NSTA Reports 3

www.nsta.org April 2020 Vol. 31 No. 8 REIDAR HAHN, CREATIVE SERVICES CREATIVE HAHN, REIDAR LABS FERMI AT Life Skills, Literacy, STEM Career Expos and STEM 6 Expose Potential Paths 9

CONTENTS Teaching the Science of Honeybees

3 Transforming to a Most students know “honeybees are Successful STEM School important pollinators that provide some of the foods they like to eat. Additionally, students may also recall 6 Life Skills, Literacy, and hearing news stories about honey- STEM bees not doing well or even dying off. [O]thers are…terrified of anything that 9 STEM Career Expos has a stinger…Bringing an observation Expose Potential Paths hive into the classroom where students can see the real-time activities and life cycle of honeybees can provide a signif- GRAB BAG icant life-changing learning experience for them,” asserts Phil Kahler, a science Pull-Out Section! teacher at Tualatin Valley Academy G1 Freebies in Hillsboro, Oregon, who once had G3 News Bits a beekeeping program at his school.

G4 What’s New “[S]tudents will learn to appreciate BETH GUZZETTA G6 In Your Pocket the work [bees do] to store pollen, make Middle school students at Allendale Columbia School in Rochester, New York, prepare G8 Summer Programs honey, and raise their young. If students their honeybee colony for the winter. can make a personal connection to honeybees, they will begin to under- an apiary with her seventh-grade life be run, the risks versus the benefits… 13 Ask a Mentor: Strategies stand them and will be more likely to science students in 2018. They [presented their proposal to the for Enhancing Science do what they can to protect these and “Honeybees aren’t aggressive, not school superintendent and the princi- Learning and Teaching other pollinators,” Kahler maintains. like yellow jackets are. [Studying them] pal], and it was approved” for funding. Beekeeping fits in “with many units gave students a different perspective on “There have been numerous benefits 15 NSTA Press Excerpt: I teach in my Advanced Placement bees,” observes Jacqueline Cappiano, a to our students,” says Malloy, including Physics in Motion, STEM Biology curriculum,” such as “animal science teacher at Amity Regional High “team building, problem solving, and Road Map for Elementary behavior, ecology, and conservation,” School in Woodbridge, Connecticut. fulfillment via activities that fall outside School says Jamie Holbrook of Saint Mary’s Cappiano, English teacher Sean expectations of the traditional class- Hall in San Antonio, Texas. Beekeep- Malloy, and a social studies colleague room setting, as we have maintained 16 Blick on Flicks: Science ing “gives students an opportunity to helped establish their school’s bee- four hives on the roof of our school.” Podcasts in the Classroom connect with nature that they wouldn’t keeping program, which is part of the Plans call for the hives to be moved from get otherwise, an experience that might curriculum for an alternative program the roof to inside the school because influence [their] future decisions [such within the school for students who “we want to make the apiary part of 19 Mark Your Calendar; as] voting on [environmental] policies.” need more individualized learning. In the school community and have more #ICYMI “All bees aren’t equal; they serve dif- this program, “we take a nontraditional students be able to see it,” says Malloy. ferent purposes within their hive and approach to teaching [and wanted to Guzzetta’s seventh graders planned 20 2020 NSTA Board and the environment. This appreciation of have] a program that would be special and designed a pollinator garden with Council Elected differences translates to other animals for [these students]. Our school psychol- help from a local beekeeper and nurs- as well as to plants, [helping students] ogist, Linda Descesare, is a beekeeper ery. “They even give tours and teach develop a greater respect for all living and encouraged us,” Cappiano relates. the elementary students about the things,” maintains Beth Guzzetta, “The students were really enthusias- importance of honeybees, our garden, Lucius and Marie Gordon Chair in tic,” Malloy recalls. “They developed a and other pollinators,” she relates, Science at Allendale Columbia School proposal [explaining] why beekeeping in Rochester, New York, who started is important, how the program would See Honeybees, pg 4 NSTA Science Supply Guide

Guiding you to an even smarter search The NSTA Science Supply Guide is the most connected resource for science educators. With enhanced features and upgraded technology, there’s no easier way to source products for your lab or classroom.

Suppliers: Interested in connecting with science educators through our targeted search engine?

Call 1-800-816-6710 or send an inquiry to [email protected] for more information on staying visible to your customers year round.

nstasciencesupplyguide.com APRIL 2020 NSTA Reports 3

COMMENTARY: Jo Anne Vasquez, Michael Comer, and Jen Gutierrez Transforming to a Successful STEM School By Jo Anne Vasquez, Michael Comer, and Jen Gutierrez our students with an expected scope or relevancy. After each unit, the level of academic knowledge and teachers review its execution and make skills, but what was missing was adaptations based on its success and the application of that knowl- student engagement for the next time. edge to the real world.” By 2008, • Incorporating Community they had raised and have since Collaboration maintained student performance STEM-related community partnerships levels to a “Performing Plus” give students access to experts who benchmark, in part by including model employable skills. These skills real-world applications in the then are nurtured within the integrated classroom learning experiences. STEM units. Building sustainable part- The Killip leadership team im- nerships with community businesses Jo Anne Vasquez Michael Comer Jen Guttierez plemented a cycle of continuous and organizations promotes the success Creating a successful culture of sci- and enrich the community in which it improvement to monitor and evaluate of the STEM units to the community ence, technology, engineering, and exists? W.F. Killip Elementary School in the processes used to determine the and demonstrates how the education mathematics (STEM) teaching and Flagstaff, Arizona, took a systematic ap- effectiveness of their practices. system operates, creating a culture of learning in any school requires com- proach to implementing STEM teach- To maintain such a large-scale, sys- community collaboration. mitment from the various educational ing and learning, transforming itself temic change, a sustained implemen- Educational transformation of this partners to a common goal: a unified into a successful STEM school, and in tation plan is critical. Consider these magnitude requires a three- to five-year vision of what students need to achieve the process, found willing community four elements as you make transitions plan that includes activities that embed success, regardless of how success is partners eager to participate. in your learning environments. STEM into the school’s culture and defined beyond the classroom. Re- In 2005, Killip Elementary School • Assessment and Data climate. Instructional resources need to search described in STEM Integration was labeled an underperforming school, Without a reliable assessment and align with proven professional learning in K−12 Education, a joint report from as measured by the school accountabil- data collection system, it is difficult to support at all levels. Community and the National Academy of Engineering ity system of No Child Left Behind. balance STEM integration with the business partnerships allow students to and the Board on Science Education, Principal Joe Gutierrez and his team core standards in English language arts discover the relevance of what they are is clear and supports the proverb “It analyzed the data to uncover what im- and mathematics. Administrators and learning and how it applies in different takes a village to raise a child.” provements could be made to address teachers frequently reviewed student work and career paths. They make the Many individuals and factors within these deficiencies. They discovered testing data and used those analyses to learning come alive for the students. and without a school building influence a need to better align the curricula, identify students at risk of falling behind Evaluating the plan, the framework, the daily life of the school’s “ecosys- instruction, assessments, and inter- earlier and followed up with targeted the process, the instructional units, the tem,” leading us to wonder how more ventions with the Arizona College and interventions more quickly to keep teaching, and the students’ achieve- holistic STEM education experiences Career Ready Standards and the Next them on a positive learning trajectory. ment is critical. This cycle of contin- could support all students. Can learn- Generation Science Standards. According • Common Planning Time for uous monitoring and adjusting of the ing experiences in the school engage to Gutierrez, “The standards provided Teachers instruction based on the evaluations Weekly collaborative planning time is and feedback from all team members crucial to implement STEM education works to ensure success. Lynn Petrinjak...... Managing Editor successfully. The school community Gutierrez has said if she had to Debra Shapiro...... Associate Editor Will Thomas, Jr...... Art Director worked together and changed how they describe all these efforts in one word, Production Staff...... Jack Parker used their planning time. Each team “it would be perseverance.” l National Science Teaching Association Catherine Lorrain member is assigned tasks to prepare and Jason Sheldrake...... Advertising Director 1840 Wilson Boulevard share prior to the meeting, facilitating Jo Anne Vasquez has served as NSTA Presi- Arlington, Virginia 22201-3092 [email protected] 703-243-7100 703-312-9273 group discussions and collaboration. dent. She is a science and STEM education [email protected] • Continuous Improvement Cycle author, consultant, and professional learn- A culture of continuous improvement ing provider with Rocks to Rainbows, LLC. © 2020 National Science Teaching Association encourages teachers to reflect on their Michael Comer is the director of science K–16 teachers only may reproduce NSTA Reports’ contents for classroom or noncommercial, instructional goals and the effectiveness K–12 at Savvas Learning Company. Jen professional-development use only. This does not include display or promotional use. For all other permission to photocopy or use material electronically, please contact the Copyright of each integrated unit. Before starting Gutierrez is a K–12 STEM education spe- Clearance Center (CCC) (www.copyright.com; 978-750-8400). For further information about a unit, teachers review it, and if nec- cialist and serves as NSTA Division Director NSTA’s rights and permissions policies, please access www.nsta.org/permissions. essary, modify it to reflect changes in of Professional Learning. Although advertisers work hard to follow strict safety procedures, guidelines are constantly evolving. It is important to note that all ad images are simulations, not actual experiments— any safety lapses are extremely unlikely to endanger the participants, who are models rather than actual teachers and students. Therefore, NSTA assumes no responsibility for nor Are you interested in submitting a Commentary for consideration for NSTA guarantees the accuracy of safety information presented in ads. Reports? E-mail [email protected] for more information. 4 NSTA Reports APRIL 2020

Honeybees, from pg 1 Starting an apiary can cost any- “To ensure their survival, before the for varroa mites [which threaten the and they acquired “engineering skills” where from $1,500 to $3,000, the weather turns cold in the fall, you will hive]. It also allows us to remove honey when they built a stand for the hive. amount Holbrook estimates she spent, want to move the colony to a full-sized from the hive without causing a lot of Holbrook says she asks her AP most of which she obtained from do- hive box in your backyard, where they stress to the bees,” she reports. Biology students to “build a website nations. “Bee suits are expensive,” she will remain until spring,” Kahler urges. Sometimes the students need calm- [for] a beekeeping business [located] notes, costing about $120 each. She When working with bees, safety is ing. Holbrook recalls two students who anywhere in the world…They are began the program with two nuclear paramount, and several teachers say feared bees and were claustrophobic. business owners selling a product from hives that hold five frames each—half their schools have developed a safety “They helped everyone else get suited the hive,” such as honey or beeswax. the number of a regular hive body. “I protocol. “Our school’s attorney creat- up and walked outside, but not close recommend having two hives because ed a liability waiver [because] students to the hives...They didn’t feel left out, Starting an Apiary if one fails, you’ll still have the other,” may not know if they have an allergy and were able to do the class projects.” “When starting out, I highly recom- she says. to bee stings,” recalls Holbrook. She “I never force a student [to get close mend recruiting a volunteer beekeeper “Our beekeeper volunteers his time checks students three times after they to the hive], but the students are curious, who will commit to working with you and has brought us supplies to use, have donned bee suits to make sure and in the end, [those who are afraid and your class over several seasons un- such as a smoker, and [other] equip- they’re thoroughly covered and keeps usually] want to get close to the hive til you feel comfortable running things ment,” Guzzetta relates. epinephrine injectors and allergy re- and observe the bees,” says Guzzetta. yourself. Read lots of books and watch “When people [in your area] decide lief medication on hand. Her school’s “Modeling by students who are online videos. Talk with other bee- to give up beekeeping, they’ll be selling maintenance staff found a remote spot proficient and competent with bees” keepers, or take a beekeeping class… or donating supplies and equipment. for the hives, and “built a fence, a gated helps students who are afraid because Seek out a nature center or museum Look online,” Malloy suggests. area to keep students” who aren’t in “they see the other students are safe,” in your area that has an observation Teachers should also anticipate on- her class out, she adds. Malloy maintains. hive,” Kahler recommends. going expenses for replacing supplies, “I teach students how to behave Though Malloy and his social In addition, The Honeybee Conser- suits, and equipment—and sometimes, [around bees] and why bees react [in studies colleague “knew nothing vancy has lesson plans on honeybees at the colony itself. “We lost all our hives certain ways],” Guzzetta explains. “We about beekeeping to start, we learned http://bit.ly/2wzz2Jx. The NSTA Kids one time. It taught students about use smoke to calm the bees” when so much by being open-minded and book Next Time You See a Bee by Emily perseverance because we learned to opening the hive during certain times unafraid. If you commit yourself to Morgan could be used with elementa- troubleshoot what went wrong,” Cap- of the year, which also allows “us to learning, you can make it work,” he ry students (see http://bit.ly/2TGdPFI). piano recalls. install traps for hive beetles and treat concludes. l classroom.iihs.org Bring crash science to life in grades 5-12 STEM classrooms

Find us in Boston at the Explore crash science NSTA National Conference! activities at Booth 2963 //code.NodeLearning to code. Coding to learn.

Bring computational thinking into your STEM classroom.

With the //code.Node and SPARKvue software, PASCO brings coding into the science classroom, making it accessible to teachers and students who have no programming experience!

INPUTS OUTPUTS

“T”

Magnetic Motion Light Temperature Sound Momentary RGB LED Speaker 5x5 LED Text Field Sensor Sensor Sensor Sensor Sensor Switches Array

Learn more at pasco.com/codeNode 6 NSTA Reports APRIL 2020

Life Skills, Literacy, and STEM Afterschool programs around the Classroom program,” Boykins relates. Community Learn- country have discovered that students The Flying Classroom, a K–12 STEM ing Centers grant benefit when programs combine sci- curriculum (https://bit.ly/395d1Qw), that helped Brave ence, technology, engineering, and was created by Barrington Irving, a Hearts expand to math (STEM) and English language arts Guinness World Record holder as five HCS middle (ELA) content with opportunities for the youngest person and first African schools. students to develop life skills. For exam- American pilot to fly solo around the Expansion be- ple, Brave Hearts, a national nonprofit world. “It was through those integrated yond ELA has en- organization that promotes leadership, experiences in leadership, literacy, and abled the infusion literacy, and STEM for young women STEM [that] we began to see the girls of “STEM-based (www.braveheartleaders.org), was found- soar and thrive,” Boykins maintains. activities, presented to help girls “understand how to When she was principal of Forrest ers, and field trips,” advocate for themselves” to “make Elementary School in the Hampton notes Cedo. “The a difference in their homes, schools, City Schools (HCS) district, Kelli Cedo curriculum has all and communities,” says CEO Jennifer heard Boykins speak at a conference and of that embedded.” Boykins. Eventually, “it became ap- was inspired to bring Brave Hearts to Betsy McAllister, Students at Tarrant Middle School in Hampton, Virginia, parent that an important anchor was her school. Later, when Cedo became HCS STEM teacher observe magnetic fields under the direction of National Institute of Aerospace graduate student Cecilia Mulvaney. missing,…the inclusion of STEM” in the HCS ELA curriculum, instruction, specialist and Na- the Brave Hearts curriculum, so girls and assessment lead, “we worked with tional Institute of Aerospace (NIA) important to give girls [opportunities could learn about STEM careers and the community to expand the program educator in residence, has connected to interact with] individual females opportunities, Boykins contends. to middle school girls. The expansion Brave Hearts girls with female employ- in STEM that they can relate to,” she Working with Hampton City (Vir- continued through collaboration with ees from NIA, the American Institute maintains. A recent lesson on magnet- ginia) Schools, “we created a...curric- the HCS Out of School Time program of Aeronautics and Astronautics, and ic fields, for example, “was tied into ulum that included practical applica- coordinator,” she says, who obtained a NASA Langley Research Center, who navigation because one of the women tions for [STEM] through [the Flying Department of Education 21st-Century lead them in STEM activities. “It’s [teaching it] is a pilot,” she relates. NSTA Interactive eBooks+ Digital stories where students are reading and doing STEM! Grade Level K–5

Visit www.nsta.org/ebooks/GradesK-5 Purchases of 10+ e-books of a single title will include to learn more and order. a detailed teacher's guide speciﬁ c to that e-book. APRIL 2020 NSTA Reports 7

Adding to STEM In Petri-dish Science, an afterschool STEAM (STEM plus arts) program in Cupertino, California, “we work on science and engineering challenges, but incorporate literacy, storytelling, arts, and public speaking in our curriculum,” says Pragya Bhatnagar, educator and Petri-dish Science’s founder. Her lessons, which support Next Generation Science Standards (NGSS), feature “hands-on, integrated stories and games and design challenges,” she relates. For example, Bhatnagar continues, “I bring in Force, Motion, and Gravity as characters [in a story], with Friction as the enemy—at first. The story gets kids to think about these concepts, then I do hands-on activities with Students Learn them.” The stories often “get kids laughing,” she adds, and help them “remember the concepts better.” by Doing. While Petri-dish Science serves grades K–5, “I work with mostly first to third graders…[Those grades seem to be] the sweet spot for hands- on activities,” she points out, noting these activities frequently incorporate Science education is not static. the arts. “The materials are everyday FREE DOWNLOAD [items], which students use to create Students need to understand critical scientific concepts, models,” she explains. Drawing and use them to solve problems, and understand how they designing are integrated. connect to the real world. These important objectives are Students build devices, and “we do incorporated into the principles of the three-dimensional a lot of testing, make a game out of learning framework. it sometimes,” Bhatnagar relates. For example, “when we are building sam- Vernier is proud to partner with OpenSciEd to give educators pling devices for drilling into soil on access to free, field-tested, EQuIP-approved hands-on science the Moon, we also talk about NASA lessons that incorporate Vernier data-collection technology missions…[In one game,] we test a and support the three-dimensional learning approach. sampling device via a relay race [in which the goal is to] capture small [plastic foam] balls,” she explains. See How Vernier and The goal in her lessons, she says, is to explore “real-world phenomena, apply Thermal Energy OpenSciEd Can Help what is learned to solve a real-world Vernier Supplement to problem.” OpenSciEd Unit 6.2 Visit vernier.com/openscied Lessons always include an opportunity for students “to tell their stories [to their classmates]. Students feel proud of what they’ve accomplished,” and gain experience with public speaking, Bhatnagar observes. And she tells children, “It’s okay to talk about success or failure; we will learn from both. It’s Quotable important to share information and Reach for the stars. Although you will never touch them, if you reach hard data like scientists and engineers do.” enough, you will find that you get a little star dust on you in the process. For more details on Petri-dish Sci- —Norman Borlaug, American agricultural scientist and humanitarian (1914–2009) ence, see www.petridish-science.org. l “ ” JOIN US

• Experience hands-on sessions that enhance your ongoing development and improve your STEM knowledge. This dynamic event brings together • Explore ways to foster integration of research-based methods into the educators and organizations that are actively STEM curriculum. implementing STEM programs in their schools • Network with colleagues and hone or districts. your STEM leadership skills. • We couldn’t do all of this without the • Compare project- and research- based activities that tackle issues generous support and contributions of of real-world relevance. our partners. A sincere “Thank You” to • Discover the aspirations of students our partners: who share their interests in STEM • The American Institute of Architects (AIA) opportunities and careers. • American Society for Engineering • Check out the hottest tools and resources for STEM educators. Education (ASEE) • Get the keys to success in developing • National Council of Teachers of partnerships with informal education Mathematics (NCTM) groups, business, industry, and governmental agencies. • STEMx

#STEMforum APRIL 2020 NSTA Reports 9

STEM Career Expos Expose Potential Paths

Sixty-three percent of respondents to a botics clubs, technology companies, recent informal NSTA Reports poll said environmental groups, and colleges their schools don’t hold career expos and universities “have demonstrations focused on science, technology, engi- and hands-on activities for the public neering, and mathematics (STEM), but to participate in,” she continues. “Our 63% reported that their schools strive to goal here is to excite, motivate, and include STEM in general career fairs. encourage students at all levels to learn One respondent noted a dual benefit, about STEM and STEAM, and to pur- as a STEM career fair “exposes students sue STEM careers...whatever that may to different STEM careers they may not be. Who knows what a career in STEM have known existed. It allows the school will look like in the next 20 years? to create community connections to be “We have the full continuum,” used in the future.” Famoso adds. “We have the hands-on, Division Street Elementary School interactive, fun exhibits that you might in Saratoga Springs, New York, adds see at other STEM Expos, but we also the arts to STEM, holding a STEAM get our students involved, all the way

Career Fair for more than 10 years. from preK through grade 12, and col- LABS FERMI SERVICES AT CREATIVE HAHN, REIDAR According to Principal Greer E. Miller, lege students and programs, too (even The STEM Career Expo at the Fermi National Accelerator Laboratory in Illinois is a the fair features four presentations per graduate students come and show off chance for students to meet with STEM professionals and learn about a variety of K–5 grade; each presentation includes what they are doing).” potential career paths. a discussion or demonstration and There are many challenges to plan- time for students to ask questions. ning a successful event. “Planning this Discovering Opportunities they’ve been doing, they’re more likely “The theory goes, by the time they annual event is a full-time job, and I al- The “big intention” of the Ohio to stick” with the field, Dennison says. leave elementary school, they will have ready have one,” she says. The first year, Department of Natural Resources The Fermi National Accelerator been introduced to at least 24 careers she worked closely with Principal Tom (ODNR) Division of Wildlife’s Student Laboratory in Illinois hosts a STEM in STEAM,” explains Miller. Volunteer Kachadurian, who organizes a district Wildlife Research Symposium is to Career Expo that drew nearly 1,000 presenters are either family members “character building” event, Raiderfest, “not only encourage kids to go into re- participants last year, according to of students or community members. at the school. GCRSE and Raiderfest are search, but to encourage them to stay Susan Dahl, education program lead- “When we first started the STEAM held on the same day, and many partic- involved in the field,” says Jen Denni- er at the lab. “We have 150 or more Career Fair several years ago, a staff ipants attend both events. “As the event son, wildlife education coordinator. STEM professionals” from Fermi as member knew someone who designed has grown, so has my team. We now The symposium offers an opportu- well as other labs, small businesses, water parks. The person still comes have a GCRSE Planning Committee nity for high school students to share large corporations, and government every year, even though he does not from all over the Capital Region…It is their research with other students and agencies, Dahl explains. Students and have any affiliation with the school.” still a lot of work, but it is so worth it.” professionals. The symposium includes their families visit exhibitors arranged The Greater Capital Region STEAM The STEM Summit has been bring- “five slots for paper presentations, but by the type of career they represent. Exposition (GCRSE) in Albany, New ing schools and area businesses togeth- we take as many posters as we can,” The expo typically has professionals York, has incorporated career educa- er in Fredericksburg, Virginia, for nine Dennison explains. “We have 30–40 stu- representing more than 80 engineering tion with a high school STEAM com- years. “We’re pulling from three [dif- dents presenting their research; there’s careers, 10–15 math or technology petition for five years. The three-part ferent] counties,” says Dianne Clowes, usually 3–4 kids working on each pre- careers, and about 25 science careers. event opens with high school students instructional technology resource sentation…Students have told us they Five panel discussions offer additional presenting interdisciplinary STEAM teacher at Courtland High School and like the non-competitive aspect.” insight into various career paths. projects to judges and attendees, fol- Spotsylvania Career and Technical The symposium attracts 75–100 at- “We started with two schools [in lowed by a networking lunch. Center in Spotsylvania County, Virgin- tendees, including staff from ODNR’s 2007]…The idea was ‘Why should the “This provides the high school stu- ia. “We get [representatives from the] fish management, wildlife manage- schools do [separate events]?’,” Dahl dents with an opportunity to meet… Civil Air Patrol, Dahlgren [Naval] Sur- ment, and law enforcement divisions recalls. “It’s become really popular. We (other like-minded high school stu- face Warfare Center, FIRST Robotics, who visit the poster presentations and attract a lot of local people and have dents from all over the Capital Region GEICO, [and others,] all showcasing join the students for a networking expanded into the Chicagoland area.” of New York State) and with individu- the STEM jobs available. They demon- lunch. ODNR staff also bring equip- She says students learn about careers als at the next level (college) who can strate equipment and show how they ment such as shock boats, live bear and some even ask about internships. provide guidance as to how to contin- use STEM in their careers.” traps, and robotic decoy animals. “We “We even had a student [who attended ue with their interest in STEM fields,” Clowes said they have received good also invite colleges and universities to one of the] earlier years of expo who explains Michele C. Famoso, physics feedback and drew between 700 and 800 come and…talk about study paths. found out about a career [who is] now teacher and STEM Club Advisor at participants in 2019. “It’s nice to be part- There’s a lot of casual interaction. in that career and on our panel. Albany’s Colonie Central High School nered with the Chamber of Commerce. Kids walk up and ask a question one- “Thirteen years ago, people didn’t and GCRSE coordinator. The event They’re always working with business- on-one,” she says. think about STEM as much as now. wraps up with a Discovery Fair during es, which makes an easy relationship “The intention has always been to The public and educators can come which the high school students display for us.” Local students also showcase pull more kids into the field. By giving here to learn more and be inspired,” their projects, and groups such as ro- projects they’re doing in school. [students] opportunities to show what Dahl asserts. l NSTA Online Course Providers

N ool lo o o ol l oo o o . o o o o ll o o o .

American Museum of Natural History Montana State University – Bozeman Seminars on science, six-week online graduate courses in the life, Take online graduate credit and non-credit courses for professional Earth, and physical sciences, incorporate the museum’s resources plus development, or work toward one of ve 12-credit online graduate interaction with scientists and educators. CEUs and graduate credits. certi cates (Life Science, Physics, Chemistry, Elementary Science and Earth Science) or an online Master’s of Science in Science Education.

California University of Pennsylvania University of Maryland Designed for elementary and middle level teachers, Cal U’s online Designed for science teachers, the Master of Chemical and Life Master’s degree focuses on teaching inquiry across the STEM Sciences is a 30-credit, online, interdisciplinary master’s degree disciplines. Each course in the 30-credit program also develops your offering concentrations in biology and chemistry. teacher leadership skills so you can take your career to the next level.

High quality Earn graduate credits A ordable and Moderated by Gain knowledge speciﬁ c to interactive content for and advanced degrees user-friendly world-renowned faculty your area of instruction K–12 science teachers

https://www.nsta.org/course-providers Inside this Convenient Pull-Out Section you Freebies for Science Teachers background summary and a list of references for more infor- will find: mation about the topic, accompany each episode. Teachers can incorporate the program podcasts and mate- inquiryHub Biology. H This open-access, digital biology curriculum rials into lessons to invigorate their Earth science and other supports three-dimensional learning and the Next Generation Science science instruction. Visit www.EarthDate.org to learn more Standards (NGSS). Targeted for the high school level, the yearlong and search the collection of 150 available episodes. course features three units: Evolution, Genetics and Heredity, and Ecosystems. Each unit is organized around a sequence of coherent UCI CaSTL Physical Science Lesson Plans. E Excite ele- lessons—a storyline—that involves students in asking and investigating mentary students about physical science with this collection Freebies questions relating to an anchoring phenomena or design challenge. of 28 NGSS lessons developed by master teacher Terry Sha- page G1 Students use science and engineering practices to determine the Dis- nahan of the University of California, Irvine’s Chemistry ciplinary Core Ideas and crosscutting concepts needed to make sense at the Space-Time Limit (CaSTL) Center. Appropriate for of and explain phenomena and solve challenges. both classroom and afterschool settings and presented in a The units examine biological concepts through phenomena such 5E (Engage, Explore, Explain, Evaluate, Extend/Elaborate) as antibiotic resistance and a bird population that evolved to become lesson format, the teacher-tested lessons provide descriptions bold (Unit One, Evolution); Duchenne Muscular dystrophy and gene of roles of the teacher and students in each activity, along editing (Unit Two, Genetics and Heredity); and how trees can mitigate with classroom management tips and student handouts re- climate change and population changes among large animals on the quired for implementation. Lesson highlights include titles News Bits Serengeti (Unit Three, Ecosystems). At http://bit.ly/2Tw2EAF, teachers such as Alien Invasion, Forces Push and Pull, Glow in the page G3 can access materials for each unit, including teacher’s guides, slides, Dark Slime, Gravity of the Situation, Surface Tension, and student activity sheets (available in English and Spanish), assessments, What Do Magnets Attract? To access these and other hands- and other resources to facilitate classroom implementation. on activities, visit http://bit.ly/2xeA8L2.

Stanford Science Penpals. M H Connect students in grades 6–12 One Hundred Years of “Progress.” K12 HE Since 1973, across the United States with science mentors from Stanford University safety education expert and Laboratory Safety Institute founder in California for a year of scientific correspondence. In the program, Jim Kaufman has been collecting anecdotal accounts of lab university scientists are matched with a participating classroom at the accidents. The collection now includes descriptions of more What’s New beginning of each school year to exchange letters monthly during the than 5,000 accidents that have occurred when laboratory safety page G4 academic year (September to June). The mentors rules were broken and proper lab safety aim to share their love of science with students, be procedures not followed. One Hundred a resource to answer students’ science questions, Years of “Progress”—one of several and expose students to new and diverse scientific laboratory safety education resources careers. To read a blog featuring some of the sci- available from www.labsafety.org—is a ence mentors and find participation details, visit compilation of descriptions of major lab In Your http://bit.ly/39OhM1N. accidents from the past 100 years. The Pocket electronic publication was developed as page G6 EarthDate. M H HE This weekly public service a reminder to K–12 educators and other radio program (and podcast) is dedicated to en- laboratory professionals of the need for gaging listeners of all ages—including teachers continued vigilance and understanding and students from middle to college levels—in JEBULON of laboratory safety practices. Earth science topics. Produced by the Bureau of Request a free copy by e-mailing Economic Geology at the University of Texas at Austin and hosted [email protected] and mentioning this listing from the April by geologist Scott Tinker, the program presents two-minute episodes 2020 issue of NSTA Reports. The publication will be available Summer highlighting interesting insights on a broad array of Earth science upon request until May 15. Programs topics from water to climate, earthquakes to volcanoes, and dinosaurs to early humans. Supplementary materials, including a peer-reviewed See Freebies, pg G2 page G8

P: PreK E: Elementary M: Middle H: High HE: Higher Ed A: All K12: K–12 G2 NSTA Reports APRIL 2020

Freebies, from pg G1

OpenSciEd Instructional Units: Mid- ing, and Math): Building the Founda- about many dynamic jobs in the nu- fields and reflect varied types of learn- dle Grades. M OpenSciEd—a national tion, for insights and actionable tips clear industry through career profiles ing experiences from computer-based education initiative developed by a about engineering with students in and a virtual tour of a nuclear gener- data analyses to hands-on role plays consortium of curriculum developers grades preK–K. Developed by the Mu- ating station. Access these resources at and more. In addition to including the to address the demand for high-quality, seum of Science, Boston’s Engineering http://navigatingnuclear.com. digital files necessary to complete an open educational resource instruction- is Elementary curriculum program, activity in the classroom, the lessons al materials in science for the middle the self-directed, monthlong e-mail include links to related lessons for level—has released units for grades six, course contains four lessons: STEM further learning. Lesson highlights seven, and eight as part of its ongoing 101: The Basics; Social and Emotion- include Carbon Cycle Role-Play; effort to develop a full-course, three- al Learning: Engineering Empathy; Mapping Mockingbirds; Our Hungry year, open-source science program for Engineering Foundational Skills; and Planet: Design Thinking Challenge; the middle grades. The units support How Young Children Engineer. The and Photosynthesis Seen from Space. three-dimensional learning and the lessons show educators what STEM Visit http://bit.ly/3aB1oSr.

NGSS and have been designated looks like in early childhood, how NASA high-quality instructional materials kids learn it, and how young students Save Our Seas. K12 The North Amer- through an external evaluation by an benefit from STEM learning. For Meteor Terminology poster. K12 ican Marine Environment Protection Achieve, Inc., Science Peer Review more information or to register for Comet. Asteroid. Fireball. Meteor. Association (NAMEPA) has a variety Panel. Available to middle level educa- the course, visit http://bit.ly/2TzqCes. Metorite, Meteroid. These terms and of resources to engage K–12 students, tors across the United States, the units Teachers who successfully complete many others are highlighted and de- teachers, families, and marine profes- address the following topics: Weather all four lessons receive a certificate for fined on this striking poster produced sionals in the effort to save our seas. and Water Cycling (grade six); Matter course participation. by the American Meteor Astronomy The resources—including curriculum Cycling and Photosynthesis (grade Society. The purpose of the poster is guides, flyers, and handouts—teach seven); and Forces at a Distance (grade Navigating Nuclear: Energizing Our twofold: to inform K–12 educators and students (and others) about marine eight). To find out more about the World. M H Developed jointly by the the general public of the true mean- environments, marine pollution and initiative’s timeline and access all avail- American Nuclear Society and Discov- ings of many commonly misused as- how to prevent it, and the maritime in- able units, visit www.openscied.org. ery Education, this standards-supported tronomical terms, and to generate dustry. Find these resources and more curriculum program (with versions interest in the expanding field of me- at https://namepa.net/education. (Free for middle and high school levels) ex- teor astronomy. In addition to the registration is required to download plores the many applications of nuclear poster, which is available to download the materials.) science and their impact on energy, and print in 10 languages (English, healthcare, food, and the environment. Italian, German, Spanish, French, I Notice, I Wonder, It Reminds Me The curriculum features digital lesson Dutch, Brazilian Portuguese, Latvian, Of. E M Use this simple routine to plans, STEM project starters, career Croatian, and Farsi), teachers can ac- lead students in grades 3–8 to good profiles, and additional resources about cess an online glossary of additional inquiry questions. Developed through

CDC the nuclear science industry. Highlights meteor-related terms. You’ll find both the Lawrence Hall of Science’s Better from the high school materials include resources at http://bit.ly/32ZZBUo. Environmental Education Teaching, Analyzing Data: Coronavirus. H Decoding Decay, a digital lesson in Learning, and Expertise Sharing proj- Tackle a timely subject, the coronavi- which students use the periodic table ect, the standards-based technique rus outbreak, and provide high school as a tool to predict a nuclide’s proper- helps students develop a mindset of students valuable practice in analyzing ties, and the related Decay Detectives: curiosity and provides language tools authentic data with two ready-to- Art Forgery or Masterpiece?, a STEM to directly engage with the natural teach lessons from DataClassroom. project starter in which students apply world. To begin, students make “I com. In each activity (Spread of 2019- what they’ve learned about radiocarbon notice...” statements about a natural nCoV Within China and Spread of the dating to explain how the process can object, such as a leaf, aloud with a Virus Outside of China), students use be used to help detect art forgeries. partner, then share some of their ob- the datasets provided to answer a se- Highlights from the middle level cur- servations with the group. They do the ries of questions relating to the spread riculum include activities such as From PETER KASPER same with “I wonder...” questions and of the virus. Learn more and find the Atoms to Electricity, a STEM project with “It reminds me of...” connections. activities at http://bit.ly/3aBez5Q. starter in which students demonstrate California Academy of Sciences The simple routine, applicable to any (Note: Free registration is required to their knowledge of nuclear energy by High School Lesson Plans. H Browse object in nature, helps students move access the datasets.) creating a model of a nuclear power the Academy’s curated collection of from seeing nature as a “green blur” to plant and explaining the energy trans- more than 25 science lesson plans for being careful observers. To download PD Course: Early Childhood STEM. formation in different parts of a nuclear grades 9–12, many of which include an instructor’s guide and watch a short P E Check out this professional de- reactor. connections to the NGSS. The lessons video of the technique in action, visit velopment course, Early Childhood In addition to curriculum activities, address topics in biology, chemistry, http://bit.ly/3b8X3XL. l STEM (Science, Technology, Engineer- students from both levels can learn environmental science, and other

P: PreK E: Elementary M: Middle H: High HE: Higher Ed A: All K12: K–12 APRIL 2020 Science Teachers’ Grab Bag G3

forest’s response to disaster; commu- methods of assessment (e.g., having nicate research results with both the students create digital stories and in- scientific community and the general fographics to demonstrate learning), public; and develop interpretive public and ways to use technology to develop displays explaining the role of distur- students’ soft skills, such as problem • Researchers found learning in a ings help students make environmental bance in natural systems, the role of solving, communication, creativity, and green school building positively connections when learning concepts. riparian forests in the landscape, and the collaboration. affects elementary students. E Learn more at http://bit.ly/2QhynU6. importance of science in understanding Still, Rife says, “Staying on top of Professors in University of Missouri’s the natural world. Read more at the changing technologies and leveraging College of Education and architectural • A tornado-damaged area of Baker website https://prn.to/2U8IGek. them to deliver the best instruction to studies department partnered with the University Wetlands in Baldwin students is a challenge.” Columbia, Missouri, school district for City, Kansas, is now a research • Modern teacher professional de- At Buena Vista University in Storm their study, published in Environmental site. HE velopment is focusing more on Lake, Iowa, master’s candidates in Education Research. Roughly half of The university has designated the area science, technology, engineering, STEAM education are challenged to the 37 participating fifth graders were damaged by the EF-4 grade tornado art, and math (STEAM). HE embrace change, says Lucas DeWitt, taught in a green school building; the last May as a natural disturbance Gwynne Rife, chair of advanced profes- an assistant professor of education. other half in a neighboring trailer research site. Tornado damage is sional programs at University of Find- Candidates are designing lessons in classroom. Both classes had similar unusual at the university, making it lay in Ohio, says teachers don’t need which students and teachers collaborate curricular activities. harder to study. Biology professor help with technology; they need help to analyze different perspectives and When students were asked to draw Scott Kimball says, “This is a wonder- with using technology for instruction. decipher fact from fiction using online a picture reflecting how their school ful and rare learning opportunity for Findlay’s online master’s program in information. building affected the ecosystem, stu- our students to learn about the effects STEAM education covers differentiat- DeWitt contends that teachers will dents in the green building showed a of nature on a habitat impacted by a ed instruction, inquiry-based science, need to learn how to reimagine school more positive relationship between natural event.” robotics, coding, artificial intelligence, through digital content. Learn more at the building and the environment. Students will gain hands-on expe- makerspaces, and more. Preservice http://bit.ly/38SDzUL. l Researchers also found that green build- rience measuring and analyzing the teachers also learn new, more holistic

OPPORTUNITIES FOR ALL TEACHERS!

MATERIALS CAMP® FOR TEACHERS • A one-week professional development workshop • High School Teachers: Science (especially Chemistry and Physics), Engineering, Industrial / Career and Technical Education, Art, Math, and Pre-Service Science • Middle School Teachers: Physical Science • Community College Instructors

KISHOR M. KULKARNI DISTINGUISHED HIGH SCHOOL TEACHER AWARD $2,000 award plus up to $500 travel reimbursement to receive the award at the ASM Awards Ceremony, given to a US or Canadian high school teacher demonstrating significant and sustained impact on students.

“LIVING IN A MATERIAL WORLD” - K-12 TEACHER GRANTS 20 grants of $500 annually to help K-12 teachers bring the real world of materials science into their classrooms.

asmfoundation.org | 800.336.5152

P: PreK E: Elementary M: Middle H: High HE: Higher Ed A: All K12: K–12 G4 NSTA Reports APRIL 2020

What’s New FROM U.S. GOVERNMENT SOURCES

over Antarctica. The three-dimensional ment (http://bit.ly/3cN2IU0) and Cli- a three-week turnaround time, NOAA app offers an instant glimpse of the mate.gov’s Global Climate Dashboard SciJinks, NASA Space Place, and the U.S. Fish and planet’s vital signs and provides numer- (http://bit.ly/2TBzaRN). Request a GOES-R programs will provide free Wildlife Service ous opportunities for users—including poster by e-mailing [email protected]. stickers, bookmarks, temporary tat- (FWS) middle level and high school students toos, or other educational materials for Eggs! K12 and teachers—to work with authentic Teaching Climate K12 HE your event. The materials can be used K–12 audiences can celebrate birds and data and learn to read and interpret cli- NOAA’s Climate.gov offers an assort- to generate excitement about STEM their eggs’ distinctive characteristics mate data maps. The app is available for ment of research-backed teaching topics and inspire K–12 educators and with this science-rich photo essay from both Apple (https://apple.co/2v6jn41) resources to help K–college educators their audiences to engage in STEM the National Wildlife Refuge System. and Android (http://bit.ly/331brgU) (and the public) deepen their under- pursuits. To request the resources, Featuring striking wildlife photogra- platforms. standing of climate science and share complete a Materials Request Form phy and accompanying text, the essay their knowledge in the classroom and at http://bit.ly/2TCOTQR and provide explains some of the reasons for eggs’ Wetlands: Applied Research STEM community. The resources available at pertinent details about the event (e.g., distinctive characteristics, such as why Unit H www.climate.gov/teaching include class- organization name, event date, event some eggs are colored and others are In this comprehensive curriculum unit room activities, curriculum materials, type, intended audience, expected white and why some eggs are oval and developed through NASA’s Climate multimedia resources, and professional number of attendees, mailing address, others pear-shaped. The essay also Change Research Initiative, students development opportunities for formal and so on). tells why some birds lay one egg and in grades 9–12 study the wetlands and informal educators. Of particular others a clutch of eggs. Read the essay as scientists do. Through a combi- interest are case study examples high- U.S. Geological at https://go.usa.gov/xpJ8u. nation of laboratory investigations lighted on the website. These diverse Survey (USGS) and fieldwork, students learn about programming models provide support Powell150 Website K12 National the importance of the saltmarsh eco- and inspiration for teachers interested In May 1869, American explorer/sci- Aeronautics system and evaluate the impact of in establishing successful student-driven entist John Wesley Powell and a crew and Space human behaviors on it. The unit gives initiatives to help solve climate issues in of 10 traveled the Green and Colorado Administration students opportunities to participate their communities. Rivers, a 95-day journey that resulted (NASA) in authentic science research and data in some of the earliest known maps, Go With the Flow E M analyses through the use of GLOBE, Nature’s Notebook K12 data, topographic measurements, Go With the Flow, an educational My NASA Data, and other NASA Produced as part of NOAA’s Planet geology research, and reporting on game from NASA’s Space Place, teach- educational resources, content, and Stewards webinar series, this hour-long local Native American cultures in the es students about ocean currents and platforms. Access the unit’s complete webinar at http://bit.ly/2IxJvrR intro- region. Today, the area remains an how they work. Targeted for grades teaching guide—which features lesson duces the topic of phenology—i.e., important site for science study and 3–6, the game challenges players to plans, a pre- and post-assessment, and the study of the recurring life cycle investigation of the geology and ecol- adjust ocean currents so they can links to the NASA resources used in the events in plants and animals—and ogy of rivers. Powell150, an outreach maneuver their submarine and find unit—at https://go.nasa.gov/2vH36D7. how to use it as a K–12 teaching tool website (https://on.doi.gov/39E96LA) a key to unlock a treasure chest. and as a lens to the natural world. The created by the USGS to commemorate Game rules reinforce how real ocean National webinar guides viewers in recording the historic scientific expedition, has a currents work (e.g., salt makes water Oceanic and nature observations through Nature’s collection of maps, images, and other heavier, so it sinks; heat makes water Atmospheric Notebook (http://bit.ly/39JwOGo), primary source documents to help lighter, so it rises), so students deep- Administration a Next Generation Science Standards– K–12 students understand the trip’s en their understandings about ocean (NOAA) supported citizen science plant and an- significance. The site also includes currents as they play. The game’s web “Trends in Our Changing Climate” imal phenology observation program lessons and activities for students to page also includes informational text Poster K12 HE from the USA National Phenology learn more about Powell and explore about currents, as well as an anima- This poster produced by NOAA’s Network (www.usanpn.org). The webi- river science concepts in the classroom. tion of major ocean currents flowing Climate Program Office features red nar also discusses how to implement a around the globe. Play the game at and blue arrows alongside brief text to long-term monitoring program at your Centers for Disease https://go.nasa.gov/2PZoKJt. provide a snapshot overview of current school and explains how participation Control and Prevention climate change indicators. The resource in such programs leads to a better un- (CDC) Earth-Now App M H was developed to support K–college derstanding of climate change. Understanding E-Cigarettes and NASA’s Earth-Now app visualizes real- educators and other stakeholders in Their Risks K12 HE time global data from Earth science understanding climate science and STEM-Focused Giveaways K12 This resource at http://bit.ly/39G0SSW satellites, including surface air tem- in interpreting content from NOAA’s Looking for STEM-focused giveaways informs readers about e-cigarettes and perature, carbon dioxide conditions, climate reports and resources, such as to share with your organization or at their risks for children, teens, and gravity anomalies, and ozone levels the Fourth National Climate Assess- an upcoming outreach event? If given young adults. The website covers

P: PreK E: Elementary M: Middle H: High HE: Higher Ed A: All K12: K–12 APRIL 2020 Science Teachers’ Grab Bag G5

what e-cigarettes are, how they work, Nutrition program and appeared in ed it for upper-elementary and high as they work through the activity, as their negative health effects, and fed- the program’s Team Nutrition Popular school students. Access the brochure well as a link to a Primary Source eral regulations regarding their use. Events Idea Booklet. at http://bit.ly/2UelfAv. Analysis Tool, on which students can In addition, educators can access fact record their responses. sheets and infographics to download A-Maze-ing Light Investigation E M Library of Congress (LOC) and display in K–12 schools and other What do plants need to grow? Do they Innovators and Inventions in Tuskegee Airmen and the community venues. seek out what they need? Students in History M Engineering Design Process K12 grades five and six can explore answers For generations, innovators have The Tuskegee airmen broke barriers to these and other garden-based ques- used their imaginations to create new by becoming the first African Ameri- U.S. tions in A-Maze-ing Light, a simple products to improve our daily lives. can military fighter and bomber pilots Environmental investigation from Dig In!, the program But how can historical examples be in the U.S. Armed Forces during World Protection curriculum from the USDA’s Team used to spark innovation for inventors War II. The men trained as pilots, Agency (EPA) Nutrition program. In the activity, today? A recent post in the Teaching mechanics, air traffic controllers, para- Service-Learning Education students design and build a cardboard with the LOC blog describes an activ- chute riggers, navigators, and electrical Beyond the Classroom K12 HE maze for a bean plant to grow in and ity that does just that. In the lesson system specialists at Moton Field in Need inspiration to encourage civic observe what happens when the plant at http://bit.ly/38Hg9l8, which is best Tuskegee, Alabama. American pho- responsibility among students? Browse receives limited or minimal sunlight. suited for middle level learners, stu- tographer Toni Frissell captured im- this online booklet from the EPA to As students complete their investiga- dents use three primary sources (e.g., ages of the men, highlighting wartime learn about environmentally themed tions, they practice many processes a historical newspaper advertisement, conditions of the period. “Celebrating service-learning projects conducted used in science and elsewhere, such as a diagram of the telegraph, and a per- the Tuskegee Airmen,” a recent blog with students at every level, K–college. engineering design, asking questions, sonal letter) to compare and contrast post in Teaching With the LOC, shows The publication highlights success- making predictions, collecting data, three inventors and their inventions K–12 teachers how the photographer’s ful projects relating to solid waste recording observations, analyzing data, in history: Leo Wahl and a new bar- primary source images can be used to management, including projects for and communicating results. Refer to bering tool; Samuel F.B. Morse and explore the engineering design process reducing household hazardous waste, http://bit.ly/2WjVu4o. the telegraph; and Benjamin Franklin with students and introduce the Tus- student-led recycling programs, and and bifocal lenses. The post includes kegee Airmen at the same time. See school composting efforts. Although National Institutes of questions for teachers to ask students http://bit.ly/2vYPpzt. l published in 2002, the booklet at Health (NIH) http://bit.ly/38E9Oar serves as a good Life and Death of a Neuron E MH starting point to spark ideas and discus- Part of NIH’s National Institute of sion about the types of service-learning Neurological Disorders and Stroke’s Inspire Wonder in Your Students projects that can be successfully con- Brain Basics series, this brochure at the ducted with students and partners in website http://bit.ly/2TZ6lO9 provides with Essential Labs community schools, businesses, and an introduction to neurons, the brain’s neighborhood associations. information messengers. It discusses When it comes to teaching, covering neurogenesis (the birth of neurons), neurons’ migration to the place in the new standards, delivering effective U.S. Department brain where they will do their work, lessons, and getting results can seem overwhelming at times. of Agriculture differentiation into different types Sense of Smell and Olfactory Fatigue A Carolina Essentials™ Investigation

(USDA) of cells, and the death of neurons in Overview This quantitative investigation allows students to explore sensation and perception with an introductory activity. The activity can be used as a unit introduction for human senses or as an isolated olfactory sensation activity. Students use fragrant oils to determine the time of olfactory That’s why we created Carolina fatigue for both of their nostrils and then examine the link between smell and memories. If time permits, class olfactory fatigue data can be analyzed to examine class averages or to look for possible differences based on genetics, medical conditions, or lifestyle. TIME REQUIREMENTS healthy brains and in disease. The PREP ACTIVITY Plant It, Grow It, Eat It! Healthy Life Science Succession on Mount St. Helens Grades: 9–12 15 min 5 days, 95 min Teacher Prep: 15 min A Carolina Essentials Student Time: 30 to 45 min ™ Essentials, free science Essential Question Activity How do structures in the body enable human beings to sense their environment? ? SAFETYData REQUIREMENTSand Observations E M material is designed to be used at the See Mount St. Helens Eruption and Succession Data (PDF). Habits Take Root Investigation Objectives 1. Investigate the time for the onset of olfactory fatigue. MATERIALSAnalysis (PER and GROUP) Discussion Peppermint oil, 2–3 drops 2. Determine if odors trigger memories. activities designed to support Clove oil, 2–3 drops Next Generation Science Standards* (NGSS) 2 cotton swabs School gardens can help increase el- middle level, but teachers have adapted 2 125-mL Erlenmeyer flasks Science and 1 1-gal resealable plastic bag Disciplinary Core Ideas Crosscutting Concepts Engineering Practices Timer or smartphone

Practice: Developing and LS1.A: Structure and Concept: Systems and HELPFUL LINKS ™ your instruction. So you can Using Models Function System Models Carolina BioKits : Human Senses: Sample Teacher’s it for upper-elementary and high school • Develop and use a model • Multicellular organisms • Models (e.g., physical, Manual based on evidence to have a hierarchical mathematical, computer ementary and middle level students’ The Connection Between Taste, illustrate the relationships structural organization, models) can be used to Smell, and Flavor between systems or in which any one system simulate systems and between components of is made up of numerous interactions—including REFERENCE KITS a system. parts and is itself a energy, matter, and Carolina BioKits®: Exploring component of the next information flows—within relax and do more of what you Human Senses students. level. and between systems at awareness of where foods come from different scales.

Safety Procedures and Precautions Students should wash their hands after entering and before exiting the lab. Students should wear safety love (teach) and less of what glasses while conducting the investigation. Supervise and promote a preference for fruits and students conducting the tasting activity.

Teacher Preparation and Disposal Place all cotton swabs in a resealable bag and dispose of them in accordance with your school chemical vegetables. Find tips on starting your Genes at Work in the Brain E MH hygiene plan. you don’t (stress). With Carolina Continued on the next page. Topographical Impact Key Impact Type This brochure in the Brain Basics series Blast Deposition Type Essentials, we’re making it easy Weak Blast own school garden and read descrip- ©2017 Carolina Biological Supply Company T1 Scour Pumice Tephra Lahar

A. Eruption Data introduces students to genes, how they 1. Using your eruption analysis, summarize the impact the eruption had on the topography of the mountain. The NW to E side of tions of successful garden programs the mountain was blown out, leaving a gaping hole. The SW sector was covered in a mudslide. The areas not blown out by to be effective. the eruption had deposits of tephra or pumice.

Continued on the next page.

at U.S. schools in the article “Plant work in the brain, and how genomic ©2018 Carolina Biological Supply Company T3 It, Grow It, Eat It! Healthy Habits research is helping lead to new ther- Take Root.” Available in PDF format, apies for neurological disorders. The Explore the free resources the article at http://bit.ly/38JAXc5 material is designed to be used at the at Carolina.com/3dactivities. was produced by the USDA’s Team middle level, but teachers have adapt-

P: PreK E: Elementary M: Middle H: High HE: Higher Ed A: All K12: K–12 G6 NSTA Reports APRIL 2020

Editor’s Note Funds can be used to refurbish an among others. Grants of $5,000 to Oklahoma; Midland, Texas; Pasade- Visit https://bit.ly/2ZlRIp5 to learn existing lab or buy science, technol- $10,000 are available. Applications are na, Texas; Houston, Texas; El Paso, about more grants, awards, fellowships, ogy, engineering, and math (STEM) accepted year-round from organiza- Texas; Norfolk, Virginia; and Vancou- and competitions. equipment, supplies, and technology. tions located near Safeway stores; to ver, Washington. Apply by May 1 at K–12 teachers can enter their school determine whether your community http://bit.ly/2k4lS1q. April 22–30 in the contest, and parents, teachers, qualifies, see http://local.safeway.com. and community members can vote for The next application review takes National Green Week/ National Film Board of it daily until April 28. place on April 30. For more informa- Green in Action Award K12 Canada Education’s Ocean Visit http://bit.ly/2tGLTVB to enter tion, visit http://safewayfoundation.org. Each year, the Green Education Foun- School Contest K12 and vote for your school. STEM activ- dation (GEF) encourages schools to Teachers and their students can enter ities that accompany the contest are Voya Unsung Heroes highlight sustainability for one week to win three Oculus Go Virtual Reality also available for elementary, middle, Grants K12 in February, March, or April as part headsets, a 360-degree camera, and a and high school levels. Each year, Voya Financial provides of its National Green Week initiative. day with the Ocean School team. To $2,000 grants to 50 educators with The foundation provides five-day, enter, students must create a response Roberta Williams Biology innovative project ideas that will posi- standards-based lesson sets; activities; to one of the following questions: Laboratory Teaching tively influence their students. At least and readings; and holds contests fo- • How can we contribute to healthy Initiative Grant HE one grant is awarded in each of the cused on various green themes, such habitats? The Association for Biology Labora- 50 states. The top three winners will as the “Green Thumb Challenge,” the • What actions can we take to protect tory Education (ABLE) provides these receive additional prizes of $25,000 “Waste Reduction Challenge,” or “I marine ecosystems? or grants to help teachers develop inves- (first place), $10,000 (second place), Ride Green.” Schools can participate • How can we ensure the sustainable tigative lab activities at the university and $5,000 (third place). for the entire week or for just one day, use of our marine resources? and college level. This can include Full-time teachers, principals, para- or use just one lesson from the curric- Entries should demonstrate a deep designing new labs, improving existing professionals, and classified staff at ulum. Afterward, participants submit understanding of the problem at hand ones, or creating multimedia tools. accredited K–12 schools are eligible. a survey and can nominate themselves and provide an innovative, inspiring Projects that are innovative, adapt- Apply by April 30 at the website for a Green in Action Award of $250. solution. This might include organiz- able, and inquiry-based receive priority. https://go.voya.com/2UcEsRw. To participate, teachers must being a shore cleanup or interviewing Recipients will present their work at come GEF members (at no charge), members of the community to share an ABLE conference workshop within choose a timeframe in which to par- differing perspectives on the issue. two years of receiving the grant. May 1–11 ticipate, and select their green theme Classes or small groups at any level Faculty, staff, or graduate students at http://bit.ly/2Iv11Nn. Applications in Canada can enter by April 22 at who are currently teaching life science Kinder Morgan Foundation for the Green in Action Award are due http://bit.ly/3cI8ZQO. at two- and four-year postsecondary Education Grants K12 by May 10. institutions are eligible. Apply by These grants of between $5,000 and Recycle Rally Competition April 30 at http://bit.ly/2xcJgQi. $20,000 go to education programs for Dreyfus Foundation K12 at least 500 underserved youth in com- Educational Grants K12 Schools can win cash prizes of be- The Lawrence Foundation munities where Kinder Morgan oper- The Max and Victoria Dreyfus Founda- tween $500 and $50,000 by logging Grants P K12 ates. K–12 public and private schools tion provides grants of between $1,000 their recycling efforts online. Those Public schools, libraries, and nonprofit and nonprofit organizations with arts and $20,000 to community-based registering with the Universal League organizations that support the envi- education or academic programs, in- nonprofit programs in the United report recycling via bag count; those ronment, human services, and other cluding tutoring, in the United States States. Schools; museums; educa- that choose the Challenge League re- causes may apply for these grants. and Canada are eligible. tional and skills training programs; port by weight. Schools can compare Both program and operating funds are Locations must be within 30 miles environmental and wildlife protection their counts to others around the available; the average amount ranges of Kinder Morgan sites in Birming- activities; cultural and performing arts country. Register your school online from $5,000 to $10,000. Apply by ham, Alabama; Phoenix, Arizona; programs; and programs for youth, at http://bit.ly/2TW3KV8 and submit April 30. See http://bit.ly/2XuD0w5. Tucson, Arizona; Concord, Califor- seniors, and persons with disabilities your stats by April 28. nia; Carson, California; Colorado may apply. The Safeway Foundation’s Springs, Colorado; Lakewood, Col- The foundation must receive mailed Siemens and Discovery Grants K12 orado; Tampa, Florida; Alpharetta, letters of request by May 11. (Online Possibility Grant These grants fund K–12 schools and Georgia; Downers Grove, Illinois; submissions will not be accepted.) Sweepstakes K12 nonprofit organizations in the fol- Chicago, Illinois; Shreveport, Louisi- Learn more at the following website: This $10,000 grant will help one Title lowing areas: education, supporting ana; Port Sulphur, Louisiana; Harvey, www.mvdreyfusfoundation.org. l I school “fab” its science, technology, diversity and inclusion, environmen- Louisiana; Williston, North Dakota; engineering, and math (STEM) lab. tal issues, and health and nutrition, Port Newark, New Jersey; Tulsa,

P: PreK E: Elementary M: Middle H: High HE: Higher Ed A: All K12: K–12 NSTA Career Center 3 Simple Steps to Find Qualiﬁ ed Science Teaching Professionals

POST1 INTERVIEW2 HIRE3

It’s really that simple… The NSTA Career Center is the premier online career resource connecting employer to talented science teaching professionals. Post your jobs and tap into a concentrated talent pool of professionals at a fraction of the cost of commercial boards.

Visit the NSTA Career Center to learn more http://careers.nsta.org G8 NSTA Reports APRIL 2020

QUEST 2020: Our Changing Weather E M QUEST institutes enhance teachers’ knowledge of science and math through lab experiments and field Editor’s Note lab experience shows teachers how to and Science. Register by June 14 at experiences supporting the NGSS. Visit https://bit.ly/2ZlRIp5 to use applied engineering techniques http://bit.ly/3aI1Gad. Current researchers and teachers co- learn about other summer professional in their classes and make core science teach the institutes. During the Our development opportunities. and math principles more engaging for Lawrence Livermore Changing Weather institute, teachers their students. In doing so, they work National Laboratory PD will explore air pressure, temperature, with metals, ceramics, polymers, and Workshops M H HE seasons, the greenhouse effect, and composites. The Teacher Research Academy at other factors that relate to both typical FDA Professional Camps are offered at no charge and Lawrence Livermore National Labo- weather and extreme weather events, Development (PD) are geared toward middle and high ratory in Livermore, California, offers as well as how climate change may Program in Food Science school science teachers, though pre- PD programs for middle and high affect weather patterns. M H service science, art, and math teachers school teachers and community college This institute takes place July 6–9 This weeklong Food and Drug Admin- and community college instructors also faculty. Teachers participate in a con- at Princeton University. Teachers in istration (FDA) workshop introduces may apply. Teachers can complete the tinuum of standards-based instruction, grades 3–8 in all content areas may middle and high school teachers to the program as residential participants or progressing from novice to mastery, apply. Visit http://bit.ly/2TAbbCG. Science and Our Food Supply curriculum. commuters. The camps provide con- while experiencing the application of Participants explore the farm-to-table tinuing education or graduate credits. real-world science in an environment Summer Institute for process, hear food safety and nutrition Apply online at http://bit.ly/2EhIuBu. most teachers seldom get to explore. Climate Change Education presentations from experts, and visit Choose from these offerings: K12 FDA labs and agricultural facilities. GEEO Teacher Travel • Technical Writing for Science Class, The institute gives educators hands- In the fall, they implement the Science Programs K12 HE June 15–16; on experience with climate change and Our Food Supply curriculum in their The Global Exploration for Educators • Modeling for Science and Math, activities and using phenomena-based classes and conduct a workshop for Organization (GEEO) sponsors pro- June 15–19; learning to ignite students’ curiosity. other local teachers, for which an hon- grams to help teachers study abroad • Bioscience, June 8–12; This year’s institute, taking place orarium and materials are provided. at a discounted rate. Programs range • Fusion and Astrophysics, June 17–19 July 22–24 at Hamline University in This year’s workshop will take from 5 to 23 days and take place in and June 22–26; and St. Paul, Minnesota, provides a special place July 12–18 in Washington, D.C. Armenia/Georgia; the Balkans; the • 3-D Print and Design, July 8–10 and strand for Minnesota teachers focused Certified middle or high school sci- Baltics; Bangkok and Hanoi; Bhutan; July 13–17. on new state science standards. Twen- ence, health, or family and consumer Budapest and Bulgaria; Camino de Continuing education and gradu- ty hours of continuing education and science teachers with at least three Santiago; Central Europe; Egypt; ate credits are available. Register at graduate credits are available. See consecutive, full-time years of teaching Ethiopia; Galapagos; Greece; India and http://bit.ly/2WqznGa. http://bit.ly/2vUTtAL. experience may apply. Air travel, lodg- Nepal; Ireland; Japan; Jordan; Maldives; ing, and meals will be provided. Apply Morocco; Multi-Stan; Peru; Southern QUEST 2020 UnleadED— Summer Modeling by April 24; see http://bit.ly/38EpMky. Africa; and Vietnam and Cambodia. What Is in Our Drinking Workshops M H HE GEEO programs are open to K–12 Water? M H The American Modeling Teachers Center for Learning With teachers and university faculty, school The Flint water crisis focused national Association (AMTA) hosts two- to Nature’s Engineering administrators, and retired educators. attention on lead in drinking water, three-week modeling workshops for Inspired by Nature Participants can earn graduate and and many New Jersey municipalities middle, high school, and university or Program E M H professional development credit. Apply have similar water-quality issues. This college STEM educators. The model- This free online synchronous course is by June 1. See www.geeo.org. Princeton University–based institute ing method was designed to correct designed to help educators use nature- will consider the geographic distribu- some of the flaws of lecture-based inspired innovation to enrich their Explore Before Explain: A tion of lead levels in drinking water STEM teaching, in which knowledge STEM teaching. The course is based Practical, Fun Approach to help educators understand the can be fragmented, students tend to on the free Engineering Inspired by Nature Toward NGSS E structural and environmental factors be passive, and naïve beliefs of the curricula and supports Next Generation This course for upper-elementary involved. Teachers will work with physical world persist. Participants Science Standards (NGSS). Register by teachers introduces a new way to an interdisciplinary research team to receive a full set of course materials May 10 at http://bit.ly/2Isd9hZ. Teach- sequence instruction that promotes explore these issues, including a so- and work through modeling activities ers will indicate their availability on the enduring understanding. Teachers ciologist, geologist, biologist, and an as they practice guided inquiry and registration form. learn how small shifts in the way they education policy scholar. They’ll also cooperative learning. arrange activities can help students collect water samples in their school The AMTA hosts these workshops ASM Materials Camps for better construct knowledge as they communities. in locations nationwide. First-time par- Teachers M H HE prepare for the revised NGSS-based This free institute takes place ticipants receive a reduced rate. Refer Sponsored by ASM, the professional Colorado Science Standards. July 7–9 at Princeton and is open to to http://bit.ly/2IDsLz7. l society for materials scientists and The course will take place June 15– teachers in grades 6–12. Apply at engineers, this weeklong, hands-on 16 at the Denver Museum of Nature http://bit.ly/2TAbbCG.

P: PreK E: Elementary M: Middle H: High HE: Higher Ed A: All K12: K–12 NATIONAL CONFERENCE on SCIENCE EDUCATION SAVE THE DATE

NETWORK WITH 350+ EXHIBITORS More than MORE THAN 10,000 WITH CUTTING-EDGE AND MUCH MORE! 1,200 SESSIONS EDUCATORS RESOURCES Join us for NSTA’s 69th national conference next year The theme is All Students, All Sciences, All Settings. Conference program strands include: • Supporting All Students in Science • Shattering the Silos of STEM • Setting the Stage for Science • Stages of Three-Dimensional Implementation

NSTA is accepting session proposals until April 15, 2020. Learn how to submit your proposal at www.nsta.org/conferenceproposals.

For more information, please visit www.nsta.org/conferences #NSTA21 SAVE THE DATES nsta area conferences 2020 on science education STEAMing Forward: EnGULF Road Mapping the Future Future Ready Science Education of Science Education

PITTSBURGH, PA NEW ORLEANS, LA PHOENIX, AZ OCT. 29–31 NOV. 19–21 DEC. 10–12

PROFESSIONAL DEVELOPMENT STRANDS

Innovating for the Future Sustaining the Big Blue Planet Packing Your Bags: Strategies, Tools, and Resources Striving Toward Inclusive Science Diving into Scientific Literacy for the Journey STEAMing Across the Disciplines Immersing in Hitting the Road: Creating Three-Dimensional Learning On-Ramps for All Learners Intersections and Interchanges: Navigating New Connections

Learn more about the NSTA Area Conferences at www.nsta.org/conferences #NSTA20 APRIL 2020 NSTA Reports 13

ASK A MENTOR,Advice Column SAVE THE DATES Strategies for Enhancing Science Learning and Teaching nsta area conferences By Sharon Delesbore

I love science fair, but is it still contributed to the world. I don’t know not understand the on science education practical? of any performance expectations or concepts we teach. 2020 —R., Texas state standards that specifically state, Because think- Science fair provides our students the “Expose students to multicultural ing and learning opportunity to apply scientific pro- scientists and inventors within the occur within the STEAMing Forward: EnGULF Road Mapping the Future cesses to problems or questions that curriculum of science education,” minds of our stu- interest them. Students performing but cultural relevance has come to dents and we are of Science Education science is the greatest achievement for the forefront of engaging students to not mind readers, Future Ready Science Education teachers of science education. With increase academic success. Students we need to first that understanding, science fairs are become more engaged in their learn- take the opportu- practical and relevant. ing when they recognize themselves nity to get to know The basis of science, in my opinion, in the concepts they’re studying. For our students. By PITTSBURGH, PA NEW ORLEANS, LA PHOENIX, AZ is a way of thinking in which scientists example, a lesson in computer science building relation- OCT. 29–31 NOV. 19–21 DEC. 10–12 seek answers to questions by taking class may become more interesting to ships with stu- inventory of the world that we live in students of color when they learn that dents, the teacher can begin to notice selves out there and help provide qual- and defining issues that concern our a black female was one of the inventors students’ nonverbal cues to determine ity professional development for their human existence. The methodical behind animated GIF technology. Lisa if they are struggling or understand- schools. Teachers need exposure to approach is to first define that issue Gelobter played an integral part in the ing a concept. More concrete ways the science in everyday life. We benefit or problem. Second, we conduct creation of Shockwave Flash, which of checking for understanding (CFU) from learning from our peers, just as background research to gain more helped popularize web animation. include, but are not limited to, the use our students are motivated and build knowledge of the issue. Based upon Pique the interest of black male of exit tickets, a thumbs-up/thumbs- their confidence when they learn from the background information, we can students with a discussion of Philip down signal, red card/green card one another. suggest a possible solution, or hypoth- Emeagwali, who was inspired to indicator, or a quick write to explain You may reduce your peers’ resis- esis, to be tested. The results of those rethink computer processing while their thinking. tance to trying new things in their tests can lead us to determine if the studying bees. In 1989, he invented What really can help a teacher be classrooms because of the mutual hypothesis was confirmed or refuted, the world’s first supercomputer able certain their students get the concept respect for the work “we do in the or if additional testing is needed. to perform 3.1 billion calculations is providing opportunities for them to trenches every day.” Working with We can also discuss how to improve per second. Known as “the Black Bill apply the knowledge. When a student different teachers in different content the testing process to increase the ex- Gates of Africa,” he ignited a revo- can tackle a task designed to demon- areas provide a platform to discuss PROFESSIONAL DEVELOPMENT STRANDS periment’s validity. If students do not lution in technology. Check out “14 strate their knowledge and skills, they and share literacy strategies and the have opportunities like science fairs Black Inventors You Probably Didn’t get it. When students can explain what importance of nonfiction reading and to use scientific practices, then we are Know About” on Thinkgrowth.org they are doing, they get it. More excit- writing for everyone’s discipline. Be- Innovating for the Future Sustaining the Big Blue Planet Packing Your Bags: not preparing a generation of science- at http://bit.ly/2uxx23S for more ingly, when a student can teach anoth- sides, science is fun. Demonstrating Strategies, Tools, and Resources conscious thinkers and problem- examples. Educators should take the er student a scientific procedure, they how we keep students engaged and Striving Toward Inclusive Science Diving into Scientific Literacy solvers. Just like students cannot grow opportunity to incorporate multicul- get it. As a teacher, it is important that excited about learning can inspire for the Journey dendrites by completing worksheets, tural acknowledgement in their cur- you do not view CFU only one way. others. STEAMing Across the Disciplines Immersing in you cannot help them develop into riculum, integrating them in lessons Allow students to give you feedback An open dialogue about your needs Hitting the Road: Creating scientists if they sit at a desk all day throughout the school year because as well. Their thoughts, questions, and as a professional is important, too. Three-Dimensional Learning following cookie-cutter activities with Black History is American History. comments provide not only a means Your colleagues may have a similar On-Ramps for All Learners preset questions that fail to stimulate to check their understanding, but also need as well. If we do not participate in their creativity or inspire thoughts to As I continue to teach my science to review your instructional practice. our pedagogical growth, we leave our Intersections and Interchanges: make the world a better place. class, I often wonder throughout my development in the hands of others unit if the students are really grasp- Professional development can be who can only speculate on how we can Navigating New Connections February is designated as Black His- ing the concepts. How do I know my boring at times, but I don’t really help our students grow academically, tory Month. Why is this the only time students are getting it? think my colleagues would be re- socially, and emotionally. l that black inventors and scientists —D., New York ceptive to what I say since I teach are recognized? This question should be at the root of science. Check out more advice on diverse top- Learn more about the NSTA Area Conferences at —T., Alabama every teacher’s planning. Being a re- —R., Wisconsin ics or ask a question of Gabe Kraljevic It is important to expose students to flective practitioner is important in our Please know that you are a valuable and Sharon Delesbore from Ask a Mentor www.nsta.org/conferences #NSTA20 the many significant accomplishments profession. Developing curriculum and resource to your colleagues. We need at https://bit.ly/35LMFS1, or e-mail that black scientists and inventors have lessons do not matter if our students do more science teachers to put them- [email protected]. NSTA School Partner Program

Each Partner School receives these benefits:

• NSTA membership for all teachers in the • Access to Learning Center Forums, including collections of school building NGSS and STEM resources differentiated by grades

• One free conference registration for a teacher/administrator • An initial one-on-one conversation with NSTA to determine to a STEM Forum or an NSTA Conference which products and services can best support school-wide professional learning goals • Recognition as an NSTA Partner School • Participation in three virtual conferences per year, • One print journal for the school building and e-journals for exploring critical topics for STEM and NGSS integration every teacher/member in the school • Access to a national NGSS and STEM listserv and • Digital copies of NSTA Reports (newspaper) for every 16 other listservs teacher/member in the school

In addition, each teacher gets discounts on

NSTA conferences and NSTA Press books Enhanced e-books workshops

For more information please visit Contact us: www.nsta.org/schoolmembership [email protected] APRIL 2020 NSTA Reports 15

NSTA PRESS:Physics in Motion, STEM Road Map for Elemetary School Strategies Used in the STEM Road Map Curriculum Series By Erin Peters-Burton, Carla C. Johnson, Toni A. Sondergeld, and Tamara J. Moore

Editor’s Note specific components of working toward a prototype (a testable model) based on a design: define the problem, learn the plan. The prototype might be some- NSTA Press publishes high-quality about the problem, plan a solution, try thing physical or a process to accom- resources for science educators. This the solution, test the solution, decide plish a goal. This component requires series features just a few of the books whether the solution is good enough. that the designers consider the risk recently released. The following excerpt As the arrows in the figure indicate, the involved in implementing the design. is from Physics in Motion, STEM order in which the components of en- The prototype must be tested. Testing Road Map for Elementary School, gineering design are addressed depends the solution includes conducting fair edited by Carla C. Johnson, Janet B. on what becomes needed as designers tests that verify whether the solution Walton, and Erin Peters-Burton, edited progress through the EDP. Designers is good enough to meet the client’s for publication here. To download this must communicate and work in teams and end user’s needs and wants. Data excerpt, go to http://bit.ly/38mY4cf. throughout the process. The EDP is iter- must be collected about the test results, NSTA Press publications are available ative, meaning that components of the and these data should be used to make online through the NSTA Science Store process can be repeated as needed until evidence-based decisions regarding the at www.nsta.org/store. the design is good enough to present design choices made in the plan. Here, as a potential solution to the problem. the designers must again consider the Problem scoping is the process of criteria and constraints for the problem. Project- and Problem-Based gathering and analyzing information The designers must justify or re- Learning to deeply understand the engineering ject design decisions based on the Each module in the STEM Road Map design problem. It includes defining the background research gathered while Curriculum Series uses project-based problem and learning about the prob- learning about the problem and on the learning or problem-based learning lem. Defining the problem includes evidence gathered during the testing of to drive the instruction. Project-based identifying the problem, the client, and the solution. The designers must now learning begins with a driving question the end user of the design. The client decide whether to present the current to guide student teams in addressing a is the person (or people) who hired solution to the client as a possibility contextualized local or community prob- the designers to do the work, and the or to do more iterations of design lem or issue. The outcome of project- end user is the person (or people) who constraints over multiple iterations of on the solution. If they decide that based instruction is a product concep- will use the final design. The designers solution generation. improvements need to be made to the tualized, designed, and tested through must also identify the criteria and the Solution generation includes plan- solution, the designers must decide if a series of scaffolded learning experi- constraints of the problem. The criteria ning a solution, trying the solution, test- more needs to be understood about the ences (Blumenfeld et al. 1991; Krajcik are the things the client wants from the ing the solution, and deciding whether problem, client, or end user; if another and Blumenfeld 2006). Problem-based solution, and the constraints are the the solution is good enough. Planning design idea should be tried; or if more learning is often grounded in a fictitious things that limit the possible solutions. the solution includes generating many planning needs to be conducted on the scenario, challenge, or problem (Barell The designers must spend significant design ideas that address the criteria same design. One way or another, more 2006; Lambros 2004). On the first day time learning about the problem, which and meet the constraints. The designers work needs to be done. of instruction within the unit, student can include activities such as these: must consider what was learned during Throughout the process of design- teams receive the context of the prob- • Reading informational texts and problem scoping. Design plans include ing a solution to meet a client’s needs lem. Teams work through a series of researching relevant concepts or clear communication of design ideas and wants, designers work in teams and activities and use open-ended research contexts; through media such as notebooks, must communicate to one another, the to develop their potential solution to the • Identifying and learning about blueprints, schematics, or storyboards. client, and likely the end user. Team- problem or challenge, which need not needed mathematical and scientific They also include details about the de- work is important in engineering de- be a tangible product (Johnson 2003). skills, knowledge, and tools; sign, such as measurements, materials, sign because multiple perspectives and • Learning about things done previ- colors, costs of materials, instructions differing skills and knowledge are valu- Engineering Design Process ously to solve similar problems; and for how things fit together, and sets of able when working to solve problems. The STEM Road Map Curriculum Series • Experimenting with possible mate- directions. Making the decision about Communication is key to the success of uses engineering design to facilitate rials that could be used in the design which design idea to move forward the designed solution. Designers must integrated STEM within the modules. involves considering the trade-offs of communicate their ideas clearly using The engineering design process (EDP, Problem scoping also allows design- each design idea. many different representations, such Figure 2.1) highlights two major aspects ers to consider how to measure the Once a clear design plan is in place, as text in an engineering notebook, of engineering design—problem scop- success of the design in addressing the designers must try the solution. diagrams, flowcharts, technical briefs, ing and solution generation—and six specific criteria and staying within the Trying the solution includes developing or memos to the client. l 16 NSTA Reports APRIL 2020

BLICK ON FLICKS Science Podcasts in the Classroom By Jacob Clark Blickenstaff

Podcasts have exploded in popularity blog post at http://bit.ly/2TQKRTL. the specific podcasts I will mention Undiscovered is a spin-off from Sci- over the last decade. Where once only As with movies, I do not recommend later, the podcast format is good for ence Friday, a great NPR series. Hosts a few radio shows posted podcast ver- playing a full-length podcast in class, interdisciplinary treatment of sub- Ella Feder and Annie Minhoff explored sions of their content, the catalog of as that could require a full class period jects, as the presenters’ narratives unfamiliar stories from the history of available podcasts in 2020 reaches into or part of several periods. A podcast very often blend the disciplines of science for three seasons. Though they the thousands. I suspect most podcast could be assigned as homework, science with history, literature, and are not creating new episodes, the avail- listeners are adults, and the majority similar to a reading assignment, with economics. Some literacy specialists able episodes cover an amazing range of of the content available is certainly students completing questions either see benefit in having students read subjects, from human interactions with targeted to adult audiences, but some as part of the homework, or in class along with the text of a podcast. For robots, to the controversy over the ex- good shows exist that teachers could as part of a discussion. Be sure all more about this application, check out tinction of the dinosaurs, to how whales use while teaching science to middle students have a way to play the pod- http://bit.ly/2Q11uuA. and dolphins became popular enough and high school students. cast at home: a computer, tablet, or You could consider having students to be protected in the 1970s and 80s. smartphone will be needed. create their own podcasts as a way to The Naked Scientists generally has a Ways to Engage If you use a podcast during class demonstrate their understanding of a panel of experts on the topic of the ep- Many have written about how to use time, a short segment could introduce topic, perhaps even as a group project. isode and a fun identification question podcasts in the classroom. Elementary a new topic or get students engaged I’ve a few suggestions for podcasts running through each episode. The teachers might read Ashley Marquez’ in discussing a controversial topic. In with interesting science content: level is appropriate for middle schoolers

NSTA Interactive eBooks+ Digital stories where students are reading and doing STEM! Grade Level 6–12

Visit www.nsta.org/ebooks/GradesK-5 Purchases of 10+ e-books of a single title will include to learn more and order. a detailed teacher's guide speciﬁ c to that e-book. APRIL 2020 NSTA Reports 17

(and the title will likely appeal to some Finally, Vedantam usually has practical Quality control varies widely. I gen- (as I did in my column on the Star middle school students). Broadcast on tips for using the results of psychology erally listen to podcasts from respected Trek reboot at http://bit.ly/3aH1ic0). radio continuously since the mid-2000s, research to improve your own life. radio sources like the BBC, NPR, or When addressing physics and astron- this series offers many podcast episodes. If you’re looking for some great large radio stations like WNYC-FM. omy, though, they were careless in The website is organized by broad sub- informal professional development Independent podcasts can be good, but their language, using the terms solar ject area, so you can locate a biology for yourself, listen to a few episodes are not supported by research teams system, galaxy, and universe essentially or physics topic more easily. Since the of the NSTA podcast Lab Out Loud. and fact checkers in the same way the interchangeably. I worry that students show is based in the United Kingdom, Dale Basler and Brian Bartel are two larger ones are. could be confused about the distinc- U.S. students might find the accents of awesome science teachers who enjoy Insufficient Facts is an interesting tion between our galaxy, which has some guests difficult to understand, but talking to folks about teaching science. case. It is hosted by three PhD students 100 million stars or so, and the uni- I’m sure others will be intrigued by a Some episodes focus on the work of a who discuss a variety of topics related verse, which is composed of billions series from another country. scientist, while others are more about to a theme in each episode. I like that of galaxies. Hidden Brain, an NPR podcast host- science pedagogy. (And yes, I was their the hosts are two women and one man, Teachers looking to engage reluc- ed by Shankar Vedantam, focuses on guest a year or two ago.) and their conversation shows that they tant readers could consider using a psychology, and often the intersection enjoy discussing interesting science, podcast or two to bring the sounds of of psychology and economics. I appre- Caution which can be good for students to hear. science into the classroom. l ciate how Hidden Brain often makes Podcasts have no official ratings as Unfortunately, the hosts are all life connections between psychology and movies do, so it can be difficult to science grad students, and they don’t Jacob Clark Blickenstaff is an indepen- literature in unexpected ways. For ex- determine if a podcast includes strong stick to topics they’re familiar with. I dent science education consultant and ample, a recent episode on how people language. Also, podcast versions of listened to their episode “Space,” and learning designer with AVID, based in respond to warnings used the Greek radio shows sometimes remove the I like that they touched on ways Star Seattle, Washington. Read more Blick at myth of Cassandra to illustrate what “beep” that obscures profanity. The Trek features real science, pointing out http://bit.ly/2S2wH2L, or e-mail him kinds of warnings are more likely to “beeped” version typically appears on that Spock’s green blood is similar to at [email protected]. be heard, understood, and acted upon. their website. the green blood of horseshoe crabs

NSTA 2021 National Conference on Science Education Chicago, April 11, 1

Proposal SHARE YOUR IDEAS! Deadline: April 15, 2020 Have an idea for an inspiring presentation or workshop on science education? Submit a session proposal today. To submit a proposal, visit www.nsta.org/conferenceproposals From April 1-30, 2020, get FREE SHIPPING when you order $75 or more of NSTA Press and NSTA Kids books.

“I use my NSTA Press books weekly to incorporate hands-on acti viti es and argument-driven inquiry projects.”– Kaylyn T.

o o o. e rm de K2 in the nline tre

Grades 62 Grades Grades 2 Book: Member Price: $31.96 | Nonmember Price: $39.95 Book: Member Price: $34.36 | Nonmember Price: $42.95 Book: Member Price: $20.76 | Nonmember Price: $25.95 E-book: Member Price: $23.97 | Nonmember Price: $29.96 E-book: Member Price: $25.77 | Nonmember Price: $32.21 E-book: Member Price: $15.57 | Nonmember Price: $19.46 Book/E-book Set: Member Price: $38.35 | Nonmember Price: $47.94 Book/E-book Set: Member Price: $41.23 | Nonmember Price: $51.54 Book/E-book Set: Member Price: $24.91 | Nonmember Price: $31.14

Grades 62 Grades Grades 2 Book: Member Price: $31.96 | Nonmember Price: $39.95 Book: Member Price: $20.76 | Nonmember Price: $25.95 Book: Member Price: $25.56 | Nonmember Price: $31.95 E-book: Member Price: $23.97 | Nonmember Price: $29.96 E-Book: Member Price: $15.57 | Nonmember Price: $19.46 E-book: Member Price: $19.17 | Nonmember Price: $23.96 Book/E-book Set: Member Price: $38.35 | Nonmember Price: $47.94 Book/E-book Set: Member Price: $24.91 | Nonmember Price: $31.14 Book/E-book Set: Member Price: $30.67 | Nonmember Price: $38.34

To place an order or download a free chapter, visit www.nsta.org/store APRIL 2020 NSTA Reports 19

to teach elementary science, technol- (All dates are deadlines unless otherwise ogy, engineering, and math (STEM). specified.) Attendees will receive Picture-Perfect STEM Lessons, K–2; Picture-Perfect STEM #ICYMI April 15—Session proposals for the Lessons, 3–5; and Even More Picture-Perfect NSTA 2021 Chicago National Con- Science Lessons. The workshop will take In case you missed it, check out a few highlights from NSTA’s e-newsletters. Catch ference on Science Education must place at 8:30 a.m.–3:30 p.m. at the Arizo- up on all the latest e-newsletters at https://bit.ly/2X5iuEQ. be submitted by 11:59 p.m. Eastern na Science Center in Phoenix, Arizona. “Coronavirus Meets…Physics? Making a Biological Topic Fit Into a Physics World” Time (ET) today. The conference will Earlybird registration by April 14 costs As science teachers, particularly those working to make learning relevant to stu- be held on April 8–11, 2021. For more $449 for the basic workshop; with the dent experiences, engaging them in phenomena that have meaning in their own information on submitting a proposal, train-the-trainer component and ma- lives enables them to contextualize the learning: What better way to drive student visit http://bit.ly/2uNtbzD. terials, the earlybird price is $999. For interest than by drawing from current news headlines? Read how high school April 21—Join the first session of more information or to register, visit teacher Stephanie Duke enacted the NSTA lesson plan focused on the corona- Shifting to the NGSS: Professional https://bit.ly/2zOlVTx. virus and helped her students become better critical consumers of information. Book Study for Elementary School June 18—Join authors Karen Ansberry —NSTA Express (March 3, 2020, https://bit.ly/2NmwiEK) Teachers live web seminars today! and Emily Morgan for this two-day Improve your understanding of the Picture-Perfect Workshop as they “Going Green? Check Out the Green Ribbon Schools Program” Next Generation Science Standards share strategies for using picture books Is your school a green school? Is it doing amazing work in reducing environmental (NGSS) during four sessions focusing to teach elementary STEM. Attendees impacts, improving the health and wellness of students and faculty, and providing on the enhanced e-book, Discover the also will receive Even More Picture- an effective environmental and sustainability education to students? Then you NGSS: Primer and Unit Planner. Tricia Perfect Science Lessons; Picture-Perfect should apply for the Green Ribbon Schools Awards program; read more about Shelton and Jessica Holman will lead STEM Lessons, K–2; and Picture-Perfect it in this NSTA Blog post from the Campaign for Environmental Literacy. the sessions. Registration costs $63 for STEM Lessons, 3–5. The workshop —NSTA Express (February 25, 2020, https://bit.ly/2NmwiEK) NSTA members. Seminars will be held will take place at 8:30 a.m.–3:30 p.m. at 7:15–8:45 p.m. ET. Additional dates at the Fulton County North Learning “‘A Lot of My Research Involves Poo’ and Other Stories From the Field With are April 28 and May 5 and 12. Partic- Center in Atlanta, Georgia. Earlybird Cassandra Raby #ScientistOutLoud” ipants will receive a certificate from registration by May 28 costs $449 for Joining the Lab Out Loud podcast this week is Cassandra Raby, PhD, a research NSTA after each live web seminar (1.5 the basic workshop; with the train- fellow at Leeds University Business School who is studying diversity and inclu- hours per web seminar) as evidence of the-trainer component and materi- sion in the workplace. Raby has studied behavior and disease transmission in their attendance and participation. For als, the earlybird price is $999. For Namibian wild baboons, summarizing her work as, “a lot of my research involves more information or to register, visit more information or to register, visit poo.” Raby joins co-hosts Brian Bartel and Dale Basler to discuss collecting (and http://bit.ly/2POSUPM. https://bit.ly/2zOlVTx. transporting) feces, what we can learn from studying disease transmission and April 29—Mark the 30th anniversary July 22—Join your STEM colleagues social behavior in baboons, and how her field research experience has helped her of the Hubble Telescope! During a at the Kentucky International Con- succeed in her current research. free web seminar, NSTA Science vention Center for the start of the —NSTA Express (March 10, 2020, https://bit.ly/2NmwiEK) Update: Hubble’s 30th Anniversary, Ninth Annual STEM Forum & Expo Max Mutchler, science data analyst at hosted by NSTA! You’ll experience “New NSTA Position Statement on STEM Education Teaching and Learning” the Space Telescope Science Institute, three days of professional learning, Help your students see the connection between the content they are studying and will share highlights of the Hubble with many sessions aligned with one its application of STEM content in authentic and relevant ways with the newly mission, including some behind-the- of six strands: Lower Elementary/ approved NSTA position statement on STEM Education Teaching and Learning. scenes insight on how these amazing Early Childhood; Upper-Elementary; —STEM Classroom (March 2020, http://bit.ly/2He0lev) Hubble images are created. The session Middle Level; High School; Building will be held at 7–8 p.m. ET. For more STEM Ecosystems: Community Part- “Making Students’ Thinking Visible Through Discussion” information on NSTA Web Seminars or nerships; and Postsecondary. Earlybird Fourth-grade science teacher Dana McCusker and Marissa Miller, assistant direc- to register, visit http://bit.ly/2RGhr8N. registration by May 8 costs $210 for tor of science at Mastery Charter Schools, share how they get students to make May 5—Don’t miss the start of this NSTA members. Graduate credit is their thinking visible through discussion. two-day Picture-Perfect Workshop, available for an additional fee. For —Next Gen Navigator (February 2020, https://bit.ly/2Yr2PAD) l as authors Karen Ansberry and Emily more information or to register, visit Morgan delve into using picture books www.nsta.org/stemforum. l 20 NSTA Reports APRIL 2020

National Science Teaching Association 1840 Wilson Boulevard NON-PROFIT ORG. 2020 NSTA Board and Arlington, Virginia 22201 U.S. Postage Paid CAPITOL HEIGHTS, MD Council Elected PERMIT NO. 953 NSTA members recently elected Eric Equity in Science Education Division Pyle, professor in the Department of Director, Donna Governor as Preser- Geology and Environmental Science vice Teacher Preparation Division at James Madison University in Har- Director, and Cynthia D. Crockett as risonburg, Virginia, to serve as the Research in Science Education Divi- association’s 2021–2022 president. Pyle sion Director. will begin serving his three-year term NSTA members also elected six in June as president-elect. district directors to serve on the As he prepares for his new role, council. They are Susan Meabh Kelly, Pyle says he will be making “opportu- District I (Connecticut, Massachu- nities to reflect on how we can grow setts, and Rhode Island); Michelle and expand our membership reach, Ellis, District VI (North Carolina, particularly ways to collaborate with South Carolina, and Tennessee); Ja- other science organizations. We need cob Hayward, District VII (Arkansas, to help frame what meaningful collab- Louisiana, and Mississippi); Brian oration for the best science education Klaft, District XII (Illinois, Iowa, and looks like at this time when science in Wisconsin); Terry White, District XIII general is under assault.” (New Mexico, Oklahoma, and Texas); Also elected to serve on the board and Marilyn Webster, District XVIII are Alicia Conerly as Multicultural/ (Canada). l

6-week online graduate courses in Seminars on Science the life, Earth, and Online courses for educators physical sciences

UPCOMING SESSIONS Summer Session 1 May 18 – June 28 Registration deadline: May 11

Summer Session 2 July 6 – August 16 Registration deadline: June 30 15% OFF with code at checkout:

NSTAREPORTS learn.amnh.org USDA Photo by Preston Keres Keres Preston by Photo USDA