product that I would recommend because of the challenging environment that is full of activities that are fun and can bridge that gap of concepts learned in class and how they relate to their everyday lives. It also influences students and exposes them to career paths in the sciences. This product creates a common ground for all students to learn and have fun doing it.

Did I meet you at the NAEYC 2012 conference in Atlanta this month? I met many early childhood educators who are interested in some of the same questions I find most interesting, such as “What science topics are appropriate to teach about in early childhood and at which age?” and “How can I move a class from making beginning observations to collecting data and thinking about it again and again as we do activities that focus on one concept?”
The sessions did a lot to answer my questions. Here is information about just a few of them. Feel free to add information about your session or those you attended as a comment below.
Betty Zan and Sonia Yoshizawa of the University of Northern Iowa presented “More Ramps and Pathways: An approach to teaching physical science and engineering in early childhood.” The session was described on the NAEYC 2012 annual conference itinerary planner as:
Ramps and Pathways is a physical science activity involving inclined planes and the movement of objects that is both developmentally appropriate and intellectually rigorous. An integration of physical science and design, engineering, and technology, it appeals to the children’s interests and desires to figure out how the physical world works and to modify the physical world to make something interesting happen…..Participants will use marbles, objects that roll and do not roll, and lengths of cove moldings to build ramp structures and investigate the movement of marbles and other objects on inclined planes. They will have an opportunity to explore force and motion, by using the ramps materials to investigate the movement of objects on inclines…. Participants will learn how to use Ramps and Pathways activities to promote children’s development of practical understanding of force and motion, design, and engineering habits of mind. Videos of children using the materials in the classrooms and teachers interacting with children will illustrate principles of teaching that will guide teachers in setting up the environment, intervening in ways that promote the higher-order thinking, and supporting children’s active investigation.
As I walked around the room I saw participating teachers making modifications to their ramp structures again and again as they learned through experience AND discussion with others in their group what changes were needed to make the ramp “work” (carry a marble or other object to the end, around a corner, or into a cup). We were learning how to use productive questions to guide our students to persist and discover the changes that would help them achieve their plan.
Some resources for learning more about this investigation:

• ¨Ramps & Pathways:  a constructivist approach to physics with young children” by Rheta DeVries, and C. Sales, (2011). Washington, DC:  National Association for the Education of Young Children.
• Q&A with the authors of Ramps & Pathways book“, Rheta DeVries and Christina Sales
• “The Right Question At The Right Time” by J. Elstgeest, in Primary Science: Taking the Plunge (second edition). (2001). Portsmouth, NH: Heinemann.
• “Ramps and Pathways: Developmentally Appropriate, Intellectually Rigorous, and Fun Physical Science” by Betty Zan and Rosemary Geiken NAEYC journal, Young Children, January 2010.
• “Problem Solving and Physics in Preschool” by Julie Stoll, Ashley Ann Hamilton, Emilie Oxley, Angela Mitroff Eastmand, and Rachel Brent. 2012. Young Children 67 (2): 20-26
• “Revealing the Work of Young Engineers in Early Childhood Education” by Beth Van Meeteren and Betty Zan, SEED Papers: Published Fall 2010, University of Northern Iowa
• “The Early Years: Drawing Movement” by Peggy Ashbrook. November 2012. Science and Children 50 (3): 30-31. (I wrote about how children use and develop their visual literacy skills when they try to represent their ramp structures in drawings. Describing the motion of an object is tricky on paper but the children found ways to represent it with symbols and writing.)

Some related lesson plans and video:

• ¨Peep and the Big Wide World, Unit 6 Explore Ramps, http://www.peepandthebigwideworld.com/guide/pdf/peep-guide-ramps.pdf
• ¨Annenberg Foundation, Eight free professional development videos for K-8 teachers, (or parents!) presenting science concepts in force and motion. http://www.learner.org/workshops/force/ (Note that the links may not work but the videos are still available.) 1. Making an Impact, 2. Drag Races, 3. When Rubber Meets the Road, 4. On a Roll, 5. Keep on Rolling, 6. Force Against Force, 7. The Lure of Magnetism, 8. Bend and Stretch

Children learn best when they feel safe to explore and question. The CEASE/LGBT Interest Forum collaborative session, ” ‘That’s so gay’: Reviewing language and teaching tolerance” presented by Steven Shuman, Sharon Davisson and Brian Silviera gave us time for discussion as we learned about tools for supporting children in resolving conflicts, and tools to educate ourselves about using gender neutral language. Their handouts will help us share information on how saying “girls and boys” or lining up by gender “draws children’s attention to gender — rather than other more important characteristics of individuals within classroom settings, such as their personalities or skills,” and how to create peaceable classrooms with our programs.

How could I pass up a session titled “Lunar picnic with preschoolers and their families: Exploring the moon and related classroom activities” by pre-k teacher Judy Brown from Dyer County Tennessee? We learned how she arranged for her students to journal with their families about their nighttime moon observations, and to have a telescope night. The journaling activity became a ritual for some families, much like a routine emotional connection. The well-thought out system of providing materials weekly and keeping a page for parent comments and feedback next to the sign-in sheet led to all families participating to some degree. Classroom discussion included emphasizing that the moon appears to change but does not actually change shape, respecting children’s ideas while helping them consider alternative explanations. Read her article with Satomi Izumi-Taylor in the Spring/Summer 2009 issue of Dimensions of Early Childhood, “Sciencing with Young Children: Moon Journals!” While the moon is not something that children can experience hands-on or change in any way, it is a source of wonder and a subject for rich imaginative play.
“Finding the trees in the forest: Support todders’ developing problem-solving skills” addressed an age group that isn’t often considered in science education. Through discussion and viewing video vignettes, Rosemary Geiken took us into her study of how toddlers problem solve with “containers and contents.” We saw how children ages 12-24 months figure out how to navigate through space, how objects fit together, and begin to develop spatial reasoning and geometrical thinking. Dr. Geiken encouraged us to recognize that sometimes the best support a teacher can offer is to let children work on their own and avoid putting our goals on the child’s play. By planning what materials to add or take away, we can help children solve a problem, reach a goal, and get new challenges.
The Early Childhood Science Interest Forum (ECSIF) held the second annual meeting for all interested people. We all introduced ourselves and then viewed and discussed video of a 2nd grade classroom where the students met to talk and investigate butterfly lifecycle, with the teacher exemplifying best practice as she got the children to ask questions and talk about their ideas.
The National Science Teachers Association has appointed a committee to draft a position statement for that organization on teaching science in early childhood. We had hoped that NAEYC would participate and make it a joint position statement but the two organizations are on different schedules.
The ECSIF is planning to develop criteria to review books about the broad topic of teaching science inquiry in early childhood. We hope to publish the reviews of books that we feel will best support early childhood educators in developing science inquiry and science practices in their programs.
The meeting wasn’t long enough to do a year’s worth of talk so we’ll continue the conversations on social media. Join us even if you didn’t get to the meeting.

• NAEYC Interest Forum pages– www.naeyc.org/IF
• ECSIF Blog – http://ecsif.blogspot.com/
• ECSIF Facebook page – Early Childhood Science Interest Forum (naeyc)
• http://www.facebook.com/pages/Early-Childhood-Science-Interest-Forum-naeyc/140431919391071
• ECSIF Pinterest page – http://pinterest.com/ecsif/
• ECSIF Twitter page – https://twitter.com/ECSIF
• ECSIF email: naeyc.ecsif@gmail.com

Thanks to NAEYC for bringing the expertise of early childhood educators together so we could have these conversations and learning experiences. And thank you to those who participated in the session I presented with Science and Children Editor Linda Froschauer. Look at how engaged they were as they took part in a science inquiry about gumballs and recorded their predictions and data,  and practiced how to “whiff and waft” the smells of unknown materials towards them as they used their sense of smell to guess what the materials were (lemon, cinnamon sticks, onion and cof
fee beans).