October 30—It is Friday but I must tell you about the Urban Science Education Leaders (USEL) event.  It was very exciting! Why? The participants were so engaging and really were looking for information and answers and just wanted to learn and see more.  They began with the chair of the Urban Science Education Leaders presentation.  Dr. Bobby Jean-Pierre has amassed research over the last 10 years on how to better engagement between administrators and teachers.  Her studies and survey showed that allowing teachers a stake in the process was the most effective approach.  She spoke passionately as an educator and as a parent who wanted to see all children succeed.
Dr. Jean-Pierre also challenged the participants to look at this whole process of teaching inquiry.  What does inquiry look like in the classroom? One teacher from a small area in Minnesota asked about the time it takes to teach inquiry, which is a technique that has been found to be most effective in teaching science to students.  Basically, the students are guided to ask questions, find evidence, and make deductions. It is an engaging way to involve students and make science interesting because it allows the students natural curiosity to lead them in the process. This sparked a lot of discussion and led to our tour of two schools that have some innovative approaches to teaching science.
The first school Battle Creek Middle School uses the single gender approach and with great success.  They have common time for the boys and girls to mingle but the classes are all single gender.  The premise is that girls and boys process information differently, so their teachers prepare the lessons in science using inquiry and the natural strengths of the gender they are teaching.  The girls classes are more ‘chatty’ and the boys classes a bit calmer.  The USEL participants were able to talk with the students and watch the classes and make observations.
The second school, Washington Technology Magnet Middle School, uses the BioSmart model and introduces the students to three strands, Bio Medical and Health Services, Bio Engineering and Technology, and Bio Communication (Business and Marketing).  It is a high-tech approach with practical applications and allows students to follow a path in one of those areas more intensely in high school if they so choose.  This gives them practical skills and promotes critical thinking and analysis.
As an example, they have a shop class, but it is not like the wood shop class of old.  The students design their projects using AutoCAD, a design program used in industry.  They then take their design and build it in the wood shop studio and test it.
When we returned from the tour the principals of the two schools came and answered questions.  The discussion was lively and interactive and the participants really grilled the principals on every aspect of their programs. Then the science coordinator and the STEM coordinator presented an education overview of Minnesota, focusing on urban challenges. It was insightful to see how they had and continue to make the adjustment to address the changing demographics and the new challenges that come from a diverse demographic.
For the first time in the history of the state, they are getting an influx of very diverse populations looking for a new life. Language barriers as well as cultural and economic barriers are difficult, but the state of Minnesota educational system has implemented many steps and programs to assist their educators in handling the transition, so students are not lost in the system. It was an inspiring, informative and instructional day. This is a wonderful program; the participants appreciated the dialogue, the information and most of all the sharing with colleagues. We had three teachers from Canada and their system is different but they saw a lot of informative approaches and shared with other teachers. They were really excited. We look forward to more from this program.
—Tanya Radford

Seeing might be believing, but sometimes it’s what can’t be seen that’s most interesting. Since the 1930s, researchers have theorized that dark matter—which can’t be perceived by our eyes—is responsible for anomalies in the rotation of galaxies and other phenomena. Maybe it can account for socks vanishing from the dryer, or would that be a black hole? At the NSTA Conference on Thursday, conference attendees got a chance to see how they can make dark matter work in their high school classes when Nancy Bynum shared tips on Using Dark Matter to Teach Physics Concepts. “Dark Matter can be used to teach uniform circular motion, universal gravitation, two dimensional collisions, nature of science and technology as well as Newton’s second law,” says Bynum. Although there isn’t any direct evidence that dark matter exists, many physicists think it does. Bynum didn’t offer conclusive evidence of dark matter, but during the session, she shed light on a topic that leaves many students in the dark. Let me know if you find any stray socks.

What’s happening in the early childhood world of Pumpkin Science? Have you planted and harvested pumpkins? Have you weighed, floated, cut-open, counted seeds, printed, or rolled pumpkins?
Share your pumpkin science lesson here! Add a comment by clicking on the word “comment” below. Hint: write and save your comment in a separate document to cut and paste in, because the anti-spammer “capcha” box may time out before you are ready to submit your comment. You may have to do it twice. To see that your comment has been added, scroll down.
I have pumpkins, now I need some ideas!
Peggy

If you’re an administrator in an urban middle school, come to the NSTA Conference in Minneapolis. You can spend a day with a group of dedicated urban science educators—the Urban Science Education Leaders (USEL)—who are working to change the way science is taught in urban schools. One neat thing about this workshop is it includes visits to Minneapolis/St. Paul middle schools where you can see best practices in action.

Earlier this month, I was asked to search for and upload resources on cooperative learning for SciLinks (use the keyword “community collaborations”). There were many good sites, although some were published in the 1990s (interesting but a bit outdated) and were therefore not added to SciLinks. However, I found some newer sites that would be useful as a refresher, to find some new ideas, or to get started with this effective instructional strategy
Powerful Learning: Studies Show Deep Understanding Derives from Collaborative Methods was recently published on the Edutopia website. The authors (Brigid Barron and Linda Darling-Hammond) summarize research findings and provide examples of student collaborative projects. Download their expanded article Teaching for Meaningful Learning for more information (including links to video resources) and for a list of research studies and other professional writing on the topic.
The Science Education Resource Center (SERC) at Carleton College has an excellent resource “Teaching Entry Level Geoscience.” Although it’s designed for teachers of undergraduate courses, the teaching strategies are applicable to younger students as well (and include descriptions of gallery walks, field labs, role-playing, teaching with Google Earth, and others). The section on Cooperative Learning has lots of suggestions on this topic.
Cooperative and Collaborative Learning is a resource from WNET Thirteen Ed Online in its Concept to Classroom project. The four parts of the site guide the user through background information and suggestions for implementation: Explanation, Demonstration, Exploration, Implementation. Throughout this site, the emphasis is on real classrooms and includes ideas for assessment and a discussion of some challenges that might be encountered. There are video clips of actual classrooms (including science classes) using cooperative learning, too.

There has been an interesting discussion going on among the middle and high school science teachers on the NSTA General Science email list about the lack of direct experience in their students’ background. Some have suggested that early childhood and elementary schools are not laying the groundwork for the later learning.
One teacher said, “I was talking to an honors ninth grade class and most of the students said they had not seen a live grasshopper. This explains why several schools have started their biology classes with the ecosystems because they want students to be able to see and experience life sciences before moving to conceptual ideas in biochemistry and genetics.”
The National Science Education Content Standards (A and C) for K-4 call for all students to develop:

• Abilities necessary to do scientific inquiry
• Understanding about scientific inquiry

and

• The characteristics of organisms
• Life cycles of organisms
• Organisms and environments

I know grasshoppers from a childhood field—with two visible bulbous eyes, pincher-like mouthparts, barbs on the hind legs, and wings that you don’t notice until one goes zooming past you. And they spit tobacco! At least that is what we called the “partially digested food material along with some semi-toxic compounds from the insect’s crop region.” It stained our palms when we held a grasshopper too tightly. Have your students had that experience?

I’ll share this comment with the early childhood teachers I work with to let them know how vital the experiences they make happen, or take advantage of, are to their students’ future learning. It may inspire us to take walking fieldtrips to a nearby field or brush at the edge of a parking lot to look for wildlife, or encourage them to keep a container of Tenebrio beetles (mealworms) in the classroom.
Here are two great sites about grasshoppers and other insects:

• Grasshoppers: Their biology, Identification, and Management. USDA-ARS-Northern Plains Agricultural Research Lab in Sidney, Montana
• Using Live Insects in the Elementary Classrooms: For Early Lessons in Life. The University of Arizona’s Center for Insect Science Education Outreach

A few crickets are still chirping and crawling under leaves in my neighborhood but I rarely see grasshoppers. Time to create a small habitat so students can bring a cricket inside for a week!
Peggy

The average wind speed in Minneapolis is 10 miles per hour (mph), equal to the Windy City of Chicago, according to worldfactsandfigures.com. While that makes Minneapolis a less-than-ideal location for a wind turbine, it is still good setting for a wind turbine workshop!
Michael Arquin of the KidWind Project will offer his insight into a “Wind Turbine Challenge: How to Hold One in Your State or Region” on Oct. 29. A former sixth grade science teacher, Arquin promises to share lesson plans and practical guides. The workshop is targeted to middle and high school teachers and informal educators. The KidWind website promises the workshop will provide “an introduction to wind energy science and technology.”
Wind energy is one possible way to reduce America’s reliance on fossil fuels. Did you know the average turbine on a wind farm generates 1.5 – 2 MW (Megawatts) of electricity? That’s enough to power 450-600 homes in the United States. In Germany, where homes consume less energy, that turbine could power up to 1,500 homes.
In case you were wondering, Fort Lauderdale and Phoenix, with average wind speeds of 10 and 6 mph respectively, wouldn’t be good locations for wind farms, either. To be efficient, turbines need to be located in areas with an average annual wind speed of at least 13 mph.

By now many of you surely have heard of Richard Louv and his book Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder.
I looked at his blog, Field Notes From the Future, to see what he has to say lately. He reports the nonprofit Children & Nature Network, which he chairs, “has tracked and encouraged more than 50 regional campaigns that are helping reintroduce children to nature.” It’s been good for both students and teachers. “Canadian researchers found that teachers expressed renewed enthusiasm for teaching when they had time outdoors. In an era of increased teacher burnout, the impact of green schools and outdoor education on teachers should not be underestimated,” he says.
On October 29 at the NSTA Conference in Minneapolis, he’s going to give you some scientific evidence on the benefits of outdoor learning and practical tips for getting your students’ families and your colleagues and administrators in touch with the natural world.

The editor makes a good point – helping students connect science to real issues can help to dispel the “why are we doing this” question.
For example, every part of the country has its real challenges from storms and other disasters (both natural and human-enhanced). Use “severe weather” as a keyword in SciLinks for some additional information and teaching suggestions. The author of Hurricane Katrina: A Teachable Moment suggests Bernoulli’s Principle and Storms and Storm Surge: A “Rising” Concern Among Coastal Residents.
Students who watch a lot of “reality” television may not see many examples of constructive conversations. The authors of Socratic Seminars in Science Class show how students can discuss open-ended questions about a text–not as a free-for-all shouting match, but with a structured format for higher-level thinking and sharing of points of view. (I wonder if this could work at a faculty workshop or school board meeting?) They suggest resources such as National Paideia Center and the Ethics Primer.
Most students see the relevance of learning about the environment. Since languages other than English is the reality in many schools, look for resources such as EcoTipping Points that have a Spanish version Los Puntos de Inflexión Ecológica.
Using Issues-Based Science in the Classroom has an “inquiry continuum.” Also consider the article EQUIPping Teachers in the April 2009 edition of TST for another discussion of an inquiry continuum (pre-inquiry, developing, proficient, and exemplary.
Check out the Connections for this 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, and other teaching suggestions.

One of the organizing strands for the NSTA Conference in Phoenix is “Rigor Without Mortis: Challenging and Accessible Content.” Challenging AND accessible? Genetics fits that bill. The science is in our cells, so it’s certainly accessible, and for those of us with only a rudimentary appreciation of genetics, it’s challenging as well.
For instance, we can use a cheek swab to produce DNA to map our geneology. A number of databases are available for this. And we can do the same to support broader anthropological research. For example, National Geographic’s and IBM’s Genographic Project is mapping historical human migration patterns by collecting and analyzing DNA samples from hundreds of thousands of people from around the world.
Using similar techniques, session presenter Matthew E. Kaplan (Associate Staff Scientist and Project Lead, Human Origins Genotyping Laboratory, Arizona Research Laboratories, Division of Biotechnology, University of Arizona) is contributing to the DNA Shoah Project in order to analyze DNA data for a cause: to reunite families displaced by the Holocaust. His presentation is called DNA: The Strand That Connects Us All.
This fascinating session will take place on Friday, December 4 from 9:30–10:30 AM in the Phoenix Convention Center, Room 120B.
Do you have any questions you’d like Matt to cover?