At an NSTA conference this year, I got really charged up about using more inquiry with my students. But when I look at our curriculum, it’s full of traditional “cookbook” labs that we are required to do. How can I make time for inquiry-based activities?
—Michael, New Mexico
When I was in my undergraduate science methods class, inquiry in science was a key topic. That was many years ago, yet we’re still talking about this. I wonder if it’s because many still may perceive it as an analog situation: do either cookbook labs (in which students simply follow the directions) or full inquiry investigations (which students design and conduct). At first, I struggled with this dichotomy with my middle school students. Were they really “ready” for inquiry?
My “aha” moment came through reading, experience, and reflection: inquiry is not either-or but rather a continuum, depending on the amount of input or scaffolding from the teacher and the level of ownership the students have in the process. In The Many Levels of Inquiry (see the Resource Collection at the end), Bianchi and Bell (2008) describe this continuum:

• Confirmation inquiry: Students are provided with the question and the procedure. The results are known, and there is often a “correct” answer or outcome. Teachers use activities at this level to introduce a tool or practice a procedure such as observation, measurement, or data collection.
• Structured inquiry: Students are given the question and procedure, and they develop their own explanations based on the evidence they collect.
• Guided inquiry: Students are provided with the question to investigate, but they design the procedure and develop explanations of the results (with teacher guidance and feedback).
• Open inquiry: Students formulate the research question, design the methods used to conduct the investigation, and communicate the results.

What differentiates these is the role of the students and teacher in asking questions, designing procedures, collecting and organizing data, and generating explanations and conclusions. The more input the students have, the higher the level of inquiry. The graphic in Inquiry Is Essential (see the Resource Collection) shows the relationship between levels of student self-direction and directions provided by the teacher.
So the good news is you don’t necessarily have to add more activities to the existing curriculum. Even confirmation or “cookbook” labs can be kicked up a notch (as Chef Emeril would say).

One way is to change the title of an activity from a topic to a question. For example, instead of saying, “Today we’re going to learn about the microscope,” you could introduce the activity with a question: “What kinds of microorganisms live in pond water?” Students could practice using the microscope with a few prepared slides of algae or protists. They would practice making wet-mount slides to examine samples of pond water, doing an inventory of species and sketching what they see. My students thought this more interesting and purposeful than the traditional look-at-the-upside-down-e and the worksheet on naming the parts. I found that it helps to put learning about tools and techniques into the context in which they are used, rather than as isolated activities. Students can then see a reason for using them.
There are other ways to increase the amount of student input into an existing investigation. You could give students a procedure and ask them to fill out a requisition form listing the materials and equipment they would need. Rather than using a prepared handout, they could brainstorm ways to display data or communicate their results. Students could add other questions to extend the activity. I observed a teacher who shared the first few steps of a procedure and then asked the class (using a think-pair-share), “What should we do next?” You could also ask students about what they are doing and what they observe as they conduct an activity.
In my own middle school classes, most of the activities were at the first three levels. But we did several projects at the open inquiry level, often as a culminating investigation. For example, in a unit on plants, I asked groups of students to design controlled experiments to determine factors that affect plant growth.
I’ve created a Resource Collection of journal articles related to inquiry and with examples at various grade levels and topics. The 2010-2011 archived issues of Science & Children each focus on one aspect of inquiry (and are appropriate for older students, too). NSTA members receive access to the journal archives as a benefit of membership, non-members can purchase individual articles through the NSTA Science Store.  
 
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–Occasional commentary by Robert E. Yager (NSTA President, 1982-1983)
Why is there not more attention for getting all students (and teachers) actually “doing” science in every K-16 science classroom? The faulty assumption is that there is information thought to be accurate that all must “Know” before really “doing” science. Most science teachers continue to use typical science textbooks and lab directions in excess of 90% of the time! Doing science means urging all to personally explore nature with attempts to explain the objects and events encountered. It also means exploring what others have done (and reported) as ways of evaluating their initial ideas as well. Science cannot be done in a vacuum! It takes “doing”, “trying”, “creative thinking”, and “evidence gathering”! Textbooks, lab manuals, and other quick fixes are all opposite examples of actually “doing science”.
Most Professional Development efforts invite persons with current understandings of science to tell, share, and encourage others to remember and repeat relevant research results. This view of doing science is what characterizes presentations for conferences and for most Professional Development efforts which are typically designed to influence the science that is taught. There should be major efforts to produce students who recognize and produce questions and then proceed to investigate them personally. It is finally important to establish their validity with actual evidence collected. Such actions would illustrate “doing science”.
Could not Professional Development efforts (including reports at conferences) start with problems/questions by the attendees followed by varied attempts to answer them? This could lead to collection of multiple responses and encourage the sharing of such evidence in science classrooms? Could there be some focus on results from students as well as changes in teaching noted. These could occur after actual Professional Development sessions or experience with conference “presentations”?
We need more than happy attendees; we need reporting of new approaches to teaching which can be tried and evaluated after each Professional Development experience!
Science is typically taught by sharing explanations and interpretations of others. These are then used to determine what is put in textbooks. Repeating this information is then used for evaluating student learning. Student ideas and involvement are not expected nor are they welcomed. Science is too often like art or drama where teachers admire and/or criticize the performances of their best students. Standardized tests too often require only students to repeat what has been presented or assigned by teachers. The information included in textbooks or directions for laboratories too often only focus on students remembering and/or duplicating performances with no use of questions, possible answers, real investigations, or interpretations.
Such typical teaching does not consider how science can be done better and made a part of efforts illustrating real learning as an experience itself! Treating Professional Development efforts as science (i.e., questions about the objects and events in nature) should not only be a goal for reform teaching but an outcome of a real and personal experience with science.
–Robert E. Yager
Professor of Science education
University of Iowa
 

Several resources appeared on my iPad this morning that made me put my coffee mug down and read (rather than tag for later on). A few were mentioned on MSP2 (Middle School Portal 2–Math and Science Pathways). Even if you teach upper elementary or high school, their resources are excellent and appropriate and Twitter will notify you of new postings and events.
Kim Lightie’s post on MSP2 NAEP Reveals Shallow Grasp of Science has links to the study  we’ve been hearing and reading about, including the findings that students were able to perform simple investigations, but challenged to explain conclusions. Sometimes we fret over test scores without knowing what the items were. But the website has links to actual released items at all three grade levels for the hands-on and interactive computer tasks, complete with scoring rubrics and a summary of student performances. It might be interesting to try one with your own students. Or ask teachers to complete one themselves, compare their performance to the rubric, and discuss the report as a professional development activity.
The New York Times published its Year-End Roundup | Science, Health, Technology and Math, an index of lessons published in The Learning Network blog. They are organized by topic, and the page also has links to 2010 and 2011 lists. You can follow the blog via Facebook, Twitter, or an RSS feed. Two that caught my attention right away were Backyard Science: Tallying Local Species to Learn About Diversity and Peer Review Meets D.I.Y.: Publishing a Student Science Journal. There are links you can share with your colleagues in Language Arts, Journalism, the Arts, and Academic Skills  and Social Studies, History, Geography, and Civics.
The Learning Network also has writing prompts geared for secondary students. 163 Questions to Write or Talk About are not necessarily related to science (and some require very personal reflection), but some could be used as bell-ringers or to show how students can relate science to other topics in the news. Each question has some background information, and you can see how other students responded. I could see some of these being used in PD sessions with teachers, too. It appears that you can access the Learning Network without purchasing a subscription to the Times.
Planning a holiday at one of the National Parks? The NPS’s Archeology Program has an interactive US map highlighting research projects in the Parks.
 
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I wouldn’t call it a misconception, but my middle school science students had an incomplete understanding of migration. They all knew that “birds fly south in the winter,” but they didn’t realize that for many birds, our location was “south” and that we were seeing migrants from the Arctic. They didn’t think about the reverse—birds flying north for the spring. They assumed that the bird migrations occurred because of the colder temperatures, not because food became scarce in the colder months. We investigated other reasons for migrations (such as mating or searching for water) and other types of animals that migrate (sea turtles, whales, butterflies). [SciLinks: Migration, Migration of Birds]
Recently, studies of sea turtle migrations have been in the news, including how they navigate around the North Atlantic basin :

• Questions About Incredible Sea Turtle Migration Answered by Scientists
• Unlocking the Secrets of Sea Turtle Migration
• Sea Turtle Migrations May Be More Amazing Than Previously Imagined

The migration of Red Knots (small shore birds) has also been in the news. These birds have an amazing journey each year, back and forth from the Arctic to South America. They time their flight north to coincide with the horseshoe crab mating season, when their eggs are deposited in the beaches of the middle Atlantic states, including Delaware and New Jersey. The Red Knots depend on these crab eggs for nourishment as they continue their journey.

• Red Knots in Danger (New York Times)
• What The Vampire Said To The Horseshoe Crab: ‘Your Blood Is Blue?’ (NPR)
• A Bird, a Crab and a Shared Fight to Survive (New York Times)
• Spring fling: Prehistoric horseshoe crabs spawn on moonlit beach (Washington Post)
• Beach party: Horseshoe-crab mating draws crowds in Delaware (Seattle Times)
•  Crash: A Tale of Two Species (a 2008 program from PBS Nature)

This weekend, I’ll be participating in a citizen-science horseshoe crab count in Delaware. These counts occur in the late evenings, and the results are used to document their spawning habits from year to year.  Who says science teachers don’t know how to have fun?
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Photos: http://www.flickr.com/photos/shellgame/5751930667/sizes/l/in/photostream/

I’ve been one of the SciLinks “webwatchers” for quite a few years. As we review new sites to include in the database, each site is correlated to a specific keyword and grade level (such as K–4 Fossils, 5–8 Cardiovascular System,  9–12 Properties of Sound). But sometimes, we find large collections of activities on science-related topics. Although we align individual activities with specific SciLinks keywords and submit them to the database, the entire collection may be of interest to teachers planning instructional units.
These are not simply a list of someone’s favorite sites or activities. These are activities, simulations, multimedia collections, and informational pages created by organizations or institutions as part of an outreach program or related to their projects and research. You can search the sites by grade level and subject area. Here are some examples of these collections:

• ARKive describes itself as a “multimedia guide to the world’s endangered animals, plants, and fungi.” The graphics are stunning and include both photographs and videos.
• The Molecular Workbench has many interactive simulations and includes topics in science and engineering. Use the “Software” link to download the software and get a list of available simulations. The “Curriculum” link leads to a database of lesson plans that use the simulation. The lesson plans include objectives, key concepts, and correlations to popular textbook chapters.
• You and your students could spend hours browsing the Windows to the Universe site, sponsored by the National Earth Science Teachers Association. The site now has ads on it, which can be eliminated with a modest membership fee (for teachers, this also includes access to additional classroom resources). Spanish versions of the topics are also available, and the topics have beginner, intermediate, and advanced levels.

• Use the Vision Learning Library to find modules on a variety of topics in biology, chemistry, physics, and science processes. Each module, written by an expert, includes text, graphics, animations, and a quiz. You can register (free) to create your own classroom space on the site. The library is also available in Spanish.
• Brightstorms is a collection of brief videos (< 5 minutes) on a variety of topics in biology, chemistry, and physics. The videos consist of a teacher “lecture.” The site mentions homework help, but the videos could also be used for supplementary work, alternative explanations, or review.
• In addition to all of the NOAA resources check out the c.o.o.l. Classroom from Rutgers University. There are many resources related to oceanography, specifically the Atlantic.
• Explore has on-line exhibits, lesson plans, and information from the Exploratorium Museum in San Francisco. There are activities for students of all ages and resources for classroom implementation.
• Cool Science from the Howard Hughes Medical Institute has virtual labs, videos, and “BioInteractives” with in-depth investigations and information.
• You can search the index of PhET simulations by science content area or by grade level. Each animated simulation has teaching ideas and could be used by individuals or small groups or projected to a whole class.
• NIH Curriculum Supplements for high school, middle school, and elementary grades are lessons and activities that help students understand the science behind health topics such as bioethics, genetics, and the brain.

The National Air and Space Museum of the Smithsonian Institution will present professional development for early childhood educators on Wednesday, June 20, 2012 with a “Smithsonian Early Childhood Science Education Research Forum.” I’m so glad I live near Washington, DC so I can participate but if you can’t be there, check out the webcast both during and after the event!
Events begin at 9:00am with a presentation by Nancy Clark-Chiarelli, Education Development Center (EDC), Cindy Hoisington (EDC), Jeff Winokur (EDC), and Holly Harrick (Connecticut Science Center) on “Foundations of Science Literacy (FSL): Professional Development that Impacts Adult and Child Learning in Physical Science”.
Young children and science are a natural fit. In order to get the most out of their science experiences however, young children need the support of adults who can integrate science content and practices into children’s explorations. “Foundations of Science Literacy” is a comprehensive professional development program designed to support science teaching and learning in the early years. In this presentation we will describe the FSL program, present research-based evidence of its impact, and share some compelling illustrations of what young children’s science inquiry and learning can look like when it is facilitated by knowledgeable adults. Holly Harrick from the Connecticut Science Center will address the significance of the FSL approach to informal learning environments.
The program will continue with a lunchtime discussion of NASM’s Science in Pre-K program and a choice of afternoon hands-on workshops offered by the Education Development Center, and Culture Interpreters from the National Museum of the American Indian (NMAI), ending at 3pm.
For more information and to sign up, see the registration page.
The event will be webcasted on the NASM U-STREAM Channel during the event and then it will be archived for later viewing.
Looking forward to participating in meaty discussions and inspiring workshops,
Peggy

The National Science Teachers Association is an organization of many, contributing their talents towards understanding and promoting best practices in science education. NSTA is committed to promoting excellence and innovation in science teaching and learning for all.
NSTA elections earlier in the year put Peggy Carlisle into service for early childhood education interests as the Director of the Preschool and Elementary Division beginning in June 2012. I hope to get to meet her at a conference sometime, but until then, let’s get acquainted in the blogosphere.
Peggy Carlisle writes, “In June, I will begin service as NSTA’s Director of the Preschool and Elementary Division. It is a privilege to represent preschool and elementary science teachers as we strive to support students, making learning possible, productive, and engaging. I value the important work done by teachers of preK through second grade students. My National Board Certification is Early Childhood Generalist (students 3 – 8 years of age) and I have taught at many levels, from 3-year-old preschool to fifth grade. I find teaching in the early years to be invigorating because young children are open to discovery and exploration. They abound with wonder and natural curiosity about the world and how it works. Attitudes toward science form early and children benefit from doing science – being actively engaged, working with concrete materials, employing the senses, and discussing their ideas. It is my hope that I can support the important work that you do as early childhood teachers.”
The complete list of officers and division directors is listed on the NSTA site. Contact them with your ideas and concerns.
Welcome Peggy! Please let the early childhood education community know how we can best support the continued work of the Preschool and Elementary Division!
another Peggy (Ashbrook, the Early Years columnist and blogger)

I’d like to change my approach to learning vocabulary. Even when I ask students to write definitions in their own words, they don’t seem to understand the terms. Any suggestions?
—Ryan, Fort Smith, Arkansas
High school texts may have more than 3,000 specialized terms. We want our students to understand and use this vocabulary to communicate their understanding of science concepts, but the sheer number of words plus the lack of background knowledge in younger or less experienced students can make this a frustrating experience.
Based on the work of researchers such as Robert Marzano and Debra Pickering (in their book Building Academic Vocabulary), I suggest you distill the list in the textbook to critical vocabulary: essential words important to understanding the concepts of the unit, words applicable to other units, and words specifically mentioned in your curriculum or state standards. You could also have supplemental lists of “nice to know” words and review words students should already know. For example, photosynthesis may be an essential term in a unit on plants at the upper elementary level. At the secondary level, it could be on the review list.
Traditionally, students looked up definitions in a glossary or dictionary. I observed a class in which students were copying and pasting from a website—they didn’t even have to read the text or write their own definition. A teacher mentioned that during a unit on the cell, some students had copied a definition of “nucleus” as a part of an atom. It’s important for students to understand the context in which a science word is used.
Students should have a record of the word lists in their notes. In addition to formal “definitions,” ask them to create a graphic representation of the word. Classroom word walls keep the words visible to all. I recently visited a classroom where the students had made the cards for the wall. They put the word and a drawing on one side of the card and a definition and a sentence on the back of the card. The teacher noted the cards weren’t as neat as ones she used to make, but the students had ownership in the list and some were very creative. She sometimes took the cards down and handed them out for students to review.

This teacher also displayed student-created graphic organizers, another way for students to become familiar with words. For example, using Frayer models, concept maps, or semantic feature analysis charts, students identify characteristics of the word (as well as its meaning) and show relationships between words. (These are described on the Graphic Organizers and Reading Educator websites.)
Teachers often assume students, especially older ones, know how to use context clues in the text to figure out what a word means. But with the specialized vocabulary in science, many students may need some assistance, especially less experienced students or those who are learning English. By doing a “think aloud,” teachers can model how to examine a new word using context clues or visuals. My students seemed to enjoy figuring out words using some common affixes and root or base words. For example, when my students first encountered “aquatic,” I pointed out that “aqua” is Latin for water, and we then brainstormed other words that started with aqua- and had something to do with water. They thought of Aquarius, aquarium, aqueduct, Aquaman, aquamarine. The Spanish-speaking students noted that agua means water in that language. The website Prefixes and Suffixes can help you to identify some relevant ones to share.
For students to understand and use new words, they need to hear and say them, as well as read and write them. 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 picked up this idea from a colleague who taught elementary science.) This seems to help with spelling, too, so even older students can benefit.
Creating metaphors and analogies and playing games based on Password or Pictionary are enjoyable ways to explore and review words. However, I would question the value of word searches or word scrambles in helping students to use words or to understand their meaning.
You can assess students’ knowledge and use of vocabulary in interesting and creative ways, beyond an objective test. One of my favorites is a “word splash.” Using a word list (either teacher- or student-generated), the students write sentences that include two or more words. In “word sorts,” students are given lists of words to categorize. If these are done in teams or groups, the discussions student have are interesting and informative.
 
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