September 2012: Your Body and Health
Deadline March 1, 2012
In this time of being concerned about childhood obesity and good health, we are compelled to find ways to help children understand the importance of taking care of their bodies. Perhaps the first step is in developing an understanding of the human body. In what ways have you found it possible to develop an understanding concerning these questions?

• How do all of the parts of the body work together to help us move, respond, think, live?
• How does the body use the food we eat?
• Why is it important to get exercise, eat the proper foods, and get a full night of sleep?
• How can you stay healthy?
• What role do “germs” have in good health and how can we avoid catching a “bug”?

October 2012: Hard to Teach Science Concepts
Deadline March 15, 2012
Learning science is hard for many students, and we know that there are certain topics we face each year that are especially challenging. Identify some of the topics that are particularly difficult for students to comprehend. Many of these topics are difficult to teach due to student misconceptions/preconceptions. Begin with an explanation of how you go about identifying student understanding of the concept, then explain to our readers how you address the topic, and finally how you assess subsequent learning of those hard to teach concepts.

November 2012: Visual Literacy
Deadline April 1, 2012
Our students today receive a great deal of their information visually. This is largely due to their status as “digital natives.” It’s important to help them develop an understanding of how to “read” this information for comprehension. A picture cannot replace a thousand words if students don’t have the skills to interpret what they see. This visual literacy can also translate into a tool that students can use to help them develop conceptual understanding, anchor their knowledge, and communicate understanding. The use of items like charts, diagrams, photographs, graphic organizers, concept maps, graphs, and paper-folding techniques can all play a role in visual literacy instruction.

December 2012: Build It!
Deadline May 1, 2012
The properties of materials dictate how those materials can be used for creating new objects. Some objects occur in nature. while others are made by people from those materials. This can be a confusing concept for young children. But, once they have an opportunity to create materials, structures, and objects from other materials, they develop a clearer understanding. What types of activities have your students participated in that allow them to develop a conceptual understanding of the properties of materials and how those materials can be used to fabricate new materials or objects? Most man-made objects are designed and created to solve a problem. What opportunities do you offer children to identify a problem, develop an item to solve the problem, and create that “invention”? Have you focused on students becoming design engineers?

January 2013: Focus on the New Standards
Deadline June 1, 2012
A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas is providing us with a glimpse into what we will find in the new generation of science education standards to be released in late 2012. The new standards will require teachers and curriculum experts to rethink our strategies and the science core ideas taught in our schools. Being informed through the Framework, we can begin considering learning progressions, embedding practices in core ideas, implementing engineering in instructional strategies, assuring the use and presence of crosscutting concepts, and integrating the three dimensions of the Framework (science and engineering practices, crosscutting concepts, and disciplinary core ideas). Have you studied the Framework as a professional learning community? Are you using the Framework to begin moving toward change? What strategies are you implementing to adjust what and how you teach? Has your school system or school started studies to understand what they are doing in light of the recommendations posed in the Framework? Are you personally changing what you do in your classroom? Provide our readers with suggestions concerning what you are doing that will help them take those initial steps in moving toward the new standards.

Not ready to pen a feature article?

Consider writing a column. These shorter, focused pieces are the perfect way to share your experiences with the wider elementary science community.

Science Shorts

This column shares your take on classic classroom activities and how they emphasize science-process skills. After introducing the activity and placing it into classroom context, provide the activity how-to and materials list. Include a guiding question for the activity, the targeted grade level, and the process skills the activity addresses. Rubrics, study guides, worksheets, and other materials should be provided as they will be shared via NSTA Connections, our online resource site. Length: 1500 words

Methods and Strategies

This column provides ideas and techniques to enhance your science teaching. This is S&C’s “think piece” and connects science teaching with research on teaching and learning. This is done by sharing an account of a method or strategy used in the classroom and explaining how its use is supported by research. While the presentation of the method or strategy is often content-based, the method or strategy should be applicable to other settings and other content. Length: 2000 words

Recognizing Excellence

Have you been recognized for excellence? Share your experience with Science and Children readers! The column “Recognizing Excellence” will provide a peek into classrooms and programs that have received awards for their exemplary contributions to elementary science. It’s not just bragging (though you deserve it!), this column will provide models for your peers to follow as they create their own exemplary programs and inspire others to follow in your footsteps and gain recognition. Please see below for column guidelines for both individual teachers and science programs. Length: 2000 words

Individuals
(Presidential Awardees, NSTA Awards programs awardees such as Shell, Toshiba, Tapestry, Distinguished Teacher)
Include the following:

1. A sample lesson indicating exemplary work by the awardee. This might be a lesson that was provided during the process of applying for the award
2. The connection to the National Science Education Standards and other reform efforts
3. A statement describing how receiving this award has affected what the recipient has done professionally
4. A brief overview of the award and how others can apply

Programs
(Exemplary Science Programs and other comprehensive awards reaching beyond a single teacher/classroom)
Include the following:

1. A statement that clarifies the core components and impact of the program so that the readers can easily determine potential applications for their own teaching. This should include a description of the context (school, industry, university, organization, region, school focus, grade level) and elaboration of the unique features of the program
2. Evidence for success: This can be qualitative and/or quantitative but should provide evidence of actual impact on teaching and learning
3. Reflective questions/issues including any applicable suggestions for modifications.
4. The connection to the National Science Education Standards and other reform efforts
5. A brief overview of the award and how others can apply.

Details, Details

Your 2000-word manuscript should describe a set of connected lessons or investigations that build an idea or content area. They should include assessments (pre-, post- and formative) as well as enough detail that another teacher could replicate the lessons in the classroom. Examples of student work are encouraged.

Please read our manuscript guidelines before submitting your manuscript. You can find more tips in Write from the Start (PDF). Manuscripts should be submitted electronically; once online, follow the steps for New Author Registration. For more information, contact managing editor Valynda Mayes at vmayes@nsta.org.

Don’t see a theme that fits your idea? Don’t let that stop you from writing! We always make room for good manuscripts on any elementary science topic.

Upcoming Issues

January 2012: Earth, Moon, Sun

February 2012: Getting Families Involved

March 2012: Earth Day

April/May 2012: Learning Doesn’t Take a Vacation

Summer 2012: The First Two Weeks of School