From news that scientists have discovered the biggest black holes yet to dramatic video footage of volcanic eruptions, the new information science gleans about Earth and space grabs students’ attention. To help teachers capitalize on student curiosity and interest in Earth science, NSTA Press recently launched updated editions of the popular Project Earth Science Series for grades 5–10 teachers. Check out some of the creative lessons in these four resource books as well as additional lessons from NSTA Press books in the December issue of NSTA’s Book Beat.  One timely lesson offered for free in this Book Beat issue is “Habitable Zone: How Distance and Temperature Are Related.” In this lesson, you can investigate with your students how distance from a light source and temperature help us understand why Earth is “just right” in its ability to support life.  A recent New York Times article focused on findings from NASA’s Kepler satellite telescope that suggest astronomers may soon announce progress in the search for other habitable planets. Imagine other Earth-like planets that we might soon be studying in the lab and the classroom!  The Project Earth Science Series includes individual books on Astronomy, Geology, Meteorology, and Physical Oceanography chock full of activities on a wide range of Earth and space topics.

photo courtesy of the Franklin Institute

Teachers and students are heading to science museums around the country to learn about weather events such as hurricanes, tsunamis, and tornadoes. In the photo, for example, these young visitors to Philadelphia’s Franklin Institute are using a shake table to learn about earthquakes and their effects on various structures.

Besides educating students about severe weather, these exhibits offer a look at weather forecasting and the instruments forecasters use, as described in a recent NSTA Reports story. If your school isn’t located near a science museum, not to worry: Many exhibits have online components, such as videos your students can watch.

Have you taken your students to a science museum to explore the weather? Tell us how your trip went and what they learned.

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I must admit I’m a fan of mystery novels—from Nancy Drew to Sherlock Holmes, from Agatha Christie to Tony Hillerman. I enjoy trying to follow the clues and the thinking process of the protagonist. In contemporary stories (and TV programs), it’s also interesting to see how science is part of the investigation.

The interdisciplinary activities that are shared in this issue show how learning science can be embedded into interesting and purposeful activities that can be applied to everyday events. High school teachers could adapt these activities and use them as club activities or for those days in between units. I’ve noted the SciLinks topics that would support the content or include additional activities. [For starters, try Forensics]

The Case of the Missing Zooxanthellae is whodunit simulation in which students analyze clues to solve a mystery. One of the clues in this case is DNA. I’ve seen activities that had students string beads to illustrate DNA molecules, but in this activity, students “analyze” DNA models to solve the mystery. The article also includes a Reader’s Theatre-type script and background information on the topic for the teacher. [SciLinks: Coral Reefs, Cnidarians, DNA Fingerprinting]

The author of Who Stole the Doughnuts describes in detail the lesson that she and her colleagues developed, complete with a crime scene, suspects, and activities for students to analyze clues in hair and soil samples, handwriting, fingerprints, and footprints. She concludes by saying “… it was difficult to tell who had more fun—the students or the teachers.” Perhaps it would be effective to share the fun and have the students use what they learn to create additional mysteries for younger students. [SciLinks: Fingerprints]

To solve the mystery in Spooky Suspects, students analyze unknown substances to determine the presence of protein, sugar, starch, and lipids. Rather than isolated lab exercises, students see the application of these tests. [SciLinks: Proteins, Lipids, Starches]

If you and your students are thinking of creating your own whodunits, the article The Move to Movies: Instruction That Engages has suggestions for using video editing software (that now comes with many computers). Perhaps you or a student will be the next Alfred Hitchcock!

It’s no mystery that students are interested in electronics and music. A Middle School Sound Study shows how to incorporate those interests into a unit on sound, culminating with students building speakers for an MP3 device. [SciLinks: What Is Sound?, Waves, Resonance, Characteristics of Waves, Using Waves to Communicate]

A Coprolite Mystery: Who Dung It? should be very appealing to middle schoolers. I learned that a coprolite is fossilized excrement, and it’s an example of a “trace fossil” rather than the actual remains of an animal. (Owl pellets are another form of indirect evidence). The author provides a lot of background information, photographs, and class activities. [SciLinks: Fossils, Excretory System]

Flooded! describes activities to help demystify the relationship between climate change and sea level. [SciLinks: Water Cycle, Sea Level Change, Change in Climate]  Although it’s not technically a mystery or whodunit, the article Windmills Are Going Around Again demystifies this renewable resource with activities (using the 5E model). Several years ago, I was part of a PD workshop that used wind energy as the focus for helping teachers develop inquiry lessons. Two resources (also mentioned in the article) that we found useful were Kidwind and Wind from the US Department of Energy. [SciLinks: Wind Energy]

One mystery to many teachers is the misconceptions people have about the reason for the seasons. Just in time for the equinox, the Scope on the Skies column focuses on this topic. [SciLinks: Reasons for the Seasons, What Causes Earth's Seasons?]

It’s easy for students to focus on the novelty of these mysteries and whodunits. It’s essential, therefore, for teachers to help students make the connection between these engaging activities and the science behind them.

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I totally agree with the editor of Science Scope this month, concerning the status of the earth sciences in many of our high schools. Many years ago when I was in high school, the science offerings started with biology, followed by chemistry, physics, and a fourth year biology elective. Earth science was not even in the course catalog—so much for the good ol’ days! Are things different now? In recent conversations on NSTA listserves, teachers were discussing the order in which students should take biology, chemistry, physics—but few of the conversations included earth and space sciences anywhere in the sequence.

It seems like an earth/space science course would be an ideal capstone course in high school—integrating physics with meteorology and astronomy, chemistry with geology and oceanography, and biology with paleontology and ecology. In essence, students would experience how the sciences are related and focus on interesting and current topics. But as of now, for many students, the upper elementary and middle school grades are the last time they’ll be formally exposed to earth science topics in school.

As middle level teachers will attest, it’s not hard to get young students interested in the earth sciences that explain and describe the world around them. The articles in this issue have lots of suggestions for activities, and I’ve noted the SciLinks topics that would support the content or include additional activities.

By the time students get to middle school, they’ve heard the word “system” in the context of the solar system or the metric system, but they may not understand what systems are. An Earth-System Approach to Understanding the Deepwater Horizon Oil Spill describes a recent event in terms of the interrelationships among the biosphere, hydrosphere, geosphere, and atmosphere. The article also includes graphics to help students see and reflect on the connections. [SciLinks: Atmosphere, Biosphere, Earth's Structure, Water Cycle]

In the Hot Seat has an analysis of home heating options  [SciLinks: Heating Systems, Alternative Energy Homes, Solar Heated Homes, Carbon Cycle/Global Warming]

Ocean Acidification has two lessons presented to help students understand the causes of ocean acidification and its effects on coral reefs. [SciLinks: Coral Reefs, Acid Rain, Greenhouse Gases, pH]

Are you planning any outdoor events at the end of the year? The students in the article Clever with Weather collected and analyzed local data (with an emphasis on graphing) to determine the best place for a picnic. (I know of an elementary school where the students analyze weather data each morning and prepare a report for the principal to help her make a decision about whether to have outdoor recess that day). [SciLinks: Weather, Weather Instruments, Weather Patterns]

Prehistoric life is a popular topic with middle schoolers, and three articles add to that interest. In the Dinoviz project, students trace how our perceptions of what dinosaurs “looked like” over time have changed, based what was learned through research. Fossil Patterns in Time describes a 5E lesson that addresses misconceptions students may have about the geologic time scale and the occurrence of vertebrates. This is one of many excellent lessons at the ENSI (Evolution & the Nature of Science Institutes) website.  Fossil Sharks: Learning From and About the Past also has activities using fossil shark teeth to guide students through investigations of how life and environmental conditions have changed over time. [SciLinks: Geologic Time Scale, Fossils, Fossil Record, Dinosaurs, Sharks]

As the author of Fun with a Flume—Ideas for Inquiry suggests, middle schoolers don’t mind getting wet. The simple apparatus here can be used to demonstrate many concepts related to water. [SciLinks: Convection, Water Erosion, Watersheds and Pollution]

Earth’s Reflection: Albedo includes several activities to illustrate the relationship between this concept and climate change. Although students may not be familiar with this term, they can understand the concept. The authors include diagrams, suggestions for data collection, and assessments. [SciLinks: Albedo]

There was a farm set on the light table and there were tadpoles in an aquarium nearby. One child (in the Green Frog class of course) was taken with the frog-to-tadpole sequence models and wanted to add them to the farm set-up. I asked, “Don’t they need some water?” and he said he would add a pond. He got blue paper, another child drew the oval pond shape, and another cut it out, each one contributing their expertise. Somehow that developed into making a model of a weather system (I missed the connection) and one child added a storm cloud, puddle, lightning, and thunder, all represented with paper shapes which they allowed me to label.

Then they hung the rain clouds over the light table using pipecleaners taped to the bookcase and the play began in earnest. Wish I had taken more photos. When I shared with the parents one of them replied, “I’m so glad you let me know about this! I asked my child about it at breakfast this morning, and he went into a ten minute, detailed explanation. Wish I had been there to see it—thanks for the pictures!”

Read more about connecting your students to changes in the weather in the April/May 2010 Young Children. In the Methods & Strategies column, “Making the Climate Connection,” Bruce Larson writes about beginning teaching about climate by teaching about weather and about “learning progressions”—the order in which students can best learn and understand science concepts. The column is chock full of resources for K-1, 2-3 and 4-5, as well as adult learners, with additional resources listed online.

Take a look!

Peggy

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Everyone talks about the weather, but the articles in this issue show students doing more than talking. Just look at the action words in the titles: blog, cruise, teach, make, watch, look, learn.

The differences between weather and climate can be challenging for younger students. The author of Making the Climate Connection suggests a “progression” topics for grades K–5 and recommends some online resources (many of which are in SciLinks). The lesson described in Dress for the Weather uses actual data to help students differentiate between weather and climate. The lesson uses the 5E learning cycle with a real-life focus.

Talk about a real-life focus—the students in the article Blogging About the Weather combine their experiences in weather instruments, storm studies, cloud formations, and weather fronts to prepare their forecasts and share them with other students via a blog. In a class I visited, the fourth-grade students used their weather station to prepare forecasts that they shared every day with the principal to help her make the decision about whether to have outdoor recess. And in a related news article, check out how fourth grade weather watchers are creating forecasts that are telecast on the Internet as well as on the school’s Web site.

Cruising the Climate with Spreadsheets shows how elementary science methods teachers found local weather data online, created Excel spreadsheets to organize the data, and interpreted the data from both local and international sites to learn about climates. This activity could be used as a purposeful workshop to brush up (or introduce) skills in spreadsheets. The author includes a list of online spreadsheet tutorials and tips for inserting or deleting symbols. I was not aware of this feature, so I learned something new, too. (Note: I use the Mac 2008 version where inserting symbols is part of the Object Palette under the View menu or in the Toolbox.)

NSTA’s Early Years blog has detailed ideas and resources on exploring the concept of evaporation with younger students, related to the article Where Did the Water Go?

If you’re looking for lesson ideas or sites for students on topics related to this theme, check out these K–4 SciLinks keywords:

• Forecasting the Weather
• Collecting Weather Data
• What Causes Earth’s Seasons?
• Clouds and Fog
• Storms
• Tornadoes
• What Makes Up the Atmosphere?

At the 5–8 level, there are many keywords leading to websites on weather and climate. In SciLinks, use the basic keywords “weather” or “climate” to access them.

In this issue, all of the articles deal with the theme of weather. I’m going to continue reading and in the next post, I’ll share more resources on seasons, clouds, and instrumentation.

Check out the Connections for this issue. Even if the article does not quite fit with your lesson agenda, this resource has ideas for handouts, background information sheets, data sheets, rubrics, etc.

I wonder how teachers include the “E” in this acronym when designing or selecting class activities. And yet, the play that children do can be the foundation for future interest in engineering. This issue has several articles that describe how to capitalize on children’s curiosity and problem-solving abilities with engaging and purposeful activities, from race cars (Gravity Racers) to sand castles (Building with Sand) to learning about rocks (Science Rocks—in SciLinks, use the keyword “rock” for your grade level for more information on types of rocks, identifying rocks, and the rock cycle) and other Imaginative Inventions (which has suggestions for an egg-drop design activity in addition to suggested trade books on the topic).

Elementary Design Challenges focuses on airplanes and flight and has a list of suggestions for other projects. The author uses the resources of NASA’s Engineering Design Challenges website. SciLinks has additional suggestions for websites that have explanations for engineering and design principles in projects such as bridge structures and roller coasters, and for learning from paper airplanes. (Some students may be skeptical when we tell them it’s ok to fly them in class!)

The article Potato Problem Solving illustrates how students used the 5E process to study the thermal insulation properties of materials. Engineering for All is an engaging narrative that describes a windmill design activity that took place in an inclusive classroom. The activity is based on a design process: ask, imagine, plan, create, improve (SciLinks websites have more information on wind energy). As you’re reading the article, be sure to check out articles in the March edition of The Science Teacher, Science for All. Although the articles have a focus on secondary students, the theme is similar and you’ll get some additional insights and ideas for inclusive classrooms.

Children are never too young to explore design solutions. The photographs of the children’s problem-solving strategies with inclined planes in Science and Literacy Centers are priceless! I liked the questions in the “Teacher talk to support inquiry” graphic. And the classes in the article Insect Keepers went beyond the usual activities of an insect unit to incorporate the design process. The author includes checklists to assess student learning, too.

I was traveling through central Texas earlier this month and in the highway rest stops, the buildings were designed with storm shelters for tornadoes.  The students in Hurricane Proof This were looking at the design of buildings to withstand severe conditions  (these students may also be interested in the article Skyscrapers or other design sites such as the Leaning Tower of Pasta).

Check out the list of Connections for this issue. Even if the article does not quite fit with your lesson agenda, this resource has ideas for handouts, background information sheets, data sheets, rubrics, etc.

I hope that our secondary colleagues will take a look at the amazing things that younger students are learning about and doing. (These activities could certainly be kicked up a notch or two for the upper grades!).

Early spring flowers on a red bud tree.

Red bud tree leaves in fall.

Give your students practice making observations by doing a seasonal scavenger hunt that will require closer looks at the familiar landscape to see what has changed. (Thanks to the University of British Columbia Botanical Garden and Centre for Plant Research for the idea.)

Does the tree (with branches low enough to see) have tightly furled flower or leaf buds, leaves the size of a squirrel’s ear, or leaves that are fully grown and changing color? Checklists can use both words and pictures to list items.

Use a new checklist for each season and include some of the following items to look for if they apply to your school yard:

Plants

• Leaf size on deciduous plants (choose any or a particular plant)
• Flower buds forming, blooming, forming seeds(choose any or a particular plant)
• Flower bulb leaves growing above ground, dying back

Animals

• Baby animals in the fields
• Tracks in mud, sand, or snow

Birds

• In groups or alone
• What are they eating?
• Birds building nests

Insects and other small animals

• Bees or other pollinators on flowers
• Small animals (roly-polies, caterpillars) visible in the garden

Weather

• Temperature
• Precipitation
• Windy or calm
• Snow on the ground
• Ice on water bodies
• People dressed in boots, coats, sandals, shorts, carrying umbrellas.

"Honesty" plant in bloom in spring.

"Honesty" plant seed pods in fall.

The scavenger hunt observations can be posted each month to make it easier to see how the observations have changed over the year. Some months no student will see a bee and other months every student will see some.

What other items should be added to an outdoor scavenger hunt list for your schoolyard?

Peggy

Are you an urban or rural educator seeking pearls of wisdom for engaging your students? Plan to attend the NSTA National Conference in Philadelphia. The conference will give you those “pearls” through a strand of sessions entitled Meeting the Unique Needs of Urban and Rural Learners.

High school teachers, pick up some classroom and field activities and see how you can help urban students make the connection between their local environment and weather conditions (Thursday, March 18). Teach chemistry? Learn how urban high school teachers used a Professional Learning Community (PLC) to boost students’ chemistry participation (also taking place on March 18).

Elementary teachers, have any budding engineers in your classroom? Come to Philly and hear about some strategies for integrating standards-based, interdisciplinary engineering activities your urban students will enjoy (Friday, March 19). Middle level educators, find out how to use interactive notebooks to inspire your urban and rural young scientists, and even create your own version (Saturday, March 20).

And don’t miss featured speaker Garland L. Thompson on Saturday. In his Shell Science Seminar, Talent Knows No Color Line, this noted television commentator, law professor, and reporter will share his experiences selecting STEM competition winners who have “scaled hurdles our society says are insurmountable.”

Teachers use several strategies at the end of the school year. One strategy is to try to cram in as many topics as possible in an effort to “cover” everything.  Other teachers use culminating or capstone projects to integrate concepts and give students a chance to use what they’ve learned in science (and other subjects). Environmental investigations are a natural for these projects. The projects described in this issue highlight the students’ research questions and how they share the results of their authentic investigations:

The “Green” Root Beer Laboratory demonstrates an activity to promote environmental awareness in the classroom along with questions about consumerism, recycling, advertising, sources of food products, and nutrition. And it results in a useful product!

Investigating Aquatic Dead Zones incorporates concepts from chemistry and physics in a water study. SciLinks has additional information and suggestions in the collection of links for Ocean Pollution.

I went to a session at the 2008 NSTA conference in Boston by the authors of The Urban Green Tree Project. I was impressed then by the potential for this project, and it was interesting to see what this “looks like” in a real school.

After digging out of 30+ inches of snow here in the Northeast The CORALS Connection looks like a tropical topic. SciLinks has more resources on Coral Reefs. Current maps of snow depths or other weather conditions show that on February 14, every state in the continental US had some snow cover!!).

Many of these projects, including the field ecology course described in Meet Us Outside! could be implemented as a supplemental summer term project, too.  All of these authors provide suggestions for how (and why) to incorporate these investigations into a busy schedule. The projects described in this issue are authentic inquiry/research projects related to environmental topics. You may also be interested in activities in the February issue of Science and Children, in which younger students investigate local watersheds and soils.

Encyclopedia of Earth may look like a blog or wiki, but according to the article in this issue, it’s a peer-reviewed work based at Boston University and operated in partnership with the National Council for Science and the Environment with articles written by reputable authors. Many articles have been individually added to SciLinks, but the entire, searchable site is a valuable resource.

If you’re reading this, you already know about blogs. Create a Classroom Blog looks at blogs as way of sharing and interacting among students, using an authentic technology tool. For example, in a class I observed, the teacher created a blog for students to add their reflections, comments, summaries, or conclusions about their projects and investigations. The students could read what others posted, and the teacher could add comments right to the document. The article has suggestions for sites to host blogs at no cost. Unfortunately, blogs are blocked in some schools. I’m curious about that: Shouldn’t the teacher have a say in what resources are (or are not) available to them?

Regardless of the grade level you teach, bookmark the NSTA Portal: Safety in the Science Classroom with lists for secondary and elementary schools. Many of these resources are also in SciLinks topic Safety in the Science Classroom. Check out the  Connections for this issue. Even if the article does not quite fit with your lesson agenda, the authors provide handouts, background information sheets, data sheets, rubrics, or examples of student work that may give you some ideas. And NSTA Recommends has more resources related to climate change and “teaching green.”