K12Science

I was recently reading the November/December 2021 issue of "The Science Teacher" a publication of the National Science Teaching Association. In this issue, I read an article entitled "Picture This! The Versatility of Graphic Novels in Science Class" written by Rachelle Haroldson.

The popularity of graphic novels in not surprising. They are colorful and engaging, marrying text to images, with diverse characters doing everything from strugling wi their tennis game to solving engineering problesm to battling villains from the Multiverse.

I was recently reading the November/December 2021 issue of "Science & Children" a publication of the National Science Teaching Association. In this issue, I read an article entitled "Why Do Certain Terms in the Language of Science Cause So Much Confusion?" written by Matt Bobrowski.

Language in the science classroom includes both technical/scientific terms and non-scientific words. Some problematic words include theory, law, and hypothesis.

I was recently reading the November/December 2021 issue of "Science & Children" a publication of the National Science Teaching Association. In this issue, I read an article entitled "Touch, Talk, Text" written by Sarah J. Carrier, Jill F. Grifenhagen, and Danielle Scharen. They wrote an article entitled "Touch, Talk, Text."

Traditional approaches to science instruction often include reading science text, some hands-on science experiences, and teaching science language in isolation. They propose instead that teachers integrate touch, talk, and text in their science instruction to support authentic scientific inquiry and disciplinary literacy for students.

I was recently reading the November/December 2021 issue of "Science & Children" a publication of the National Science Teaching Association. In this issue, I read the section "Editor's Note" written by Elizabeth Barrett-Zahn. Elizabeth wrote an article entitled "The Language of Science."

The language of science is much more than just knowing technical or content-specific words or phrases. Understanding science requires the development of an academically social language. Students need opportunities to see how language can be used to describe, represent, question, refute, and reach a consensus when learning to make sense of the natural world.

I was recently reading the November/December 2021 issue of "Science Scope" a publication of the National Science Teaching Association. In this issue, I read the section "Citizen Science" written by Jill Nugent. Jill wrote an article entitled "Taking the Pulse of Our Planet with Nature's Notebook."

Nature's Notebook, a project of the USA National Phenology Network, invites participants to help scientists "take the pulse of our planet." With Nature's Notebook, your students will have the opportunity to observe, document, and share seasonal changes in your geographic area. For more information, please visit:

https://usanpn.org/natures_notebook

I was recently reading the November/December 2021 issue of "Science Scope" a publication of the National Science Teaching Association. In this issue, I read the section "From the Editor's Desk" written by Patti McGinnis. Patti wrote an article entitled "The Importance of Professional Development."

Professional Development is best conducted via opportunities to learn in the workplace through Professional Learning Communities, instructional coaching, or any vehicle that focuses on improving student achievement through teacher practices.

I was recently reading the September/October 2021 issue of "The Science Teacher" a publication of the National Science Teaching Association. In this issue, I read the section "Career of the Month" written by Luba Vangelova. Luba wrote an article entitled "Soil Scientist."

Soil scientists study the soil, for the purpose of understanding it in its natural state, or in its capacity to serve human purposes. The podcast features Janes Hartsig, a soil scientist working in the role of vegetation manager, an Invenergy LLA in Denver, Colorado.

I was recently reading the September/October 2021 issue of "Science & Children" a publication of the National Science Teaching Association. In this issue, I read the section "Science 101" written by Matt Bobrowsky. Matt wrote an article entitled "What is Energy?"

Energy is one of those scientific terms that is commonly used outside of science and outside of the classroom with a variety of colloquial meanings. This is another case where students don't enter the classroom as blank slates but come with preconceptions about what energy means. It's a good idea to first find out what your students already think energy is, and then later they can compare their original ideas with what we know about it from scientists.

I was recently reading the September/October 2021 issue of "Science & Children" a publication of the National Science Teaching Association. In this issue, I read the section "Editor's Note" written by Elizabeth Barrett-Zahn. Elizabeth wrote an article entitled "Three-Dimensional Teaching and Learning."

One of the most important starting points when implementing three-dimensional teaching and learning is the placement of students within the learning environment. Are students the drivers of the learning, or are they passive recipients of a well-crafted lesson focusing on content and practice?

I was recently reading the September/October 2021 issue of "Science Scope" a publication of the National Science Teaching Association. In this issue, I read the section "Citizen Science" written by Jill Nugent. Jill wrote an article entitled "Stream Tracker Science."

Stream Tracker is a citizen science project that is helping to fill gaps in our understanding of intermittent streams, or streams that do not have continuous water flow throughout the year. For more information on the project, visit:

https://www.streamtracker.org