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Observing, Learning about, Appreciating, and (Maybe) Holding Small Animals Such As Insects
In the fall we may begin to see more spiders in our houses and schools. Why is that? Are they moving indoors as the weather cools?...
By Peggy Ashbrook
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I’ve been asked to chair a committee to look into using science “kits” for our elementary classes. We’re interested in this, but where do we start? —Mariana, Manchester, New Hampshire...
By MsMentorAdmin
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Understanding and using symbols
It was Monday morning and a sharp corner on a large immovable object (left by another group sharing the space used by the preschool…sound familiar?) unexpectedly turned into a chance to assess the understanding of symbols by one three-year-old....
By Peggy Ashbrook
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It’s interesting in this issue to see how teachers can incorporate inquiry learning into topics such as Bernoulli’s Principle, bridge design, photosynthesis, a beach clean-up program, rocks, paper airplanes, maple seeds, and ponds....
By Mary Bigelow
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As a preschool teacher I try to be aware of how my work might introduce or reinforce misconceptions in my students’ understanding of concepts. In the Perspectives column in the September issue of Science and Children, Michele H. Lee and Deborah L. ...
By Peggy Ashbrook
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At our inservice last month, we learned several strategies for writing in science classes. But when I tried one in my classroom, it went over like a lead balloon. What was I doing wrong? —Rosalind, Denver, Colorado...
By MsMentorAdmin
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The big fish died. The constant silent presence of the plecostomus—now hiding in the cave, now sucking algae off the aquarium wall—is gone. Donated by a parent who has moved on to high school PTSA duties, the odd fish taught 10 years of prescho...
By Peggy Ashbrook
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Who hasn’t looked into the night sky and wondered about the stars and the universe? But upper elementary and middle school may be the last chance for many students to study or be exposed to concepts in astronomy. Earth and space science is not offe...
By Mary Bigelow
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The S&C astronomy issue article Sky Observations by the Book (NSTA membership required) presents lessons specifically for teaching young children astronomy concepts with picture books....
By ManagingEditorSC
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Walking fieldtrips to draw nature
A walking fieldtrip can bring much needed outdoor time and opportunity for scientific observation to a class schedule. The objective can be to view the sky, look for birds, find seeds, or to inventory the surrounding environment. Whether just a walk ...
By Peggy Ashbrook
Blog Post
Planting flower bulbs in the fall
Planting spring-flowering bulbs connects the seasons of Fall and Spring in the minds of young children as they wait all winter for the bulbs to sprout and to see the flowers blooming in the spring. Following the growth of daffodils or tulips reinforc...
By Peggy Ashbrook
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No child (or teacher) left inside, and we're having a ball!
OK, it’s almost October and it’s time to celebrate science. Get ready for Earth Science Week this year (October 12-18, 2008). The theme is “No Child Left Inside.”...
By Mary Bigelow
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Formative assessments: real-time responses
My principal is talking to us about using “formative” assessments. Does this mean taking time away from instruction for more tests? When will I have time to teach? —W.S., Overland Park, KS...
By MsMentorAdmin
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Displaying children's science learning
One way I like to show the science learning that goes on in school is by posting my photos or children’s work under headings borrowed from, or inspired by, Barbara Lehn in her book What is a Scientist? (1999....
By Peggy Ashbrook
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Scientific literacy comes in handy
The importance of being scientifically literate, that is, being able to sift through the information and decide what seems likely to be true, was brought home (literally) to me this month when I discovered a “colony” of bed bugs in our house. Col...
By Peggy Ashbrook