Big Ideas for Little People By: Cynthia McIntyre, Trudi Lord, and Paul Horwitz Science and Children, Oct 12 Average User Rating: The Evolution Readiness project introduces fourth-grade students to a series of big ideas that would lead them to understand the theory of evolution by natural selection. The goal in developing this project was to cover the fundamental concepts that underlie...  [view full summary] The Evolution Readiness project introduces fourth-grade students to a series of big ideas that would lead them to understand the theory of evolution by natural selection. The goal in developing this project was to cover the fundamental concepts that underlie Darwin's theory. [hide full abstract]

Changes Matter! By: Kimberly Lott and Anitra Jensen Science and Children, Oct 12 Average User Rating: This 10-day unit on physical and chemical changes was presented in a fifth-grade classroom. Throughout the unit students had to cite multiple indicators for physical and chemical changes. Students were also given experiences that specifically addressed...  [view full summary] This 10-day unit on physical and chemical changes was presented in a fifth-grade classroom. Throughout the unit students had to cite multiple indicators for physical and chemical changes. Students were also given experiences that specifically addressed misconceptions about the reversibility of changes and the conservation of matter during changes. [hide full abstract]

Free - Editor's Note: Hard to Learn; Hard to Teach By: Linda Froschauer Science and Children, Oct 12 Science and Children’s editor shares thoughts regarding the current issue. Science and Children’s editor shares thoughts regarding the current issue. [hide full abstract]

Experiencing Friction in First Grade By: Bill Burton Science and Children, Oct 12 Average User Rating: First-grade students explore friction and use technology to collect data during a unit on forces and motion. First-grade students explore friction and use technology to collect data during a unit on forces and motion. [hide full abstract]

Free - Exploring the New Standards By: Ted Willard, Harold Pratt, and Cindy Workosky Science and Children, Oct 12 Average User Rating: How to form a study group to examine the Next Generation Science Standards, second public draft. How to form a study group to examine the Next Generation Science Standards, second public draft. [hide full abstract]

Formative Assessment Probes: Talking About Shadows By: Page Keeley Science and Children, Oct 12 Average User Rating: This column focuses on promoting learning through assessment. This month’s issue highlights shadow investigations that provide an ideal context for children to collect and analyze data used to recognize and explain predictable patterns of the Sun's apparent...  [view full summary] This column focuses on promoting learning through assessment. This month’s issue highlights shadow investigations that provide an ideal context for children to collect and analyze data used to recognize and explain predictable patterns of the Sun's apparent path across the sky. [hide full abstract]

Guest Editorial: Hard to Teach Does Not Mean Impossible By: Susan Koba Science and Children, Oct 12 Average User Rating: An opinion piece about difficult-to-teach topics. An opinion piece about difficult-to-teach topics. [hide full abstract]

How Does Force Affect Motion? By: Gerald Darling Science and Children, Oct 12 Average User Rating: Students clear up science misconceptions when they learn about the "fantastic four" ways in which force affects motion. Students clear up science misconceptions when they learn about the "fantastic four" ways in which force affects motion. [hide full abstract]

May the Magnetic Force Be With You By: Jesse Wilcox and Lindsey R. Richey Science and Children, Oct 12 Average User Rating: This article provides a series of developmentally appropriate experiences and discussions that concretely scaffold students between grades 2–4 toward accurate ideas of magnetism. This article provides a series of developmentally appropriate experiences and discussions that concretely scaffold students between grades 2–4 toward accurate ideas of magnetism. [hide full abstract]

Methods and Strategies: Selecting Appropriate Topics By: Julia Gooding and Bill Metz Science and Children, Oct 12 Average User Rating: This column provides ideas and techniques to enhance your science teaching. This month’s issue looks at why some science topics seemingly present roadblocks to learning, strategies teachers may consider in analyzing and circumventing those problems, and...  [view full summary] This column provides ideas and techniques to enhance your science teaching. This month’s issue looks at why some science topics seemingly present roadblocks to learning, strategies teachers may consider in analyzing and circumventing those problems, and the role of ongoing assessments in this process. [hide full abstract]

Free - More Is Less By: Aaron Willey and Michelle Klosterman Science and Children, Oct 12 Average User Rating: By playing into students' inquisitive nature and taking a closer look into the details of science content, teachers can start uncovering student misconceptions, correcting them, and even preventing future misconceptions from developing. By playing into students' inquisitive nature and taking a closer look into the details of science content, teachers can start uncovering student misconceptions, correcting them, and even preventing future misconceptions from developing. [hide full abstract]

Science 101: Does Technology Evolve? By: Bill Robertson Science and Children, Oct 12 Average User Rating: This column provides background science information for elementary teachers. This month’s issue examines the evolution of technological products. This column provides background science information for elementary teachers. This month’s issue examines the evolution of technological products. [hide full abstract]

Science Shorts: Modeling Light and Shadows By: David Carrejo and Judy Reinhartz Science and Children, Oct 12 Average User Rating: This column provides classic classroom activities that emphasize science process skills. This month’s issue describes a 5E lesson in which students study light and shadows through a broad range of verbal, numerical, and symbolic models. This column provides classic classroom activities that emphasize science process skills. This month’s issue describes a 5E lesson in which students study light and shadows through a broad range of verbal, numerical, and symbolic models. [hide full abstract]

Story Book Science By: Mark Enfield and Eliza Mathew Science and Children, Oct 12 Average User Rating: This article describes a learning experience that follows an alternate approach to integrating science and literacy. Teachers use a narrative to encourage children to use their imaginations in learning to describe motion. This article describes a learning experience that follows an alternate approach to integrating science and literacy. Teachers use a narrative to encourage children to use their imaginations in learning to describe motion. [hide full abstract]

Teaching Through Trade Books: Energy Makes Things Happen By: Emily Morgan and Karen Ansberry Science and Children, Oct 12 This column includes activities inspired by children’s literature. This month’s issue attempts to shed light on the topic of energy. This column includes activities inspired by children’s literature. This month’s issue attempts to shed light on the topic of energy. [hide full abstract]

The Early Years: Shining Light on Misconceptions By: Peggy Ashbrook Science and Children, Oct 12 Average User Rating: This column discusses resources and science topics related to students in grades preK to 2. This month’s issue discusses investigations of light. This column discusses resources and science topics related to students in grades preK to 2. This month’s issue discusses investigations of light. [hide full abstract]

The Spider Files By: James McDonald and Lynn Dominguez Science and Children, Oct 12 Average User Rating: Firsthand experience with spiders debunks student misconceptions. The activities and methods described in this third-grade lesson can be applied to a variety of animals that students have misconceptions about or consider dangerous. Firsthand experience with spiders debunks student misconceptions. The activities and methods described in this third-grade lesson can be applied to a variety of animals that students have misconceptions about or consider dangerous. [hide full abstract]