K12Science

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 "Teacher's Toolkit" written by Daniel J. Bergman. Daniel wrote an article entitled "Spoiler Alert! Avoiding Hazards to Science Inquiry and Classroom Creativity."

Spoilers can infiltrate our classrooms. Science education "spoilers" are elements or behaviors that sabotage, short-circuit, and short-change the learning process and student creativity. Here is a listing of several possible science education spoilers—hazards to authentic learning and creativity:

1. Objectives

2. Terminology

3. Cookbook Labs

4. Teachers

5. Students

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 "From the Editor's Desk" written by Patty McGinnis. Patty wrote an article entitled "Creativity in the Science Classroom."

Students learn science—and use critical and creative thinking—by doing science. Rather than focusing on memorizing facts, they are engaged in application in which they apply content knowledge to real-world situations.

I was recently reading the July/August 2021 issue of "The Science Teacher" 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 "Learning on Location with NASA GLOBE Observer"

GLOBE Observer, the app of the GLOBE Program, invites you to make environmental observations that complement NASA satellite observations to help scientists studying Earth and the global environment. The GLOBE Observer App has multiple data collection tools. In this podcast, the "GLOBE Mosquito Habitat Mapper," is featured. For more information, please visit:

https://observer.globe.gov

I was recently reading the July/August 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 "Which Came First - the Chicken or the Egg?"

This is one of those questions that people jokingly ask assuming there is no answer to it - like "If a tree falls in a forest…." In this podcast we realize how the methods of science can provide us with "egg-celent" answers to so many questions.

I was recently reading the July/August 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 "The Great Sunflower Project."

The Great Sunflower Project launched in 2008 to address questions about pollinator populations across varying habitats including urban, rural, and suburban landscapes. The project has over 100,000 participants contributing to pollinator citizen science. For more information, please visit:

https://www.greatsunflower.org

I was recently reading the July/August 2021 issue of "Science Scope" a publication of the National Science Teaching Association. In this issue, I read the section "Science For All" written by Kaitlyn McGlynn and Janey Kelly. They wrote an article entitled "Wrapping It Up: Meaningful and Inclusive Lesson Closures to Recap the Day's Learning."

Lesson closure provides a time for students to pause and ponder what they have just learned during the lesson as well as where their level of understanding currently lies. They discuss their favorite lesson closures, which include:

• Whip Around
• Elevator Pitch
• Thumbs Up, Middle Thumbs, Thumbs Down
• Stick it!
• Any Questions?

I was recently reading the July/August 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 the editor, Patty McGinnis. Patty wrote an article entitled "Visual Literacy."

Visual literacy can be defined as a set of abilities that enables an individual to effectively find, interpret, evaluate, use and create images and visual media.

I was recently reading the May/June 2021 issue of "The Science Teacher" a publication of the National Science Teaching Association. In this issue, I read the section "Editor's Corner" written by the editor, Ann Haley MacKenzie. Ann wrote an article entitled "What the 2020-2021 School Year Taught Us About Science Teaching and Learning."

The school year has drawn to a close, although many schools have extended learning into the summer to address the gaps in learning experienced this year due to COVID. Some schools were remote all year, some have been face-to-face, and others have been hybrid. The year was surreal and reminded many of their first year of teaching or starting teaching all over again.

I was recently reading the May/June 2021 issue of "Science and 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 Color is the Sun?"

The fact that the Sun is white is why we can see so many different colors in the outdoor world. If sunlight were purely green, then everything outside would look green or dark. We can see the redness of a cardinal and the blueness of a blue jay because sunlight contains red and blue light. The same is true for all the other colors. All of these colors combined make the light from the Sun look white.

I was recently reading the May/June 2021 issue of "Science and 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 "Digital Literacy."

Digital Literacy, according to Cornell University, is the ability to find, evaluate, utilize, share, and create content using information technologies and the internet.