Jointeaching teachers
Making the Most of Field Trips
Envisioning how to connect field trips to the curriculum sets preservice teachers up for success.
Science and Children—Fall 2023 (Volume 60, Issue 7)
By Nicole Hesson
Field trips can be a unique way to engage elementary students in science content. However, budget cuts and a focus on standardized testing are causing some schools to greatly reduce the funding for field trips (Meyer 2008). In the wake of the last recession, 33% of districts nationwide eliminated field trips altogether (Mongeau 2015). The COVID-19 pandemic has also had a negative impact on the logistic feasibility and budget allotment for field trips. The benefits of field trips—particularly for underprivileged students—have been widely studied (Behrendt and Franklin 2014; Mongeau 2015). Field trips can provide a way for teachers to bring science to life and better integrate higher-order thinking skills into lessons. According to Kisiel (2005), “although teachers may report that a primary reason for including the field trip experience is to support what they are teaching in class, studies suggest that this curriculum connection is sometimes quite weak.” In today’s financial climate, field trips are more likely to be funded if there is a clear curricular connection. Ensuring a strong relationship between classroom and out-of-school learning is something that must be taught in preservice teacher education programs.
Field trips can be a unique way to engage elementary students in science content. However, budget cuts and a focus on standardized testing are causing some schools to greatly reduce the funding for field trips (Meyer 2008). In the wake of the last recession, 33% of districts nationwide eliminated field trips altogether (Mongeau 2015). The COVID-19 pandemic has also had a negative impact on the logistic feasibility and budget allotment for field trips.
Field trips can be a unique way to engage elementary students in science content. However, budget cuts and a focus on standardized testing are causing some schools to greatly reduce the funding for field trips (Meyer 2008). In the wake of the last recession, 33% of districts nationwide eliminated field trips altogether (Mongeau 2015). The COVID-19 pandemic has also had a negative impact on the logistic feasibility and budget allotment for field trips.
engineering encounters
Cardboard City
A whole-school integrative engineering experience
Science and Children—Fall 2023 (Volume 60, Issue 7)
By Julie Jackson, Julie Brenegan, Kristi Wagner, and Michelle Berry
Cardboard, a common maker space material, is inexpensive, readily available, and durable. It is also easy to manipulate. It can be folded, cut, painted, and taped or glued together. Caine’s Arcade, a video featuring Caine Monroy’s cardboard arcade, inspired countless cardboard maker space events and engineering design challenges (see Online Resources). For several years, we held multi-grade level cardboard arcade engineering design challenges. Participating students designed and built cardboard arcade games that were displayed in school hallways. However, this year, we wanted to elevate our K–5 grade cardboard engineering challenge to support other school subjects such as technology, language arts, math, and social studies and we wanted it to be interactive—not just a display. We decided that a “cardboard city” engineering challenge might provide the interactive and integrative opportunities we wanted.
Cardboard, a common maker space material, is inexpensive, readily available, and durable. It is also easy to manipulate. It can be folded, cut, painted, and taped or glued together. Caine’s Arcade, a video featuring Caine Monroy’s cardboard arcade, inspired countless cardboard maker space events and engineering design challenges (see Online Resources). For several years, we held multi-grade level cardboard arcade engineering design challenges. Participating students designed and built cardboard arcade games that were displayed in school hallways.
Cardboard, a common maker space material, is inexpensive, readily available, and durable. It is also easy to manipulate. It can be folded, cut, painted, and taped or glued together. Caine’s Arcade, a video featuring Caine Monroy’s cardboard arcade, inspired countless cardboard maker space events and engineering design challenges (see Online Resources). For several years, we held multi-grade level cardboard arcade engineering design challenges. Participating students designed and built cardboard arcade games that were displayed in school hallways.
start with phenomena
How Does Sound Travel in a String?
Facilitating a change in sound conception with fourth graders
Science and Children—Fall 2023 (Volume 60, Issue 7)
By Gang Shu, Xiaowei Tang, and Huimin Chen
In Chinese science curriculum, the sound unit generally starts with observing various sound making phenomena and finding out that they all involve vibration. (In China, the elementary science curriculum standards assign all sound-related content to the 3–4 grade band, including the idea that vibrating matter makes sound, which was assigned to the K–2 grade band in the Next Generation Science Standards [NGSS].) In previous teaching, we noticed that although our fourth graders could relate sound with vibrating matter after such learning, they would keep applying properties of matter when explaining sound-related phenomena, such as describing echo as “very small sound beads that hit the wall and bounce back.” Such observations motivated us to pursue a conceptual change, helping students conceptualize sound as energy rather than matter. Understanding sound as a form of energy and that energy can travel from place to place through sound falls under the fourth-grade expectations in NGSS (4-PS3-2; 4-PS3-3; NGSS Lead States 2013). It requires treating sound as a process of vibrating motion, so that vibration strength can be associated with the amount of energy, and the propagation of vibration can be seen as energy transfer.
In Chinese science curriculum, the sound unit generally starts with observing various sound making phenomena and finding out that they all involve vibration.
In Chinese science curriculum, the sound unit generally starts with observing various sound making phenomena and finding out that they all involve vibration.
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Computational Modeling With Multilingual Learners
Integration across four science units
Science and Children—Fall 2023 (Volume 60, Issue 7)
By Alison Haas, Scott E. Grapin, Lorena Llosa, and Okhee Lee
While the vision for science education through A Framework for K–12 Science Education (NRC 2012) and the Next Generation Science Standards (NGSS) continues to take hold in classrooms across the nation, computational modeling is becoming increasingly essential in school and society. Computational models, or “representations of phenomena that can be simulated by a computer” (Weintrop et al. 2015, p. 137), are reshaping the way science is practiced in increasingly diverse classrooms, as all students, including multilingual learners (MLs), can use computational models to develop and test explanations of phenomena. However, teachers lack high-quality science curricula that integrate computational modeling in purposeful ways and with explicit attention to student diversity.
While the vision for science education through A Framework for K–12 Science Education (NRC 2012) and the Next Generation Science Standards (NGSS) continues to take hold in classrooms across the nation, computational modeling is becoming increasingly essential in school and society. Computational models, or “representations of phenomena that can be simulated by a computer” (Weintrop et al. 2015, p.
While the vision for science education through A Framework for K–12 Science Education (NRC 2012) and the Next Generation Science Standards (NGSS) continues to take hold in classrooms across the nation, computational modeling is becoming increasingly essential in school and society. Computational models, or “representations of phenomena that can be simulated by a computer” (Weintrop et al. 2015, p.
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Growing Students' Meaning-Making
Germinating seeds provides opportunities to build teacher capacity for promoting sensemaking.
Science and Children—Fall 2023 (Volume 60, Issue 7)
By Patrick Brown, Jessica Fries-Gaither, and Kathy Renfrew
In this sensemaking lesson, K–2 students explore how different factors influence seed germination and explain the elements necessary to sprout. Notebook strategies are embedded throughout the explore-before-explain lesson to help students organize budding ideas. The class begins by engaging students’ initial ideas about factors needed for a seed to grow. The lesson is designed to provide students with firsthand experiences collecting data on seeds needing specific requirements to germinate. As students gather data from their explorations, they look for patterns and cause-and-effect relationships to construct and revise an explanation of what requirements seeds need to sprout and the factors that affect the growth of the germinated seeds (seedlings). With teacher guidance, students learn terms for specialized plant structures observed during their exploration. At the end of the lesson, students revisit their initial ideas and revise their claims using crosscutting concepts of patterns and cause and effect to construct a scientific explanation with evidence from their investigations. This article shares a model lesson (see Brown and Keeley 2023) and reflects on the key planning considerations connected to research to help elementary teachers and leaders consider instructional design from a more pedagogical perspective.
In this sensemaking lesson, K–2 students explore how different factors influence seed germination and explain the elements necessary to sprout. Notebook strategies are embedded throughout the explore-before-explain lesson to help students organize budding ideas. The class begins by engaging students’ initial ideas about factors needed for a seed to grow. The lesson is designed to provide students with firsthand experiences collecting data on seeds needing specific requirements to germinate.
In this sensemaking lesson, K–2 students explore how different factors influence seed germination and explain the elements necessary to sprout. Notebook strategies are embedded throughout the explore-before-explain lesson to help students organize budding ideas. The class begins by engaging students’ initial ideas about factors needed for a seed to grow. The lesson is designed to provide students with firsthand experiences collecting data on seeds needing specific requirements to germinate.
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Using Argument to Reason About Science Practice
Students can productively argue about a lot more than just claims and their evidence.
Science and Children—Fall 2023 (Volume 60, Issue 7)
By William Sandoval, Jon Kovach, Leticia Perez, Lynn Kim-John, and Jarod Kawasaki
We have been working for nearly two decades with teachers across all grade bands to promote productive argumentation. From this experience, and those of others interested in the same goals, we have extracted a simple strategy for promoting and supporting productive argumentation wherever it arises during students’ engagement in science and engineering practices (SEPs). Organizing and guiding arguments over a full range of science practices not only helps students learn important disciplinary concepts, but also to understand how science really works.
We have been working for nearly two decades with teachers across all grade bands to promote productive argumentation. From this experience, and those of others interested in the same goals, we have extracted a simple strategy for promoting and supporting productive argumentation wherever it arises during students’ engagement in science and engineering practices (SEPs). Organizing and guiding arguments over a full range of science practices not only helps students learn important disciplinary concepts, but also to understand how science really works.
We have been working for nearly two decades with teachers across all grade bands to promote productive argumentation. From this experience, and those of others interested in the same goals, we have extracted a simple strategy for promoting and supporting productive argumentation wherever it arises during students’ engagement in science and engineering practices (SEPs). Organizing and guiding arguments over a full range of science practices not only helps students learn important disciplinary concepts, but also to understand how science really works.
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The Astronomical Event of the Decade
A solar eclipse double-header in 2023 and 2024 offers the perfect experience to excite early learners.
Science and Children—Fall 2023 (Volume 60, Issue 7)
By Anna Hurst, Julia Plummer, Suzanne Gurton, and Dennis Schatz
On Saturday, October 14, 2023, and then again on Monday, April 8, 2024, sky gazers all across North America will experience what is arguably the most breathtaking of astronomical phenomena: a solar eclipse. During the October eclipse, everyone in North America will experience a partial eclipse, but if you are lucky enough to be in the 125-mile-wide “path of annularity,” you will see the Moon slowly pass in front of the Sun, until only a “ring of fire” (a ring or annulus of the Sun’s surface) is visible. The eclipse is not total because the Moon is approaching its farthest point from the Earth, so appears too small to cover the entire Sun.
On Saturday, October 14, 2023, and then again on Monday, April 8, 2024, sky gazers all across North America will experience what is arguably the most breathtaking of astronomical phenomena: a solar eclipse. During the October eclipse, everyone in North America will experience a partial eclipse, but if you are lucky enough to be in the 125-mile-wide “path of annularity,” you will see the Moon slowly pass in front of the Sun, until only a “ring of fire” (a ring or annulus of the Sun’s surface) is visible.
On Saturday, October 14, 2023, and then again on Monday, April 8, 2024, sky gazers all across North America will experience what is arguably the most breathtaking of astronomical phenomena: a solar eclipse. During the October eclipse, everyone in North America will experience a partial eclipse, but if you are lucky enough to be in the 125-mile-wide “path of annularity,” you will see the Moon slowly pass in front of the Sun, until only a “ring of fire” (a ring or annulus of the Sun’s surface) is visible.
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Making the Most of the Upcoming Solar Eclipse Double-Header
October 14, 2023, and April 8, 2024
Science and Children—Fall 2023 (Volume 60, Issue 7)
By Andrew Fraknoi and Dennis Schatz
Eclipses of the Sun, where the Moon gets in front of the Sun and blocks its light, are among the most spectacular of natural events. The total eclipse visible in the United States in 2017 fascinated and involved millions of people all across the country. The good news is that against all odds, two dramatic solar eclipses—an eclipse double-header—will occur during the coming school year.
Eclipses of the Sun, where the Moon gets in front of the Sun and blocks its light, are among the most spectacular of natural events. The total eclipse visible in the United States in 2017 fascinated and involved millions of people all across the country. The good news is that against all odds, two dramatic solar eclipses—an eclipse double-header—will occur during the coming school year.
Eclipses of the Sun, where the Moon gets in front of the Sun and blocks its light, are among the most spectacular of natural events. The total eclipse visible in the United States in 2017 fascinated and involved millions of people all across the country. The good news is that against all odds, two dramatic solar eclipses—an eclipse double-header—will occur during the coming school year.
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How it All Happened
Cause and effect as a lens and thinking tool to observe and make sense of two puzzling phenomena.
Science and Children—Fall 2023 (Volume 60, Issue 7)
By Lindsey Mohan, Emily Harris, and Candice Guy-Gaytán
A circle of fourth-grade students sit around Mrs. Ray, who shows videos and images of two natural events: large rocks that have fallen from a cliffside and large rocks in the middle of a dry stream near a road. She asks, “What caused these events to happen? How do we think the changes caused by these events affected the land, waters, and living things?” Her students share their initial ideas. For the first event, a student suggests, “a big gust of wind pushed on a weak rock.” A second says, “maybe there was an earthquake and it shifted it.” Mrs. Ray records students’ ideas on an initial class model. Then she focuses students on potential effects. Students share concerns about drinking water for animals, blocked waterways causing flooding, and “cracked trees” that are homes to birds and small critters. Mrs. Ray points to the second event and asks students to consider its causes and effects. A student says, “maybe the rocks were on the side of the river and the river flooded and the rocks went into the river and smashed together.” For possible effects, students share that maybe, “the road got blocked” and “cars got stuck on the road.” Mrs. Ray asks, “How sure are we about our ideas? Do we have any questions we’re wondering about?”
A circle of fourth-grade students sit around Mrs. Ray, who shows videos and images of two natural events: large rocks that have fallen from a cliffside and large rocks in the middle of a dry stream near a road. She asks, “What caused these events to happen? How do we think the changes caused by these events affected the land, waters, and living things?” Her students share their initial ideas. For the first event, a student suggests, “a big gust of wind pushed on a weak rock.” A second says, “maybe there was an earthquake and it shifted it.” Mrs.
A circle of fourth-grade students sit around Mrs. Ray, who shows videos and images of two natural events: large rocks that have fallen from a cliffside and large rocks in the middle of a dry stream near a road. She asks, “What caused these events to happen? How do we think the changes caused by these events affected the land, waters, and living things?” Her students share their initial ideas. For the first event, a student suggests, “a big gust of wind pushed on a weak rock.” A second says, “maybe there was an earthquake and it shifted it.” Mrs.
Freebies and Opportunities for Science and STEM Teachers, October 31, 2023
By Debra Shapiro
