Tag Archives: models

Following children’s interests–following a caterpillar over winter






It’s always interesting to hear how other early childhood educators make the most of children’s curiosity to teach science concepts. Guest blogger Maggie Posey is a mom to a curious two year old and preschool teacher to eight eager learners. She blogs about both athttp://www.mamasuerte.blogspot.com. In this guest post she writes about how her preschool students’ […]

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Science of Golf: pace of play






What does a traffic jam on an urban freeway or the queue for a popular amusement park ride have to do with golf? Wait time! It’s a problem that the United States Golf Association (USGA) and others associated with the sport see as a huge issue in getting people out to play (or to watch). […]

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Developing and using models






Many of us remember building models in school—replicas of the solar system, atomic structure, or the double helix of DNA. But in the era of the Next Generation Science Standards, models should not just be built as an arts-and-crafts activity, but as a way to explore and explain phenomena. If this is a new idea […]

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Getting to know our students as they get to know themselves






  During the first weeks of school many preschool and kindergarten teachers have their students draw self-portraits as a way of getting to know children’s fine motor skills and developmental age in drawing, as well as teach vocabulary for parts of the body and sense structures. (See the lovely gallery of self portraits from Clipston […]

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Maps and models






My principal questioned why I had U.S. and world wall maps on my request list. “You teach science, not geography” was his comment. But the maps were ordered, and during lessons we pulled them down and found the location of the Namib Desert, the Okefenokee Swamp, and coral atolls in the Pacific. We pinpointed where […]

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Models, and maps, and spatial understanding






Teaching spatial awareness is part of most early childhood standards, such as the Head Start Child Development and Early Learning Framework (Understands directionality, order, and position of objects, such as up, down, in front, behind.), and it is part of national standards for K-12 curriculum such as the National Research Council’s A Framework for K-12 […]

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Modeling biological systems






When we see the word “model” some of us get flashbacks to Styrofoam planets, papier-mâché volcanoes, or pretzel-stick log cabins. Their construction often was more of an arts-and-crafts exercise. But models in science can be more than representations of objects. As the editor notes, models “help us make predictions, understand complex systems, generate new ideas, […]

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Maps and models






Both of these words can be nouns or verbs, and both interpretations are essential in science, as described in this month’s edition of Science Scope. Students use models and maps as learning tools; they also can model design processes or map their understanding of a concept. It appears that many of these articles on maps […]

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Models and modeling






When I’m at an NSTA conference, I try to attend a session on a topic about which I know very little. This time, I saw a session entitled Epigenetics: Beyond the Central Dogma. After a brief discussion of research on how the environment interacts with the epigenome (a layer of biochemical reactions that turns genes […]

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Sunday morning






Sunday morning is a tough time for a presenter. Early departures, church services, brunch dates, last minute sightseeing/souvenir gathering, or too much Saturday evening make it difficult for some to attend sessions at this time. But those die-hards who made it to the convention center this morning were treated to some excellent presentations. Cameras in […]

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