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Safety in the Elementary Science Classroom (flipchart)

It’s a safety resource your classroom should not be without! As attractive as a poster and as convenient to use as a calendar, the completely updated Safety in the Elementary Classroom flipchart is a quick-read resource on how to prevent or solve safety problems as they arise. It offers step-by-step instructions on such essential topics as:
• In case of accident
• Fire protection
• Plants in the classroom
• First aid
• Animals in the classroom
• Field trips
• Fire prevention and control
• Storage and labeling
It’s a safety resource your classroom should not be without! As attractive as a poster and as convenient to use as a calendar, the completely updated Safety in the Elementary Classroom flipchart is a quick-read resource on how to prevent or solve safety problems as they arise. It offers step-by-step instructions on such essential topics as:
• In case of accident
• Fire protection
• Plants in the classroom
• First aid
• Animals in the classroom
• Field trips
• Fire prevention and control
• Storage and labeling

Innovative Techniques for Large-Group Instruction

Size does matter. When you're faced with a class of 50, 150, or even 250 college students, it's tough to head off boredom - much less promote higher-order thinking and inquiry skills. But it's not impossible, thanks to the professor-tested techniques in this collection of 14 articles from the Journal of College Science Teaching.
Size does matter. When you're faced with a class of 50, 150, or even 250 college students, it's tough to head off boredom - much less promote higher-order thinking and inquiry skills. But it's not impossible, thanks to the professor-tested techniques in this collection of 14 articles from the Journal of College Science Teaching.

Teaching Teachers: Bringing First-Rate Science to the Elementary Classroom

Preservice and novice teachers feeling jittery will find this book full of workable strategies for helping students experience the wonders of science. Classroom veterans will discover new ideas, and science educators will learn how colleagues pass on the art of good teaching. Teaching Teachers’ thirteen articles—culled from the “Teaching Teachers” section of NSTA’s award-winning journal, Science and Children--were written within the spirit of the National Science Education Standards by leading college educators.
Preservice and novice teachers feeling jittery will find this book full of workable strategies for helping students experience the wonders of science. Classroom veterans will discover new ideas, and science educators will learn how colleagues pass on the art of good teaching. Teaching Teachers’ thirteen articles—culled from the “Teaching Teachers” section of NSTA’s award-winning journal, Science and Children--were written within the spirit of the National Science Education Standards by leading college educators.
 

What Poisoned the Apple Juice? A Gram staining and selective media lab

The Science Teacher—January 2002

Although it is difficult to develop short inquiry lab exercises when introducing techniques such as the Gram stain, this scenario gives students authentic problems and helps them pose their own questions. Background material, preparation information, and a post-lab assessment are provided.
Although it is difficult to develop short inquiry lab exercises when introducing techniques such as the Gram stain, this scenario gives students authentic problems and helps them pose their own questions. Background material, preparation information, and a post-lab assessment are provided.
Although it is difficult to develop short inquiry lab exercises when introducing techniques such as the Gram stain, this scenario gives students authentic problems and helps them pose their own questions. Background material, preparation information, and a post-lab assessment are provided.
 

Action Research Brings Results

Science and Children—November/December 2001

Action Research, defined as long-term efforts by teachers to collect and examine their own data to make informed decisions about instruction, is one form of professional development that allows teachers to choose from a variety of options and design the program that best meets their needs. This article relates the action research adventures of teachers from four rural schools outside of Bozeman, Montana, who were concerned with a range of issues unique to their rural districts.
Action Research, defined as long-term efforts by teachers to collect and examine their own data to make informed decisions about instruction, is one form of professional development that allows teachers to choose from a variety of options and design the program that best meets their needs. This article relates the action research adventures of teachers from four rural schools outside of Bozeman, Montana, who were concerned with a range of issues unique to their rural districts.
Action Research, defined as long-term efforts by teachers to collect and examine their own data to make informed decisions about instruction, is one form of professional development that allows teachers to choose from a variety of options and design the program that best meets their needs. This article relates the action research adventures of teachers from four rural schools outside of Bozeman, Montana, who were concerned with a range of issues unique to their rural districts.
 

Reading Your Way to Scientific Literacy

Journal of College Science Teaching—October 2001

Having students read and analyze scientific articles gives them an understanding of scientific information as presented in the literature. After studying classic and recent research articles, students answer homework questions, individually and in groups, that stress higher-order thinking. Modifying this technique in a jigsaw approach also lets students debate their perspectives on the research articles.
Having students read and analyze scientific articles gives them an understanding of scientific information as presented in the literature. After studying classic and recent research articles, students answer homework questions, individually and in groups, that stress higher-order thinking. Modifying this technique in a jigsaw approach also lets students debate their perspectives on the research articles.
Having students read and analyze scientific articles gives them an understanding of scientific information as presented in the literature. After studying classic and recent research articles, students answer homework questions, individually and in groups, that stress higher-order thinking. Modifying this technique in a jigsaw approach also lets students debate their perspectives on the research articles.
 

Atomic Poetry: Using poetry to teach Rutherford's discovery of the nucleus

The Science Teacher—September 2001

Most students regard literature and science as two separate subjects with no obvious connections to one another. This interdisciplinary, cross-curricular approach integrates the two to teach physical science students about atomic theory through Robert Frost’s poetry.
Most students regard literature and science as two separate subjects with no obvious connections to one another. This interdisciplinary, cross-curricular approach integrates the two to teach physical science students about atomic theory through Robert Frost’s poetry.
Most students regard literature and science as two separate subjects with no obvious connections to one another. This interdisciplinary, cross-curricular approach integrates the two to teach physical science students about atomic theory through Robert Frost’s poetry.
 

Alien Evolution

The Return of the Cambrian Explosion

By Shoshana Tobias, Clyde F. Herreid

Alien Evolution

 

Brain Busters, Mind Games, and Science Chats

Science Scope—March 2001

In addition to encouraging critical-thinking skills, brain busters, mind games, and science chats help to establish an atmosphere of wonder, contemplation, and speculation. They can also shed light on students' learning styles; their penchant for “out-of-the-box” thinking’ their prior experiences; and their ability to connect the class readings, discussions, and activities together. In addition, infusing these different categories into the classroom will help teachers to develop appropriate year-long goals for individual students.
In addition to encouraging critical-thinking skills, brain busters, mind games, and science chats help to establish an atmosphere of wonder, contemplation, and speculation. They can also shed light on students' learning styles; their penchant for “out-of-the-box” thinking’ their prior experiences; and their ability to connect the class readings, discussions, and activities together. In addition, infusing these different categories into the classroom will help teachers to develop appropriate year-long goals for individual students.
In addition to encouraging critical-thinking skills, brain busters, mind games, and science chats help to establish an atmosphere of wonder, contemplation, and speculation. They can also shed light on students' learning styles; their penchant for “out-of-the-box” thinking’ their prior experiences; and their ability to connect the class readings, discussions, and activities together. In addition, infusing these different categories into the classroom will help teachers to develop appropriate year-long goals for individual students.
 

Genetics of Sesame Street<sup>TM</sup> Characters

Science Scope—February 2001

By enlisting the of Elmo, Zoe, Grover, and friends, the author brought a genetics unit to life. In this week-long unit, the students (1) create a gene map for a particular Sesame Street character, (2) move the resulting chromosomes through the steps of meiosis to produce the possible gametes of that individual, (3) choose a spouse and diagram the genetic crosses that would produce two different children, and (4) draw family portraits based on the genotypes of each individual.
By enlisting the of Elmo, Zoe, Grover, and friends, the author brought a genetics unit to life. In this week-long unit, the students (1) create a gene map for a particular Sesame Street character, (2) move the resulting chromosomes through the steps of meiosis to produce the possible gametes of that individual, (3) choose a spouse and diagram the genetic crosses that would produce two different children, and (4) draw family portraits based on the genotypes of each individual.
By enlisting the of Elmo, Zoe, Grover, and friends, the author brought a genetics unit to life. In this week-long unit, the students (1) create a gene map for a particular Sesame Street character, (2) move the resulting chromosomes through the steps of meiosis to produce the possible gametes of that individual, (3) choose a spouse and diagram the genetic crosses that would produce two different children, and (4) draw family portraits based on the genotypes of each individual.
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