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Call for Papers: Science Scope

Science Scope coverThe editors of Science Scope would like to encourage you to submit a manuscript on any topic that may be of interest to middle level science teachers.

Although each issue of Science Scope is organized around a theme, your manuscript does not have to be related to a specific theme. In addition to general interest articles, Science Scope also features a number of columns that may be a good fit for your manuscript. The list of columns and their descriptions is found below. If you prefer to submit a manuscript that is aligned to a theme, you can click on the list of upcoming themes to read a full description of each.

You may contact the Field Editor, Patty McGinnis, if you have questions related to a proposed manuscript.

Visit Manuscript Central to register as an author and submit your article.

General Interest Manuscripts

Submission deadline: Ongoing

Manuscripts of general interest, not targeted to a specific theme, are published in every issue of Science Scope.

Commentary

Submission deadline: Ongoing

Commentaries of approximately 750 words on any middle level science education topic can be submitted at any time.

Letters to the Editor

Submission deadline: Ongoing

Have you used an activity published in Science Scope in the last year, or liked—or disliked—something you read in the journal? We welcome your comments and feedback at any time.

Integrating Technology

Submission deadline: Ongoing

Do you have a time-management strategy that relies on the use of technology or a favorite app to engage learners? Science Scope readers want to know how you use technology for assessment, student learning, or classroom management. Submit your idea in 1,200 words or less. Supporting materials such as screenshots, screencasts, and rubrics are welcome.

Science on a Shoestring

Submission deadline: Ongoing

Have you created inexpensive lab equipment or models to ensure that your students have opportunities to experience lab investigations and other activities critical to learning science? If so, consider sharing your ideas with Science Scope readers. All Science on a Shoestring submissions should be safe for use in the classroom and should include an introduction that explains the connection to the curriculum, as well as a list of materials and their approximate cost, a photograph of the equipment or model, assembly instructions, and tips for use in the classroom.

Teacher's Toolkit

Submission deadline: Ongoing

In this column, you can share your how-to instructional strategies, practical advice, and classroom applicable results of action research with fellow middle level teachers. Tell us how you efficiently navigate today’s vast quantity of resources and websites to craft new lesson plans or to redesign/update older lessons to improve student achievement. What research-based practices do you use to guide your teaching? What are you doing to become familiar with the K–12 Framework for Science Education and prepare for the Next Generation Science Standards?

Classic Lessons 2.0

Submission deadline: Ongoing

Do you have a favorite classroom activity that you've updated to reflect current technology tools or the Next Generation Science Standards? Tell us what is special about the activity and describe the changes you have implemented that make the activity better than the original. Be sure to tell us how your lesson generates student excitement and promotes 3D learning.

Making in the Middle

Submission deadline: Ongoing

Do you have a science classroom activity that focuses on maker spaces, engineering, 3D printing, coding, robotics, or electronics? How about advice on how to fund a maker space, tie an engineering activity into your science curriculum, or maintain your new 3D printer? Science Scope is interested in publishing your ideas related to the maker space movement, specifically your easily replicable activities that use low-cost materials and have a strong connection to the science curriculum or to STEM. All manuscripts need to incorporate safety concerns as well as a list of materials and their cost. Supporting documentation such as rubrics, photographs, and "how-to" videos are encouraged.

Practical Research

Submission deadline: Ongoing

Do you have relevant research to share with middle school science teachers? Perhaps you are you a teacher who has conducted action research in your classroom? Science Scope readers are looking for ideas that demonstrate how they can apply research results to their classroom. Consider submitting a brief, practical overview of your research findings as they relate to pedagogy, technology integration, differentiation, special needs populations, or assessment in the middle school classroom. Submit your manuscript in 1000 words or less.

Upcoming Themes

January/February 2023: MS-LS2: Ecosystems: Interactions, Energy, and Dynamics

Submission deadline: June 1, 2022

Manuscripts unrelated to the theme are always welcome!

MS-LS2 explores how organisms interact with each other and their physical environment. Concepts such as “how organisms obtain resources, how they change their environment, how changing environmental factors affect organisms and ecosystems, how social interactions and group behavior play out within and between species, and how these factors all combine to determine ecosystem functioning” (Framework, p. 140). How do your students

  • Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem?
  • Organize the given data (e.g., using tables, graphs, and charts) to allow for analysis and interpretation of relationships between resource availability and organisms in an ecosystem?
  • Use cause and effect to predict phenomena in natural systems?
  • Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems?
  • Articulate a statement that relates the given phenomenon to a scientific idea, including that similar patterns of interactions occur between organisms and their environment, regardless of the ecosystem or the species involved?
  • Describe quantitative or qualitative patterns of interactions among organisms that can be used to identify causal relationships within ecosystems, related to the given phenomenon?
  • Use patterns in the evidence to predict common interactions among organisms in ecosystems?
  • Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem?
March/April 2023: PS2: Matter and Its Interactions

Submission deadline: August 1, 2022

Manuscripts unrelated to the theme are always welcome!

MS-PS1 includes disciplinary core ideas related to structure and properties of matter, chemical reactions, and definitions of energy. Share with us how your students...

  • Develop models to describe the atomic composition of simple molecules and extended structures
  • Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred
  • Gather and make sense of information to describe that synthetic materials come from natural resources and impact society
  • Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed 
  • Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved
  • Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes
May/June 2023: Using Coding and 3D Printing to Support Science and Engineering

Submission deadline: October 1, 2022

Manuscripts unrelated to the theme are always welcome!

The NGSS calls for students to demonstrate their understanding of science through the application of engineering practices. Specifically, middle school students are expected to develop solutions to problems, specify criteria and constraints of successful solutions, and to optimize their solution through testing and refinement. Coding and 3D printing are among the tools that can support engineering. Share with us how you or your students

  • Use coding to design predictive models
  • Employ 3D printing for producing prototypes which are tested and revised
  • Use coding to create interactives games, simulations, or modules
  • Create 3D printed models to use when supporting argumentation
  • Apply 3D printing and coding to open-ended challenges, competitions, and investigate real world challenges
  • Modify instruction using 3D printing and coding
  • Support students in learning new technologies
  • Use 3D printing or coding to further student understanding of science
  • Use 3D printing or coding to explore or explain phenomena
July/August 2023: Eclipses Across America

Submission deadline: December 1, 2022

Manuscripts unrelated to the theme are always welcome!

There are some big astronomical happenings coming up! On October 14, 2023, an annular eclipse crossing from Oregon throughTexas will occur. During this event the Sun does not go dark, but a dramatic ring of fire” is visible around the dark sphere of the Moon.

On April 4, 2024 there will be a total eclipse of the sun, where the Moon gets in front of the Sun and blocks its light, with over 32 million people in the path of totality as it stretches from Texas to Maine. Youll have to wait until August 12, 2045, to have another total solar eclipse with a predominately US trajectory. Note that for both of these events, you will need protective glasses or filters! How will you be preparing your students for these momentous events? Consider sharing

  • A three-dimensional lesson or unit focusing on MS-ESS1-1
  • How a phenomenal event, such as an eclipse, can be used to launch student-led science and engineering practices
  • The types of misconceptions students bring to this topic and what you do to help them reconceptualize their understanding.
  • Information about citizen science projects that allow middle school students to contribute to crowdsourced data
  • How students can become community/school resources to share information about the eclipse (e.g., when and where to see it, why it occurs, why they are so rare for a given location, how to safely view it)
  • How to create cross-curricular investigations incorporating literacy, history, art, and mathematics as students prepare for community viewing of the eclipses
September/October 2023: Cultivating Collaboration

Submission deadline: February 1, 2023

Manuscripts unrelated to the theme are always welcome!

Collaboration is an essential life skill found in all settings----school, family, and careers. Middle school students often need assistance in mastering this skill. We can help support our students with the creation of complex assignments that require collaboration, by teaching our students what collaboration looks like and sounds like, and by embedding opportunities for discussion and consensus.  Science Scope raiders want to know how you

  • Provide scaffolding for students when engaged in collaborative activities
  • Create a safe and engaging environment that promotes collaboration
  • Design and implement collaborative activities
  • Help your students resolve conflict
  • Use talk moves to facilitate positive discussions
  • Teach team-building skills essential for group work
  • Teach and reinforce classroom expectations and class norms
  • Use cooperative learning strategies to create a positive classroom environment
  • Use class norms and routines to structure collaborative activities
  • Monitor collaborative activities
  • Maintain fairness and consistency when assessing individuals and groups
  • Use phenomena to drive collaboration
  • Engage all learners in collaborative activities
November/December 2023: Differentiation for All Environments

Submission deadline: April 1, 2023

Manuscripts unrelated to the theme are always welcome!

The NGSS were written for all students; Appendix D of the NGSS calls us to ensure that all standards are accessible to all students. We are all familiar with the idea of differentiating for our learners, but what does that look like in the various settings in which science occurs? Differentiation is challenging when one considers the variety of learners we have in our classrooms. They include special education students, gifted students, students with physical challenges, English learners, students with emotional needs, economically disadvantaged students, minority students, and students in alternative settings (just to name a few!). Science Scope readers want to know your differentiation tips and strategies for 

  • Conducting lab work
  • Differentiating for field work
  • Modifying assignments and assessments for varying levels of ability
  • Teaching online
  • Attending field trips
  • Teaching in an alternative school
  • Meeting the needs of students who are chronically ill or have physical challenges
  • Addressing the needs of students who are suspended from school
  • Dealing with students who have extreme anxiety or emotional needs
  • Using technology such as sensors, tablets, etc.
  • Learning Management Systems (such as Google Classroom) are a part of your class routine
  • Working with homeless students
  • Modifying for English learners
  • Working with students who may be new to your district and have knowledge gaps
  • Differentiating for children of migrant families who move frequently
January/February 2024: Eliciting Student Thinking

Submission deadline: June 1, 2023

Manuscripts unrelated to the theme are always welcome!

Eliciting student thinking is a high-leverage practice in which the teacher utilizes questions and tasks that encourage and promote student thinking and sharing of ideas. In turn, this practice informs instructional decisions, providing a window into student thoughts that can be used for evaluating student understanding while helping students learn from each other. How do you elicit student thinking in your classroom? What practices do you employ for stimulating student thinking in your classroom? Share your tips regarding:

  • Using inquiry and questioning to promote critical thinking
  • Documenting and assessing gains in critical thinking
  • Exposing your studentsthinking
  • Addressing the social aspect of critical thinking such as promoting active listening and teaching collaboration skills
  • Incorporating, managing, and assessing class discussions
  • Scaffolding oral and written communication
  • Remodeling a lesson to incorporate critical thinking
  • Differentiating for English Language Learners
  • Utilizing science practices to solicit student thinking, such as: developing and using models, constructing explanations, and engaging in argument
  • Using to student thinking to guide instructional decision, procedures, or routines
March/April 2024: Assessment

Submission deadline: August 1, 2023

Manuscripts unrelated to the theme are always welcome!

Assessment is a necessary part of classroom instruction. Assessment can be as varying as a quick formative check for understanding, an end-of-unit summative test, or it can involve standardized testing. While most of us are familiar with traditionalassessments, authentic assessments can require application of what students have learned to a new situation. Assessment can also go beyond identifying student understanding; it can also be employed as a tool that you can use to evaluate the alignment of unit plans to district, state, or national standards. Tell us how you...

  • Create 3D assessments
  • Create and utilize authentic assessments
  • Assess for skills and procedures
  • Work with your school or district colleagues to develop and analyze assessments
  • Use technology to assess students
  • Analyze and utilize the data obtained from assessment
  • Prepare your students for standardized testing
  • Assess for the three-dimensional nature of the NGSS
  • Modify assessments for English Language Learners
  • Use assessments to inform your instruction
  • Other ideas regarding assessment are welcome!
May/June 2024: Climate Change

Submission deadline: October 1, 2023

Manuscripts unrelated to the theme are always welcome!

More extreme weather, rising water levels, and disappearing glaciers all hark the message the climate change is here and it is real. The NGSS introduced the idea of climate change in middle school through the following performance indication: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century (MS-ESS3-5). How have you introduced this topic for your students in a way that has engaged them in understanding this complex topic? Consider sharing ideas for

  • How monitoring data over time is crucial for understanding patterns
  • Engaging students in asking questions that link the topic of climate change to the scientific practice of cause and effect
  • Addressing the impact that global climate change will have on global weather patterns, currents, and other earth and space science topics
  • Demonstrating the impact that climate change has on ecosystems
  • Using data from the EPA to understand greenhouse gasses
  • Modeling how changes in sea level will impact humans
  • Demonstrating cause and effect by comparing carbon dioxide concentration to tree ring data or ice core data
July/August 2024: Using Phenomena

Submission deadline: December 1, 2023

Manuscripts unrelated to the theme are always welcome!

The NGSS has brought about a shift from knowing science to explaining science. A key contributor to this shift is the use of phenomenon to engage students in developing and applying their  Disciplinary Core Ideas (DCIs) and Crosscutting Concepts (CCCs) through use of the Science and Engineering Practices (SEPs). Using phenomena as the focus shifts from learning about a topic to figuring out why or how something happens.

Science Scope readers want to know how you

  • Engage your students in practices to develop the knowledge necessary to explain or predict the phenomena
  • Use student-generated questions about the phenomenon to guide the learning and teaching
  • Guide students to reformulate questions so they can lead to grade appropriate investigations of important science ideas
  • Support English language learners and students from cultural groups underrepresented in STEM in working with phenomena that are engaging and meaningful to them
  • Help students identify related phenomena from their lives and their communities
  • Use anchoring phenomenon and investigative phenomena as the focus of an instructional sequence or lesson
  • Identify and utilize phenomena students find culturally or personally relevant
  • Use phenomena to advance student thinking
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