Back in the 1990s, when I was a technology director, a school board member asked me “What technology should our students use to prepare them for the workforce?” I responded that what our current elementary students would use in college or the workforce had not yet been invented. The best way to prepare students for the 21^st century (we still hear that term, but the century is now 10% over!) is not to train them in specific applications but to ensure that students have (and use) basic literacy and mathematical skills, opportunities for collaboration and communication, strategies for self-directed lifelong learning, and opportunities for problem-solving and creativity–in a variety of contexts, including science, with teachers modeling the skills themselves.
In a response in NSTA’s biology listserve, Andrew J Petto suggested that although students might be digital natives, in many cases they are also digitally naïve end-users–believing everything they read online, for example—and need guidance to channel their skills into critical thinking and creativity. (and perhaps courtesy? See eEtiquette) for “guidelines for the digital world.”)
The articles in this issue demonstrate that teaching with technology is different from teaching about technology from data collection to assessment to communication to A Field Trip Without Buses. For example, Using Technology in the Classroom describes a teacher’s adventures in incorporating technology into her lessons, taking advantage of simulations, podcasts, animations, and communication tools. She notes that she started by infusing technology into a familiar lesson, rather than trying to do everything new at once—smart advice.
An authentic way of incorporating technology into science investigations is through the many citizen-science projects. In these regional and nationwide projects, participants record observations in their own communities and upload data to a project database. Students get to see “their” data used as part of a larger project and are encouraged to pose their own research questions and communicate with other data-collectors and researchers.

• Who knew that cloud-gazing could be a research project? Cloud Study Investigators describes how NASA’s Students’ Cloud Observations On-Line (S’COOL)  project can be used as an ongoing classroom research project. The project uses online resources and engages students in real-time data collection and analysis that is shared with NASA. [SciLinks: Clouds]
• The authors of No matter the weather, we’ll measure together use local data to engage students in weather studies, incorporating classroom technology for collecting, analyzing, and presenting data. They make the point that students may need guidance and modeling to come up with questions and with data collection strategies. [SciLinks: Collecting Weather Data, Forecasting the Weather, or use weather as search term for more concepts].
• Engaging Middle School Students with Technology explores the instructional value of real-time data collected by and accessible through online technology. The authors describe a stream-monitor project and  provide a list of sources for real-time and archived data. [SciLinks: Water Quality]
• NOAA has been a real advocate in terms of making authentic data available in a student- and teacher-friendly manner. The article Exploring Seafloor Volcanoes in Cyberspace shares how NOAA’s Ocean Explorer website can link students and scientists. [SciLinks: Ocean Floor] I must admit that the resources from NOAA are a personal favorite, including the Data in the Classroom project  that guides teachers and students through “levels of scaled interaction.” In other words, each module  has five levels of lessons ranging from teacher-presented ones through letting students explore the data to full-blown problem solving and invention. Each module shows the associated data in a variety of formats and guides the users through how to interpret it. There are “checkup” questions throughout, and teachers can download the materials. The topics include El Nino, Water Quality, Sea Level, and Ocean Acidification.
• Other projects involve students and teachers in authentic research. The Cornell Laboratory of Ornithology has several ongoing projects related to birds. The article Using Citizen Scientists to Measure the Effects of Ozone Damage on Native Wildflowers in the April 2010 issue of Science Scope describes an air quality monitoring project. In Project BudBurst and MonarchWatch participants chart their observations and share with a community of researchers. Wouldn’t it be wonderful if every year students were involved in one of these ongoing projects?

Twenty Ways to Assess Students Using Technology suggests some online tools as alternatives to paper-and-pencil assessments. The list looks a little overwhelming, but many of these tools are quite simple (and many have a free version). The full table in Connections has the URLs. I suspect that students could figure them out quickly and help others (including teachers) to learn. The teacher could provide suggestions for applying the tool to the learning goals.
Speaking of creativity, what do you do the first few days of school? In addition to going over class rules, discussing our grading systems, and handing out textbooks, many teachers also engage students right away in a hands-on investigation. This gives the teacher an opportunity to assess students’ levels of inquiry skills and their ability to work together. An activity such as It’s (zipped) in bag could be used or adapted for this. The 5E investigation uses simple materials (zip-lock bags) as a springboard for inquiry and engineering principles.
Check out the Connections for this issue (July 2011). 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.
And be sure to follow Science Scope on Facebook and Twitter @NSTA

Summer can be a time of rest and renewal and an opportunity for teachers to fit in professional pursuits like reading that new book, taking a workshop, or conducting an in-depth study. In the July 2011 issue of NSTA’s Book Beat, we invite readers to take a step back to reflect and reconnect with a few of the many reasons to love science and science teaching. Click over to read the full July issue, where you can also download this month’s free lessons and chapters.
1. Science Has Stories
Stories can be wonderful teaching tools, and science has stories galore—from children’s books about science to case studies by scientists. Children’s trade books linked to science have the power to draw students in to explore, question, discuss, and investigate. Karen Ansberry and Emily Morgan’s Picture-Perfect Science Lessons (grades 3–6) presents powerful strategies for connecting reading and science in a natural way in the elementary classroom. “Dr. Xargle’s Book of Earthlets” engages students through reading a children’s book that has memorable and sometimes hilarious examples of inferences versus observations. Students then practice those skills through several hands-on activities. For grades K–8, Richard Konicek-Moran’s Everyday Science Mysteries presents students with stories about a mystery from everyday life that science can help them solve. “The Little Tent That Cried” helps students see the water cycle in a natural situation and then suggests activities to give them a deeper understanding of evaporation, condensation, and humidity. Start With a Story: The Case Study Method of Teaching College Science, edited by Clyde Herreid, is chock full of case stories that will engross college students, including “Of Mammoths and Men: A Case Study in Extinction.”
2. Science Has Mysteries
Students of science often start delving into a topic after encountering a puzzling or confusing event. Everyday Science Mysteries books use perplexing everyday events to engage students and invite them to investigate what’s going on in the “story.” The baffling and the unfamiliar can intrigue students and spur them to take on the role of investigators. In “Exploring the Mysteries of Fingerprints” from John Eichinger’s Activities Linking Science With Math, K–4, students use investigative techniques to identify and classify their fingerprints based on shape before they collect and classify fingerprints from classroom surfaces after predicting likely locations. A biology mystery from Thomas O’Brien’s Even More Brain-Powered Science titled “Resurrection Plant: Making Science Come Alive!” has students observing and studying a “resurrection plant” to investigate why these dry-looking, fernlike plants appear to come back to life when placed in water. The discrepant events in all three books of the Brain-Powered Science Series are sure to motivate the sleuths in your class.
3. Science Can Make Us Laugh
Using humor in science teaching can be a good way to lighten up the classroom atmosphere while still keeping the focus on learning goals. Take a cue from NSTA Press author Bill Robertson, who artfully weaves humor and serious science content in his Stop Faking It! Series. You’re always in for a treat with a Stop Faking It! book, and now there are nine to choose from.  From Robertson’s irreverent humor interspersed among the solid science explanations and activities to clever cartoons by illustrator Brian Diskin, you can laugh your way to better understanding of physics from Force and Motion to Chemistry Basics. Check out “Round and Round and Round in the Circle Game” from Force and Motion: Stop Faking It! for text and illustrations sure to give you a chuckle or two. Or explore the ingenious “Metaphysical Illustrations” by award-winning artist Tomas Bunk in Quantoons (grades 9–12), by Arthur Eisenkraft, and Larry Kirkpatrick. The book combines challenging physics questions with intricate drawings in a collection of problems that ran in Quantum magazine. Feast your eyes on the clever text and art in “Fun With Liquid Nitrogen” and “Laser Levitation.” It’s good to laugh while you learn!
4. Science Challenges Us
Science teachers love the challenge that studying science brings, from exploring a nearby stream to pondering the significance of the latest fossil finds from Colorado or China. Crafting just the right lesson for the group of students in your classroom is another challenge that science teachers take on every day. For an inspirational read on how one talented teacher approaches this challenge, read Cary Sneider’s chapter on “Examining Students’ Work” from J Myron Atkin and Janet Coffey’s Everyday Assessment in the Science Classroom. You’ll come away from this thoughtful piece with new insights about course adjustments you could make that will enhance you and your students’ learning experiences.
5. Science Is Everywhere
In her classic teacher resource Ten-Minute Field Trips, Helen Ross Russell writes that “youngsters who learn to ask questions, observe, set up possible answers, experiment, keep records, and think independently will grow up finding life challenging and worthwhile. They will also have the ability to adapt to a changing world.” Science teachers help children see that science is all around them and that even the smallest patch of grass or pavement can reveal volumes about their world. To reconnect with your inner explorer and consider new ways to use the school grounds as a teaching laboratory for young scientists, read Russell’s chapter “Of the Value of Saying ‘I Don’t Know.’” Check out the free sample chapters of Schoolyard Science, Inside-Out, and Outdoor Science for more practical ways you could incorporate brief outdoor treks into your science lessons.
 

At the end of the school year I gave each preschool student’s family (about 58 of them) a note and a self-addressed stamped envelope in the hopes that they would write to me to let me know about any explorations their child experiences over the summer. Any exploration—deconstructing chalk on the driveway, blowing bubbles on the back step, discovering an anthill in the park, or digging for “fossils” at a museum—because the information will be useful to other families, and a record of what young children can do and learn about human-made and natural places in the world.
By asking them to fill out the following information and mail it to me, I hoped to inspire the parents to talk with their children, and have the children reflect on their experiences.

Summer Exploration Passport Page by _____________________________
Where did you go? List the name, address and website for this location, or just let your child describe it.
What did you see, hear, smell and touch? Write and draw about your experience.
Is there anything you would like to know? I would like to find out….________________.
I put the pages in a notebook for all families at this parent-run cooperative preschool. It’s a way of collecting family natural science experiences as told by young children to share with, and inspire, others.
So here it is, a month later, and I have two entries:
One child (dictated to a parent) said that she went to a Market in the city and saw cool hats and sunglasses, lots of dogs, held her nose when she went by the “really bad smelling fish”, saw pretty flowers and ate good hot dogs. She advised that one should wear a hat because it gets hot.
The other sent a flower, wrapped up in tissue, for me to help her identify. Unfortunately the flower body had dried and crumbled. Other than looking very pale in color I had no clue. Fortunately, there were seeds. So I planted them, wrote back suggesting that she check a flower identification book at the library to see if she can find her flower, and that I would let her know if anything grows.
I wonder if any other families will send me a page describing their explorations. Do you think an email letter halfway through the summer would get more responses? Should I send an email with a photo of something interesting I’ve seen this summer and ask adults to share it with their children?
Peggy

I was recently at a workshop where the presenter used the term “bell-to-bell teaching.” As a student teacher, I was embarrassed to ask what this means.
—Cory, Mobile, Alabama
Teachers can’t control the length of the class periods, but they can control how they use the time they have. The goal should be to maximize the learning time, from the beginning of the class period to the end (bell-to-bell). When I first heard of bell-to-bell teaching, I worried some teachers and administrators might infer teachers should “perform” or take center stage for the entire class period. This seems at odds with the idea that class activities should focus more on what the students are doing. (It also sounds exhausting.) As I reflected on this, bell-to-bell learning made more sense to me.
All class activities should relate to the learning goals of the lesson and ultimately to the theme or big idea of the unit of study. Consider how time can be diverted away from learning:

• At the beginning of each class period, the teacher takes attendance, returns papers, and collects assignments. He expects the students to wait quietly in their seats until he has finished, sometimes taking as long as 10 minutes.
• In the middle of a class period in which students are engaged in a science activity, the principal announces the winners of a school contest or election via the school’s public address system. It takes the teacher a few minutes to get the students’ attention focused back on the activity.
• The teacher returns a test. She reads each question and provides the correct answer with no discussion. She then announces there is not enough time left in the period to start the next unit, so she tells students to use remaining 20 minutes as a study hall.

Teachers can help students take responsibility for using class time purposefully to meet the learning goals through guidance and modeling. One method I found effective was to post an agenda. When the students came into the lab, they knew what the learning goals were, what activities they were going to work on in class, what needed to be turned in, and what materials they needed (pencil, science notebook, paper, textbook, etc.).
Bell-ringers are brief activities used at the beginning or end of the class period to engage the students and focus their thinking. For example, at the beginning of the class when students enter the room, they could answer a question about the previous lesson, read a brief description of the upcoming activity, or use their notebooks to respond to a visual prompt or current news item. This gives the teacher time for taking attendance or checking homework. During the last few minutes of class, students could write a summary or a brief response to a question for the teacher to check for understanding. This also gives the teacher time to scan the room to make sure lab materials are cleaned up and put away. These exit activities get students to focus and reflect, instead of dashing from the end of one class to another without “packing up” their thinking. For more examples of bell-ringers, see my blog post, Activities Get Students Focused
Transitions between activities can also be a source of down time. Class routines can help students to stay on task. For example, students should have routines for cleaning up after a lab activity, turning in assignments, and moving between group work and large-group activities.
Interruptions and distractions are also obstacles to bell-to-bell learning. Cell phones or other devices should be turned off, unless they are being used as part of the lesson. Teachers often can’t do much about school-wide announcements, but you and the administrative staff could discuss how to communicate without unnecessary interruptions.
The day before a long break can be a challenge, too. Rather than a study hall or video, students might enjoy vocabulary games, a discussion of current events, or a lab activity.
When we complain our curriculum has too much to “cover,” why would we give up valuable class time for study halls, videos unrelated to the curriculum, coloring pages, or other busywork? Let’s make every minute count for learning, from the first bell to the last.
Photo: http://www.flickr.com/photos/ms_sarahbgibson/1266617074/
 
 
 
 

Many of us can appreciate the theme of this issue. As a science teacher, I often wondered what it would be like to have a substantial budget for science equipment and materials. But as the authors of these articles show, science isn’t  just about how much “stuff” students use, but rather how they think using whatever is available.
I was reading this issue at the beach, so when I came to the article A Scientific World in a Grain of Sand I had a laboratory right at my feet! The article has some great suggestions for getting started on investigations of this material that is found just about everywhere, incorporating concepts from geology, physics, and chemistry. The website Sand from Pasadena City College has more ideas. If you want to see how an interest in sand turned into a long-term classroom project and lifelong hobby, see the website Communities of Sand. Perhaps you have a sample to include? If you start your own collection, try putting a small sample on a piece of clear contact paper and seal the sample with another piece. Students can examine the samples with hand lenses, sort them, or do other activities without spilling the sand into the crevices of your desks or lab tables!
On another beach/pool thread, Chromonoodles demonstrates how simple materials can be used in making models to help students with difficult concepts. The photographs are very helpful, too.  (SciLinks: Chromosomes/Chromatids)

The article It’s Elemental describes an interactive periodic table and activities to guide students through exploring elements and their properties, using 3-D graphics. This would be a terrific resource for students to use on laptops or other devices, as an alternative to print-based periodic tables. (SciLinks: The Periodic Table.  You can also search SciLinks for information on individual elements by name.)
In keeping with the theme of this issue, the authors of Simulating Science show how authentic science can be learned using simple materials (a list is provided) and microscale techniques. With these activities, the title could also be “Stimulating” Science. (SciLinks: Diabetes, Kidneys, Kidney Disease, Pathogens)
By the time students get to high school, they may have already done cookbook activities related to making slime. But Hydrogel Beads: The New Slime Lab shows how to extend the activity into an inquiry-based one in which students explore the properties of the material, which I learned has very practical uses. (SciLinks: Polymers)
The “Headline Science” department is not included in the online version of TST, but there are several topics this month that have related topics in SciLinks:

• High-Protein Breakfast (SciLinks: Nutrition)
• Giant Kelp (SciLinks: Kelp Beds, Kelp Forests, Algae)
• New Class of Planets (SciLinks: Tenth Planet, Planets, Galaxies)
• A Better Mouse Model (SciLinks: Depression)
• Gene Packaging (SciLinks: Chromosome, DNA)
• Frozen Helium (SciLinks:Helium, States of Matter)

Be sure to look at the Connections  for this issue (July 2011). 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.
And follow TST on Facebook  and Twitter @NSTA