So it’s not just me, or you…An elementary school science specialist wrote to National Science Teacher Association colleagues asking middle and high school teachers which science skills and knowledge are typically seen lacking in students as they transition from the elementary level to the middle school level and then to high school level classes. The response has been positively worded (not pointing any fingers) suggesting that:
students lack “having made more observations of the world- having noticed that the days are longer in the summer and that the moon is sometimes out in the day time and having noticed that there is more than one type of plant or bird or cloud or rock.” and “more experiences making things- baking bread, building with popsicle sticks and glue, or trying to fix something that’s broken…a greater awareness of the world around them.”
Another teacher observed that students are unfamiliar “with the great diversity of life in the world (both living and extinct)…it would be so helpful to MS and HS teachers if their students had been exposed to a fair sampling of plant, animal and even microbial life during their elementary years…if teachers could focus on the major categories of life (how they’re classified).”
These insights into what middle and high schoolers are missing have been discussed on the  NSTA email list server (for NSTA members) before and are in line with what education researchers and early childhood teachers say about science in the early years—it’s important to introduce scientific study early so children get the experience they need to understand concepts taught in the upper grades. Read about some efforts to bring more science into early childhood classrooms in Researchers Testing Programs to Teach Science in Preschool in Education Week, in print and online .
Peggy

I teach science at the elementary level. I’d like to improve our nonfiction science collection for students to read outside of class or for teachers to use during read-alouds. I want to be sure what we purchase is appropriate; do you have any suggestions or lists of recommended books for this level?
—Gina, Thornton, Colorado
One of my elementary colleagues notes there seems to be trend toward including more nonfiction in reading class to stimulate interest with alternatives to fiction, build vocabulary and background knowledge, and help students make the transition from “learning to read” to “reading to learn.”
At the secondary level, two recent articles show an increased interest in science-related reading beyond the textbook: “Reading Aloud to Teens Gains Favor Among Teachers” (in the January 4 issue of Education Week) and “Building Background Knowledge” (in the January 2010 issue of The Science Teacher).

To find appropriate books for all grade levels, I can recommend two sources on the NSTA website. Outstanding Science Trade Books for Students K–12 contains lists compiled by NSTA in association with the Children’s Book Council. The titles are listed by year and include an annotated description of each book, including a reference to the national standards and a suggested reading level. The criteria for selection include

• The book has substantial science content.
• Information is clear, accurate, and up-to-date.
• Theories and facts are clearly distinguished.
• Facts are not oversimplified to the point that the information is misleading.
• Generalizations are supported by facts, and significant facts are not omitted.
• Books are free of gender, ethnic, and socioeconomic bias.

Unfortunately, the list is not searchable, but all of these titles are also in the second source, NSTA Recommends. This broader list includes reviews of books and other media. The reviews are written by science educators and can be searched by format (e.g., print, kits, DVDs), words in the title or review (e.g., weather, machines, insects), and grade level (K through college). The lists can be exported as Excel spreadsheets. NSTA Recommends also has monthly updates in the NSTA journals.
Consider the grade level or reading levels as suggestions. Struggling middle school readers may be more successful with books at the upper elementary level. Likewise, some elementary students may be ready for books written at a higher level.
If you’re curious about a book that doesn’t appear on these lists, the article “What Teachers Need to Know About the ‘New’ Nonfiction” by Sharon Ruth Gill has a discussion of quality nonfiction. It’s in the December 2009/January 2010 issue of The Reading Teacher and is available online to members of the International Reading Association. If colleagues (reading specialists or a Title I coordinator) are members, they can access the article for you.
The author shares a detailed look at several books, discussing her three criteria for selecting nonfiction picture books:

• Is the book visually appealing? – Do the illustrations contribute to the topic? Is the text broken up with illustrations, sidebars, headings?
• Is the book accurate and authoritative? – Are sources or references listed? Does it include supplemental materials such as a glossary, index, or table of contents? Do illustrations relate to and accurately depict the text? Are there suggestions for further reading? Are animals depicted accurately without anthropomorphism? Is the book a blend of fact and fiction? If so, is it clear which parts are fact and which are fiction?
• Is the writing style engaging? Are ideas logically ordered? Are new ideas explained clearly and simply? Are new ideas connected to what children might already know?

A group of teachers I know worked with their school librarian to examine books for their inclusion in a reading list of science nonfiction. They discovered some nonfiction science titles in their school library were more than 20 years old! Although some information is timeless, they were concerned many had outdated or incomplete information and did not recommend them to students.
I wonder about the future of print resources. Will we see a time when books as we know them are obsolete—when all of our resources will be electronic? If and when that time comes, I suspect we’ll use the same criteria for evaluation—visual appeal, accuracy and the source of the material, and writing style.

Lots going on across the spectrum of NSTA’s online outposts. Here’s a quick list of what buzz is happening where:
On our “core site” (www.nsta.org): everyone’s gearing up for our National Conference on Science Education this March 17 – 21 in Philadelphia. Write your own declaration of independence and join your fellow educators this March in Philadelphia!
On Facebook, there’s a discussion about what to do if you can’t see microscope samples, and one of your colleagues is trying to gather together a group of educators who focus on AP Biology.
On Linkedin, there are discussions about extended discounts for recruiters on our Career Center as well as how to introduce students to veterinary medicine.
And of course all our science educator Tweeps are tweeting and re-tweeting about our Philadelphia conference and our Lab Out Loud Podcasts!
And in your very own NSTA online professional learning communities, we have new groups created on a variety of topics…

• ELL—A place to share ideas of what works to help English language learners succeed in science
• WGBH Teacher’s Domain—a Digital library of STEM resources from public television.

And… a brand new group especially designed for folks looking for shared housing at our 2010 National Conference in Philadelphia!

So much happens behind the scenes and behind the books at NSTA Press when we develop new resources for science teachers.  I have the enviable job of talking with authors who have ideas for terrific new books, and I have the privilege of hearing from teachers about the types of resources they need for their classrooms and for their own professional development. Sometimes we hear a vignette or two about how NSTA Press books are helping teachers in the challenging work they do.  Science teachers inspire children every day to question, explore, investigate, and wonder why. And a new day can bring a science connection or discovery in the news, so there are always opportunities to help students link up their classroom experiences with their lives beyond the science classroom.
We thought we’d share some behind-the-scenes information and tips in this new NSTA Press Books blog.  Perhaps we can introduce you to lesson ideas and resources you missed in the whirlwind of data and information that greets all of us daily.  Lots of new books are brewing at NSTA Press, so pause to enjoy a beaker mug full of tea or H₂O while you take a quick look at some forthcoming February books.

The article What’s behind the biological classification system in use today? goes beyond memorization and the mnemonic devices used to remember the hierarchy (King Philip Came Over From Germany Smiling was my bio teacher’s favorite). The author reviews the rationale for classification and describes the cladistics mechanism used in the classification today. Although there are SciLinks entries with the keyword classification at all three levels (K–4, 5–8, 9–12) there is more background information on the  phylogenetic approach to classification at the 5–8 and 9–12 levels. Start with The History of Life: Looking at the Patterns and Using Trees for Classification.
The activity in How Symbiosis Creates Diversity can help students to understand the behaviors of symbiosis, mutualism, commensalism, and parasitism. The SciLinks for symbiosis seem to focus more on parasitism, but Ecological Communities: Networks of Interacting Species is a nice overview.
With a “wintry mix” of precipitation outside my window, I wish that I could join in on a Journey to the Reef. To complement a unit such as this, Scilinks has many resources on Coral Reefs. I especially like the Corals site from NOAA.

Clues to the Past uses the Bald Eagle as an example of a species made a comeback from the brink of extinction in the lower 48 states not long ago. Altough the SciLinks collection Mass Extinctions focuses mainly on dinosaurs, it might be interesting to compare and contrast the reasons for extinction as a follow-up discussion.
Feathering Your Nest shows how younger students used the process of observation, measurement, and communication to study the relationship between bird nests and their habitats. The pictures of bird nests suggested by the authors are interesting, especially since as the article notes, collecting bird nests without a permit may be illegal in your state.
I was blown away by the article Clash of the Titans, and not just by the photograph on the title page. The author shows how two very powerful instructional approaches – the 5E learning model and WebQuests can be integrated, rather than used as separate entities. The lesson described by the author also incorporated “driving” questions, graphic organizers, formative assessments, rubrics. It would be interesting to see additional lessons created in this way. Every time I read this article, I see more applications.
Check out the Connections for each issue. 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.

Response to “What’s Next in Education Reform?”
From the December 2009 issue of NSTA Reports:

Race to the Top, the most recent federal educational improvement initiative, is driven by dismal statistics indicating the United States ranks highest among industrial countries in dropout rates and lowest in math and science scores on international tests such as the Trends in International Mathematics and Science Study (TIMSS) and the Program for International Student Assessment (PISA). In response to these issues, the Obama Administration proposed the following goals…

Read the full article here.
The following letter was written in response to the article linked to above.
With this letter, I wish to comment on the “Educated Opinion” comments by Van Sickle and Finnan (December 2009 issue). I will begin by assuming that they are not expressing self-interest in advocating increases in federal funding for higher federal funding for education institutions  and expanding federal support for teacher unions and associations. This alone might call into question the actual necessity and significance of their argument.
That aside, I really take exception to their recommendations that the Obama administration need promote “hope” for our nation’s school children. Where in the Constitution, the Bill of Rights, Amendments and all other federal documents does it call for the government to provide “hope”? Are we a nation of sheep that need leader’s to bestow on us the light to see in the darkness, the tools to build our individual future’s, or the all-knowing one to guarantee success? Quite the opposite, I see in their presentation a great loss of hope if we are required to become dependent on some central power controlling our every move in education. This is, after all, what the Bush (W) administration was attempting to do with the No Child Left Behind (NCLB) legislation. ‘Perform to our standards or be taken over by someone who will.’ According to many educators, this has led to a national morass of teaching to the test and not to the benefit of the students.

I reject both the Bush and the Van Sickle/Finnan approaches and applaud President Obama’s aim to provide leadership that calls for personal responsibility and respect for everyone. In his speeches, he encourages independence, a high work ethic, and respect. “Unless you [students] show up to those schools; pay attention to those teachers; listen to your parents, grandparents and other adults; and put in the hard work it takes to succeed…. I want to start with the responsibility you have to yourself.” (Remarks of President Obama, September 8, 2009, in Arlington, Virginia). Unlike previous administrations which pushed from behind, the President leads by example and encouragement. Testing and assessments have their place in school life, but if students do not respect themselves, their peers or their teachers, those assessments are bound to reflect failure.
Van Sickle and Finnan appear to regret the loss of “neighborhood schools in which teachers and students share values, language and life experiences.” I am sure they are not calling for a return to segregated schools and the separation of handicapped students. So what are students to do with this change in the educational paradigm? Well, in the 82^nd Airborne, we were taught to “adapt and overcome!” Teaching tolerance and acceptance and understanding is not a bad thing. Sharing values, experiences and even languages can make for a stronger populace and therefore nation. Any biologist worth his or her salt will tell you a diverse ecology is more productive (and more likely to survive) then a mono-culture. I was educated in a segregated school system and the shock I experienced when I joined the Army was palpable. It is possible for a well-educated individual to learn about other values and cultures but, I believe, earlier is better than later.
I agree with Van Sickle and Finnan that “skills, attitudes and aptitudes are nurtured in high-quality educational systems that foster creativity, innovation, conceptual thinking, and problem-solving.” I disagree with their claim that it should be handed down from on high. Constructivism teaches that students build on a framework or scaffold that begins in early education. If respect is not a major part of that early structure, then the foundation is made of sand and easily washed away. No matter how much ‘hope’ they have.
Lastly, I do not agree that increased teacher union or association activity is key to an improved educational system. Local control of the educational system is an integral and historic part of the American system of public education. It has provided the strength of our economic system since its founding. We do not require unions or associations to give teachers ‘heart’ to teach well as Van Sickle and Finnan state. Teaching is as much an avocation as it is a career and those teachers who are in education for the good of the students know what needs to be done to maintain a strong educational system. If respect is not a major part of that instruction, then there is a tremendous loss for students and our nation.
Tom Wieland

My colleague and I are hoping to attend NSTA’s national conference this year, our first. The school has funds to cover some of the costs, but one of the school board members says conferences are just excuses to lounge around and play golf! What can we do to convince him otherwise?
—Brianna, Wilmington, Delaware

Hmm. I’ve been attending educational conferences for more than 25 years, and I have yet to see teachers “lounging around.” Attendees are usually exhausted (in a good way) from participating in sessions from 8:00 AM to 6:00 PM, browsing the exhibit floor for new ideas and materials, and networking with other educators. That’s after preparing lesson plans for their substitutes before they left home.
Attending the NSTA national and area conferences are wonderful professional development activities. Many of the sessions are hands-on, demonstrating strategies and procedures that can be used in the classroom. The opportunity to hear scientists describe their research in person is extraordinary (I still remember sitting in the front row to hear Carl Sagan). If your school is updating textbooks or reference materials, virtually every publisher is there, along with vendors of lab equipment, supplies, and teaching materials—many with free samples! Making connections with teachers from around the world is a priceless experience.

In my district, teachers who wanted to attend conferences had to submit a mini-proposal, outlining their professional goals for attending, topics they were interested in learning more about, and a strategy for sharing information with the rest of the teachers when they returned. After the conference, we had to submit a report. It was work, but we understood some accountability and documentation was necessary because the district was using grant funds. Perhaps such a proposal from you and your colleague would show the school board you mean business.
Survey other teachers for suggestions on sessions to attend: topics they would like more information about, content students struggle with, and new equipment or materials to investigate and compare. Ask your students what you should know more about (related to science, of course). Add these topics to your proposal. The conference schedule is available ahead of time online, so you and your colleague can decide how to split up the sessions to meet your needs and those of your department.
In your proposal, explain how you will share what you’re learning. During the conference, use tools such as Twitter, Facebook, Skype, blogs, or e-mail to update the folks at home. Send pictures of yourself at various sessions and events or posing with famous people. Many of the conference presenters upload their handouts and other materials to the NSTA Communities site, so even if you can’t make a session, the materials can be instantly accessible.
Your proposal could also note you are willing to do a presentation to the faculty about what you learned, lead a discussion, or demonstrate a new idea. Let your supervisors know you will prepare a report to the board about your experiences, too. Turn in session evaluations and you will have access to a NSTA “transcript” documenting your participation. Include it with your report (my supervisor was amazed we attended Saturday and Sunday sessions, too).
You can also point out there are no golf courses in center city Philadelphia! I hope to see you there.

Making the connections between science, reading, writing, and media literacy has been a professional interest of mine for many years. So I get really excited when The Science Teacher has literacy as a theme. In addition to these articles, SciLinks has additional resources under the topic Reading and Writing in Science with ideas to help students understand the structure of informational text and understand the content.
Our colleagues at the elementary level are probably familiar with “literature circles.” This month’s Prepared Practitioner column describes how this technique for getting students to read and discuss can be applied at the secondary level (see a similar article in the Literature Circle Roles for Science Vocabulary (TST Summer 2007), Literature Circles for Science (S&C November 2006), and A Literature-Circles Approach to Understanding Science as a Human Endeavor (SS October 2007). Literature circles are not difficult to implement, and many teachers have the structure in place to do so. As the authors describe these versions of Literature Circles at various grade levels, I was reminded of the “jigsaw” cooperative learning strategy, which many secondary teachers already use in labs or other activities.

Another term that’s used in elementary reading is “wide reading,” as described in the article Building Background Knowledge. The authors define the term as “students independently read books, magazines, or other available materials for an extended period of time.” They describe an action research project that looked at the use of wide reading a way of improving students’ content knowledge. A difference between free reading and wide reading is a focus on a specific topic. If you need more materials at different reading levels, you could consider searching SciLinks for informational websites, using the “Save to Favorites” option to create a list of sites for a wide reading list on a topic. If electrophoresis is part of your curriculum, you could start a wide reading list with the SciLinks sites suggested in the article Gel Electrophoresis on a Budget to Dye For.
If your efforts at poetry consisted of the roses-are-red style, take a look at Rocks and Rhymes. The authors describe a process in which students summarize field notes in creative ways. I observed a biology class that did this. The students added a haiku as part of the summary of the lab activity. Using this format caused the students to really think about their observations and analysis, and they couldn’t copy something from a textbook (or a partner). If you want to see what some of these poetry styles look like, go to Poetry for Kids or Types of Poetry. Your students may be familiar with these from their language arts class, so they might think their science teacher is crazy at first. Acrostics or cinquains are good places to start.
Check out the Connections for this issue. Even if the article does not quite fit with your lesson agenda, the authors provide handouts, background information sheets, data sheets, rubrics, examples of student work, etc.

Is the arrival of gardening catalogs inspiring you to dream about planting with your students, and plan a garden of any size? You know that people of all ages benefit from spending time outdoors and that your children were interested in seeds, perhaps in October if you carved a pumpkin, opened a milkweed pod, or cut vegetables to make “Stone Soup.” But how to be sure you don’t bite off more than you can chew, that the garden will be a success and the children will learn concepts that are part of the National Science Education Standards, or your state’s standards?

Let the National Gardening Association do it for you by following the comprehensive gardening curriculum in their new book, Garden Adventures: Exploring Plants with Young Children, by Sarah Pounders. She urges us to start small so initial enthusiasm is not exhausted before the plants mature. I had the pleasure of reviewing an early draft of sections of the book, and I look forward to using the lessons, beginning with the first: “What is a plant?”. The Plant Parts reproducible page of a pea plant will prepare my students for planting peas in February . To attract butterflies, we’ll plant flowers (for nectar), and dill, parsley, milkweed, and cabbage plants (for caterpillar food) in April, or maybe May, depending on the weather!
Garden Adventures has an easy-to-follow layout with basic lessons expanded in the “Digging Deeper” sections, teacher background information, reproducible, and newsletters to send home. Photos of children gardening will show your students that even young children can be gardeners. The list of children’s books includes old favorites—The Tale of Peter Rabbit by Beatrix Potter—and some new to me—Whose Garden Is It? by Mary Ann Hoberman. The National Gardening Association’s Kids Gardening website has additional activities and information.
I’ll pair this book with the book Early Sprouts: Cultivating Healthy Food Choices in Young Children by Karrie Kalich, Dottie Bauer, Deirdre McPartlin, from Red Leaf Press, and have the students do some tasting in spring, in anticipation of harvest in the fall.
Peggy