Bird footprints in fresh snow
With 18 inches on the ground, and another 2–4 inches of snow due Tuesday, is it any wonder I’m thinking of how to make the most of this unique material in school? When we get back to school we’ll look for signs of animal activity and read to learn how animals live in the snow.
Earlier in the week (before the fourth snow day this year—now we’re up to six) I read a book about animals who live in the snow with groups of 4-10 children:
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Wikis have been called ”the quintessential collaborative tool.” In this article from the February 2010 issue of NSTA Reports, you’ll find out how teachers around the country are using wikis to collaborate with colleagues around the world, as well as to communicate with students and parents.
Do you have a wiki? Tell us about yours, and how you use it to enhance your teaching.
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When the going gets tough, the tough get creative. Challenging times mean lean budgets in many schools, but science teachers have a knack for stretching resources to keep students engaged in lively educational activities even in a pinch. Editor Linda Froschauer presents a timely compendium of resources from NSTA Press books and NSTA journals in a new book titled The Frugal Science Teacher, PreK–5: Strategies and Activities. If you’re in need of budget-conscious classroom activities or just new ideas and strategies, you’ll find lots to choose from on topics from student-created constructions to instructional strategies that maximize the science budget. Froschauer says in her introduction, “You may not save hundreds of dollars a year by following the recommendations found in this book. You will, however, find creative ways to keep expenses down and stretch your funds while building student understanding.” We’ve posted a free sample chapter the Science Store: See “Materials Repurposed: Find a Wealth of Free Resources at Your Local Recycling Center.”
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In the February 2010 Early Years column (Science and Children) I wrote about exploring form and function using hats, and testing them for how water flows off of them. Children might think, “Of course a firefighter’s hat works well to keep dripping water off their face and head! It’s made to do that!” And what about how well a clown hat performs its function…” Of course it makes people laugh, that’s why clowns wear those silly hats.”
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I’m looking for suggestions for formative assessments. Do you have some unique ideas to assess students quickly and adjust instruction accordingly?
—Karen, Arizona
Formative assessments are ongoing, classroom level assessments critical to discovering what students are learning during the instructional process so we can move on (if students have learned a topic) or revisit our instruction to correct any misconceptions or to fill in any gaps. These quick and focused check-ups can provide just-in-time information on what students know or can do prior to end-of-unit tests or yearly exams.
I’m not sure I have any “unique” ideas and you may already have many activities that could be part of a formative assessment process. These can be varied so they become an integral and enjoyable part of the learning process, not just special events. Formative assessments are usually not graded to provide a safe way for students to ask questions and reflect honestly on their learning—and not be penalized for a mistake, a misconception, a question, or an incomplete understanding during the learning process. Here are some formative assessments I like:
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What’s New, 2/1/2010
Here’s a quick look (with lots of links!) at what’s going on at NSTA’s online outposts:
In the NSTA online professional learning communities, we have new groups created on a variety of topics…
At the NSTA Learning Center, check out this Wednesday’s Web Seminar: Engineer Your Life: Spark Girls? Interest in Engineering.
On our “core site” (www.nsta.org): everyone’s gearing up for our National Conference on Science Education this March 17–21 in Philadelphia. Write your own declaration of independence and join your fellow educators this March in Philadelphia!
On Facebook, the discussion about teachers and technology has been re-energized, and we’ve created an event for the National Conference.
On Linkedin, you can now find a jobs subgroup, that re-posts all of the listings on the NSTA Career Center.
And of course all our science educator Tweeps are tweeting and re-tweeting about our Philadelphia conference!
Now is the time to insure that you don’t miss a single journal issue or one minute of the time you use to network and build professional connections here in these online communiities. Click the link above to renew your membership and insure that NSTA stays in your corner for your science education career!
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A new series for a major cable network is searching for college students who are always inventing things and building things. If you know any smart, creative, and talented students who have a flair for science and engineering, please share this announcement with them. Ideal candidates should be freshmen or sophomores and have a couple of friends who also share their passion for inventing. “However, as long as you are a student and an inventor, we want to hear from you! Think along the lines of the movies Weird Science and Real Genius,” says the casting director.
If you or someone you know is interested, please answer the following questions and e-mail them to mb2casting@yahoo.com by February 14:
Please send a picture along with contact info (phone and e-mail).
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My ninth grade students enjoy labs, but my colleagues say I do too many and the students aren’t learning anything. How many labs should I do each week?
—Carolyn, Billings, Montana
I’m curious as to what you mean by “labs.” Some teachers use the word lab to describe a variety of activities from investigations and experiments to cookbook demonstrations, small-group discussions, simulations, group writing assignments, laptop activities—anything students do in groups in science class. While all of these activities can be useful learning strategies, let’s assume you are referring to inquiry-based investigations and experiments.
NSTA’s position statement on Scientific Inquiry states, “Scientific inquiry is a powerful way of understanding science content. Students learn how to ask questions and use evidence to answer them. In the process of learning the strategies of scientific inquiry, students learn to conduct an investigation and collect evidence from a variety of sources, develop an explanation from the data, and communicate and defend their conclusions.”
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Science activities with two-year-olds may not last very long but sometimes the children surprise me. One group of four children spent about 15 minutes exploring a set of cardboard tubes with ends covered with either clear plastic wrap, wax paper, or a double layer of black plastic (black construction paper would also work). We looked through the tubes and talked about what we saw— could we see through them? Then I put out small flashlights. Exploration took off!
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Science in the community
From hurricanes to earthquakes, forest fires mudslides, and record-setting snowstorms and rainfall, children often ask “Can it happen here?” Three articles are related to this topic. Along with Can We Protect Our Communities From Natural Disasters?, check out the SciLinks keyword disasters for grades 5–8. Even if you’re not in an earthquake zone, activities such as those in Shake It Up and The Built Environment tap into the creativity of future engineers. SciLinks has lists of related websites on the topic of earthquake resistant structures and the science of bridges. One of my favorites is Building Big: All About Bridges from PBS.
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