I always look forward to the NSTA journal issues that have a theme with the words integrated or interdisciplinary in them. Interdisciplinary is one of those words that is hard to define, but we “know it when we see it.” The article Thinking, Teaching, and Learning Science Outside the Boxes in the February 2009 issue of The Science Teacher does provide a definition as well as a discussion of its importance and even a “taxonomy” of levels of disciplinarity (yes, I know that’s not a real word!), showing that it’s not an either/or dichotomy. The challenge is to make the connections authentic and purposeful, rather than contrived and trivial.
The lessons described in this issue are anything but contrived and trivial! Solving the Mystery of Mock Mummies goes beyond creating “mummies” as a arts-and-crafts activity to fact-finding on the process of mummification, a study of artifacts, observations, and inferencing. A key component is having to interpret the work of others. In addition to the online resources mentioned in the article, SciLinks has websites under the keyword “archaeology.” Although they are in the 9-12 group, some of the sites would be appropriate for middle-schoolers, including Animal Mummies in the Cairo Museum, and In Vesuvius’ Shadow. It would be interesting to connect these activities with an ancient history class.
My students were fascinated by amber and the insects inside, and the activities in Amber: Using “Tree Tears Turned to Stone” to Teach Biology, Ecology, and More! would certainly capitalize on that interest. (I also saw this topic as a rationale to visit jewelry stores selling amber for pieces to wear to class!). If your students are interested in more information, try Fossil Amber, Amber: Window to the Past (also recommended in the article), and Oldest Gecko Fossil Ever Found, Entombed in Amber. In Search for the Golden Moon Bear, the authors describe a Reader’s Theatre project, in which students wrote and performed an original script based on a science-related book. I’ve seen many elementary classes use this technique to improve fluency and comprehension, but I’m excited by the idea of middle-schoolers writing and performing, especially if they can share what they’re learning with a younger audience. The article has step-by-step directions, but if you need more information, check out the resources at Readers’ Theater.
Helping students see the connections between science and “real life” is the theme of several articles. In Cell Towers and Songbirds, students look at the possible consequences of the technology that seems to be indispensible these days. The Global Warming Project could be adapted for high school students with the question: What is the impact of most students driving to school rather than carpooling or using the bus? And Time’s Up, Turkey: Pop-up Thermometers takes a look at a technology that will be in use later this month in many homes.
Regardless of what grade level you teacher, two articles would make excellent discussion starters at faculty meetings: The Great Divide: How Mathematics Is Perceived by Students in Math and Science Classrooms shows how there may be confusion between how common concepts (such as data collecting and analysis, graphing, measurement, and unit analysis) are taught and used in science and math classes. And Physics or Stamp Collecting? Pitfalls of the Hierarchy of Disciplines is a thought-provoking article that discusses how we communicate the importance of science to students and some of the misconceptions that students may develop.

Physics teachers have a chance to get physical—and biological—on Thursday at the NSTA Conference in Fort Lauderdale with a session called Muscular Physics. The hands-on workshop by Umadevi I. Garimella, director of the Arkansas Center for Mathematics & Science Education at the University of Central Arkansas (UCA) in Conway, Arkansas, and William Slaton, an assistant physics and astronomy professor at UCA, will explore the physics of body movement.
“The skeletal-muscular system of the body can be modeled using the concept of torques and mechanical equilibrium. Participants will explore the three classes of lever systems and note the biologically equivalent systems in the body,” explains Slaton. “Of interest will be the mechanical advantage of each lever system and why the body has evolved to favor some lever systems as opposed to others. Participants will also get hands on experience taking data for all three lever systems.”
Garimella and Slaton provide worksheets and workbooks of the informational slides for attendees to keep.
And now I’ve got bad 80s aerobic work-out music stuck in my head. Great. Hope I haven’t infected anyone else!

Your challenge: Show all of the students in your classroom how science affects every aspect of their lives. Need help? Randolf Tobias, an award-winning author, educator, and curriculum specialist, is going to provide it during his presentation at the NSTA conference in Fort Lauderdale.

I’ve heard about “interactive” science notebooks. I would like to use them with my classes, but I think I need to learn more about them before I start.
—Randall, Columbus, Ohio
For many teachers, the word “notebook” conjures up a traditional folder or binder to hold lab reports, homework, class handouts and notes, tests and quizzes, and/or completed worksheets. The students receive a list of required documents and the specific order in which they should appear. Notebooks are graded periodically on completeness and whether the documents are in the “correct” order. Teachers tell the students to “study” from them. At the end of the school year, some students would take them home; others would casually toss them as they emptied their desks or lockers.
However, many teachers are working with their students to create a more useful and personalized notebook that will be used daily throughout the year. These teachers recognize the importance of helping their students learn organizational strategies, but they also recognize the need for students to improve their data recording and analysis skills and learn how to reflect on and communicate what they are thinking and learning through writing. These “interactive” notebooks are living documents where students have the responsibility to record and use their lab investigations, vocabulary, class notes, sketches, summaries, and other assignments.
Here are some resources you can use to learn more:

One thing I like about many of these books, articles, and online resources is the examples of student work. Secondary teachers will be amazed at the depth of knowledge expressed by younger students! I suspect these students did not catch on to a new approach to notebooks right away, especially if they have had many years of explicit directions on exactly what papers and information to archive. Their teachers had to provide lots of modeling, feedback, and persistence to get to the point where the notebook is a useful and integral part of their science classes. They also had to try different notebook formats (composition books, binders, folders, digital media) and strategies (logistics for storage, giving feedback) to find what works best with their students. But teachers generally agree the increase in student participation and learning is worth the effort.
It would be interesting to hear from anyone who uses laptops or online notebooks where students record their observations, upload images and videos, and communicate their findings virtually.

Strands of silk woven into a tapestry. Single strands of thread twined into rope. Strands can be a simple foundation for something greater—more beautiful, stronger, or useful. Following a strand at an NSTA regional conference can have a similar result, combining several sessions into a comprehensive professional development experience.
Three strands run through the Phoenix conference. Conference attendees can focus their professional development experience by following a particular strand such as “Relationships: Building Professional Relationships for Transformative Learning.” Thirteen sessions over three days (only two presentations overlap) explore how educators working together can enhance their students’ learning experiences, as well as their own. Each session offers a different view on professional relationships: some focus on peer outreach, one on professional organizations membership, another on participation in summer internships. The featured presentation from Page Keeley, retiring president of NSTA, will focus on professional learning communities and their potential to change science teaching and learning.
Whether you opt to follow a strand, or weave your own schedule, you’ll leave the conference a stronger educator, equipped with useful ideas (and perhaps samples!) to share with your colleagues and students at home.

I’m going to have a student teacher in my biology classes next semester. I’ve never done this before, and I’d like to provide her with feedback on effective science teaching practices. Do you have any suggestions for resources on this?
–Deborah, Stockton, California
Congratulations on your new role, and thank you for agreeing to help an aspiring science teacher! You’re the best resource she can have, as you model good teaching and provide feedback on her efforts.
Will your student teacher’s supervisor use university/college protocols or checklists? If these are generic and meant to be used for a variety of subject areas or the supervisor does not have a background in science education, some science-specific protocols and indicators specifically related to science teaching would be helpful to share with your student teacher. Using these written guidelines or rubrics can provide baseline data and show areas of improvement as she becomes more capable and confident under your tutelage. These guidelines can also help you focus your feedback on specific behaviors, which is better than a generic, though still valuable, “good job.” She can also use these guidelines as she observes your teaching.
A math-science partnership project with which I was involved used two protocols on classroom visits. These could be adapted to meet the needs of your student teacher. Both of these are included in the National Science Foundation’s MSPnet, an electronic learning community with many professional development resources:

Classroom management is a challenge for new teachers, especially in science classes where students are using equipment and materials. To help your student teacher, look up Victor Sampson’s The Science Management Observation Protocol in the December 2004 issue of The Science Teacher (you can access it online in NSTA’s Science Store where journal articles are available free to NSTA members, and for a nominal cost to non-members). This article includes checklists tailored to inquiry-based science classes: classroom routines, use of time, collaboration, safety, and the care and use of materials.
When using protocols such as these, it’s important to remember that any given lesson will not exemplify or include every item. They list exemplary practices but do not prescribe which would be appropriate in a given situation. That’s where your experience and expertise will be helpful to your student teacher. Even experienced teachers could benefit from looking at these protocols and reflecting on a recent lesson.
Another priceless resource on effective teaching you could share is a guided tour of the many resources available to NSTA members, starting with the portal Preservice and New Teachers. Good luck!