We are not only teachers of science content, processes, and attitudes, but also teachers of writing and reading. The articles in this month’s issue of Science Scope contain numerous strategies to improve student achievement and understanding in science by increasing their reading comprehension. In this month’s column, the field editor encourages you to look over these new approaches, try them with your students, evaluate their results, and incorporate those that work best into your repertoire of practice.
[hide full abstract]

Performing text in the form of choral reading, rap, reader’s theatre, and/or simulations offers students a powerful vehicle for understanding and recalling key concepts and significant details culled from textual materials. Creating a script, poem, or lyrics to perform requires repeated readings of a text, a practice that increases participants’ comprehension, reading rate, and enjoyment (McCauley and McCauley 1992; Young and Vardell 1993). As an added benefit, performing text also provides an exciting change from oral recitations of textbook materials.
[hide full abstract]

Fifty years ago, on Friday, October 4, 1957, a 184-pound, silver-colored, metal ball caused an event that would change the world forever and reshape science education in the United States for decades to come. That beach ball-sized object was the man-made satellite launched by the Soviets known as Sputnik. Sputnik became the defining moment for science education in the second half of the twentieth century, and led directly to policy initiatives that bolstered our presence in science and technology and sparked an intellectual and technical rivalry between the two countries. In the decades since the Eagle landed at Tranquility Base, the United States has led the world in patents, the development of the internet, computer engineering, and other medical and technological advances. In order to remain globally competitive and to maintain a scientific superiority in the twenty-first century, we must produce better channels to achieve scientific literacy for all students, regardless of their economic status, the neighborhoods in which they live, or the shade of their skin.
[hide full abstract]

“May I go to the bathroom?” While this hardly an unusual question from any middle-level student, the number of students who suddenly need to leave the room increases when a teacher assigns a textbook passage to read. Whether it is to use the restroom, visit their locker, or see the school nurse, these students will do just about anything to keep from reading. They are reluctant readers (Sullo 2007), and may struggle with new science terms, lack comprehension, or be simply uninterested in the topic being covered. This article is designed to help reluctant readers with unit-beginning strategies, anticipation guides, during-instruction strategies, and post-reading strategies.
[hide full abstract]

To succeed in the 21st century, students have to learn how to be creative problem solvers who can work in collaborative groups. These new-world students must have the ability to think critically, use technology efficiently, and communicate effectively. This means teachers have to seriously rethink what is taught. The National Science Education Standards were published in the mid 1990s and were a big step forward. Now, the challenge is to ensure they effectively address the 21st-century skills required in order for students to compete in today’s global market.
[hide full abstract]

Helping students read science textbooks and other substantive material does not have to interrupt the flow of content delivery. A variety of strategies, both instructive and effective, are available to help students become more competent and independent readers. The lessons in this article have worked well. They all involve participation and can be easily differentiated to help diverse learners. Unlike the typical chapter quiz, these cooperative strategies have students discussing, interpreting, analyzing, and evaluating the assigned reading in challenging yet supportive ways.
[hide full abstract]

Through retelling, students can begin to attach sense and meaning to the sometimes complex concepts they encounter in science texts. Also, the shift from silent thinking to verbal expression causes the brain to consolidate and integrate new ideas. As students share information through retelling, they gain new perspectives on the text as they hear what their peers find important. For busy teachers, retelling is also practical. Although there are many ways to use retelling after reading science texts, this article describes how to implement partner retelling and active retelling strategies into the science curriculum.
[hide full abstract]

Inquiry is the guiding philosophy in school science curriculum design in Singapore. Inquiry requires students to be able to use their existing scientific knowledge to formulate hypotheses and critique and evaluate things they observe around them. This process in turn reshapes their existing scientific knowledge so that it becomes more sophisticated. This relationship between inquiring about what they see and applying their existing scientific knowledge is a reciprocal relationship, each informing and influencing the other. In an attempt to hone students’ critical analysis skills through formulating hypotheses in science, students question the scientific possibilities of familiar fairy tales.
[hide full abstract]

After some reflection, the author found that by giving her students a purpose to read has led to a deeper understanding of the text. In this article, she outlines the questions teachers should ask themselves prior to assigning a reading to ensure its purposefulness. By engaging in this process, teachers will be better able to identify a purpose for student reading, thus raising comprehension. In addition, the actions students do before, during, and after reading within a science lesson cycle structure are illustrated. The strategy is inquiry-based and incorporates the 5E (Engage, Explore, Explain, Elaborate, and Evaluate) learning cycle approach in order to engage students in the learning experience.
[hide full abstract]

One way to encourage students to read is to choose a subject that interests them. During middle school, students are metamorphosing into young adults. To take advantage of their natural interest in body changes, this unit on moths and butterflies was developed. The dramatic metamorphosis that they study and witness in class persuades many students to “hit the books” to find out more about these fascinating creatures.
[hide full abstract]

The magnitude of vocabulary students need to know in the middle school science curriculum is vast and can be daunting. As educators, it is our job to efficiently and effectively teach students so that they are not only able to apply the new vocabulary to that year’s curriculum, but to store it in their memory for future use in high school and college. This article describes a direct instruction approach to teaching vocabulary that provides students with the ability to interact with the vocabulary verbally, visually, spatially, and intrapersonally.
[hide full abstract]

Over the years, the author has developed several lessons in which songs, arts and crafts, drama, and body motions are used to better facilitate student learning in life science. This article presents a sample of songs that correspond with a study of cell parts, mitosis, and DNA. The “Pin the Part on the Cell” activity and making DNA models from crepe paper, which are used in conjunction with the songs, are also described.
[hide full abstract]

For students to be successful in science, they must be able to examine information, make predictions, and comprehend what they are reading (Miller 2006). By incorporating trade books, (such as fictional story books, informational story books, and informational books) into science instruction, students are provided with positive instructional support that reinforces important scientific concepts (Donovan and Smolkin 2002). According to some studies, the linking of science and trade books increases student achievement because trade books help boost reading skills, introduce new topics, and promote student interest in science (Royce and Wiley 1996). This article presents some resources and strategies that will help teachers to effectively incorporate trade books into the science curriculum.
[hide full abstract]

Malaria, Lyme disease, Epstein-Barr syndrome, meningitis, syphilis, hepatitis B and HIV/AIDS—what do all of these diseases have in common? These belong to a group of over 100 microorganisms categorized as bloodborne pathogens. With the HIV epidemic and public awareness of Hepatitis B, coupled with confidentiality legislation, bloodborne pathogens came front and center on the public’s radar. Bloodborne pathogens also got the attention of middle and high school science teachers, due to hands-on activities such as check cell staining/observation and blood typing, along with general exposure to dried blood or fresh blood and more.
[hide full abstract]

This year, Scope on the Skies will highlight members of our solar system, featuring current information about these objects and exploration missions to them. We will begin with an area of the solar system that could serve as a dividing line between the two distinct groups of planets—the asteroid belt. Learning about the asteroid and its members is important to the study of our Solar System, as these objects remain essentially the same way they were during the formation of the Solar System. In a sense, asteroids hold clues to the origins of the planets, and the formation of the Solar System.
[hide full abstract]

It may seem obvious that students with limited reading skills also have limited educational opportunities. Students acquiring English as their second, non-native language—presently referred to as English Language Learners (ELLs)—face this obstacle. Fortunately, a body of research has emerged that provides specific techniques for supporting and developing their reading ability. These findings can be readily applied to the science classroom.
[hide full abstract]

Cooperative learning is a popular teaching strategy in which groups of students work together to accomplish a common goal, aiding them in developing a comprehensive understanding of a topic or concept. This strategy enables students of diverse backgrounds to come together and share their own ideas and experiences. While not a new concept, cooperative learning may still intimidate teachers who are unsure of how to successfully implement such a practice while maintaining a well-managed classroom. Through careful planning and use of the strategies outlined here, teachers can create an optimum classroom environment for reaching all learners.
[hide full abstract]

Effective teachers are prepared with methods for teaching science. Without them, the first day of school will be a disaster that will likely continue throughout the year. This article outlines some methods that will ensure success in teaching middle school science. They are briefly described in order of importance, and they are interrelated.
[hide full abstract]

Nothing is as irksome as a student who returns from a couple of days of being absent and asks nonchalantly, “Did I miss anything?” Not only do you have to backtrack through what you did in the last few days of instruction, but you must also remember on the spot what assignments you gave, what worksheet you required, and what supporting handouts you may have distributed. Fortunately, you can avoid this question altogether with the help of two technological tools: electronic bulletin boards and digital student groups. These tools have been used for many years by schools offering online courses and distance-learning opportunities. This article describes these tools, and explains how they can be utilized to benefit students in traditional courses.
[hide full abstract]