It seems like it’s getting harder to motivate students. What can we do?
— Roseanna, Beaverton, Oregon
I’ve found we cannot motivate others; motivation comes from within the individual. We can threaten, cajole, plead, or reward students into doing what we want, but the ultimate decision on how much to participate is made by the student. A professor of mine would say, “You can lead a horse to water, but you can’t make him drink… But you can salt the oats.”
That’s what teachers can do – salt the oats so students will want to be engaged in the class, not just busy and compliant (or off-task). I asked several science teachers what they do to “salt the oats.”

If students are used to being passive learners, it may be hard for them to assume responsibility for learning, adapt to a variety of learning strategies, and develop their own interests and passions. The teacher’s role would be to model self-directed motivation and learning and provide scaffolding for students to build these skills.
It’s ironic: when I asked students what good teachers do to spark and keep their interest, they said many of the same things! The students said the worst thing to do in class is copy notes from the board. They felt they learned best from class discussions, working together, and projects that allowed them to use their problem-solving skills and creativity. I also asked if they ever thought a topic in science was going to be boring, only to find that it was really interesting or compelling. I asked what changed their minds. Virtually every student said it was something the teacher did that “salted the oats” for them.
If anyone has other suggestions, please feel free to add them!

Can you tell that it will rain soon by the way the air smells? Do you like the smell of snow? I like the way the air smells just as a badly needed rain begins—it makes me think of the earth exhaling as the water soaks in (but this could be a misconception on my part).

(Click here to see the details of the raindrops and the fallen redbud tree flowers.)

Rainfall is a significant event in children’s lives, in some places a daily one, while in others a rare pleasure. Rainy days usually mean that children play indoors so they may not know how much it rained or how long. What can we do to connect children to the patterns in nature determined by precipitation?

Taking brief note of the weather as part of a daily circle or calendar is more common in early childhood classrooms than recording those weather observations through drawings, photography, or writing. When temperature, precipitation, and cloud cover are recorded on a year-long chart, seasonal changes can be easily seen.

Notable events, such as, “the storm that blew down the big tree” or snow days that closed school, can be highlighted and reflected upon. If you record weather phenomena, compare your class’ results with that of the National Weather Service, Climate Prediction Center. 

Recording the weather can help children make sense of the natural phenomena that are not in our control but affect our lives profoundly. I knew a three-year-old who cried when she noticed any clouds moving overhead. I wonder if drawing the clouds daily in a notebook might have reassured her that they were a familiar occurrence, and not threatening. Teachers who live in areas with occasional severe weather—how do you talk about it with young children? Please add your comments by clicking on the word “Comment” below.

Peggy

It’s not hard to get young students interested in the earth sciences that explain and describe the world around them. And yet for many students, the upper elementary and middle school grades are the last time they’ll be exposed to earth science topics in school. (Although I just visited a high school that is returning earth science to the curriculum in response to the state’s science assessment.)
But SciLinks does not skimp on earth science topics. By entering keywords such as volcano, rock, glacier, plate tectonics, geyser, weather, or earthquake, you’ll find many informational websites for students, background information for yourself, and teaching suggestions.
Several sites recently submitted to SciLinks include a wealth of ideas and multimedia resources. Earth in the Universe and Earth System, Structure, and Processes from Teachers’ Domain have images, Flash interactives, and videos. You can incorporate these into your lessons, or use the many lesson plans (with connections to state standards) included. Registration for the site is free. Rock Cycle has animations of the rock cycle and the formation of igneous, sedimentary, and metamorphic rocks.

When I saw the theme for this issue, Teaching with the Community, what came to mind was students visiting community resources such as museums, zoos, and parks on field trips or students and teachers using the community as a classroom. But the articles in this issue have other interpretations of “community.”
The State High Biodiesel Project describes a collaboration between the science department and the agricultural science program to turn fryer oil from the cafeteria into an alternative energy source. Perhaps other institutions in the community can learn from these students (and their teachers). On the web, you can find out how to Make Your Own Biodiesel and the authors provide the details of their lessons on Alternative Fuels
The community engaged in Collaboration at the Nanoscale consists of high school classes and university faculty. They formed a scientific community to study microbes and viruses safely, using advanced technology. For more information on the topic of microbiology, go to SciLinks and enter the term “micro” for lists of websites related to microbes, microbiology, microscopes, and electron microscopy.
Student research on a topic of interest to their communities, such as indoor air quality, is demonstrated in the article The Big Sky Inside.According to the authors, the data collected by the students is being used beyond the project to investigate other air quality issues. If you want to get some ideas for other projects, check out Solving Environmental Problems in SciLinks.
Use the article EQUIPping Teachers to learn how to change your classroom into a community of inquiry. The authors describe a tool/rubric that can help you improve the level of inquiry in your class activities. It’s an excellent article that everyone should read. For more information on inquiry, see Making It Inquiry 9-12 in SciLinks.

This may seem like a simple thing, but I get requests for a considerable number of letters of recommendation every year. I suspect you do, too. I almost always say yes–partly out of being somewhat flattered, I’ll admit, but also because the majority of students (and faculty) who ask me for these letters are perceptive enough to recognize ahead of time that I have a fairly high opinion of them. And I must just be very friendly.

Just for fun, I kept a count one year. I wrote 45 separate letters for 23 different individuals. And yes, that means I wrote 23 new letters starting with blank pages. Most of the others required modest modifications of text that I already felt described this individual well. But in any case, anyone who has plopped themselves down in front of a blank, white form replete with blinky cursor knows that this isn’t a small amount of time…or effort.
But truly, I usually don’t much mind. But in the middle of a difficult letter, in the midst of a mild bout with writer’s block, I started wondering if our increasing mutual scrutiny has resulted in ‘regard inflation’ in the same way we’re experiencing ‘grade inflation’. Of course, there’s no way to know. But, the scientist in me just itches to find a way to find out.
I’ve seen a few examples (possibly apocryphal) of letters with double entendre that appeared at first read to be supportive of a candidate’s application, but…. I’m wondering if any of my readers have any examples (either of their own creation, or anecdotal) they would be willing to share here. Any great bon mots out there???
And how has your own experience been with letters? If you have a request from a student for whom you know you won’t write a glowing report, how do you decline? And do each of you get hit with 45 letters in a year, or does it just feel that way???
Please let me know. If you don’t wish to comment here, write me at acutler@uindy.edu. 

“What kind of science do you teach young children?!” people sometimes ask when they hear that the preschool curriculum includes science. Being able to share how the science activities are age appropriate, lay the groundwork for deeper understanding in later years, and support literacy and math learning, helps families understand that science is a natural part of an early childhood program. Including science activities does not mean that the program is only for children whose thinking is advanced beyond their years, nor does the program exclude imaginative play and artistic work.
Communicating what early childhood science is all about encourages families to support science learning at home. Here is a book and a few downloadable resources that can help.
What is a Scientist? by Barbara Lehn with photographs by Carol Krauss (1999, Millbrook Press): beginning with “A scientist is a person who asks questions and tries different ways to answer them,” and ending with “A scientist has fun,” this book’s simple statements and clear photographs describe science as children (and scientists) practice it.
From Australian government, the National Science and Technology Centre’s Questacon—a 36-page pamphlet with wonderful photos and general instructions for activities which are easy to implement at home.
Center for Inquiry Science: sample “Science Out of School” newsletter articles describing simple activities with the goal of “communicating to parents that science activities can be accessible, fun, and informative.”
TryScience—the Parent Page:  download a generic or city-specific brochure providing useful information and hints on science activities for parents and families everywhere, and listing local science resources.
Will you list your favorite books or pamphlets in a comment (click on the word “comments” below)?
Peggy