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Designing Wildlife Crossings

A systems-thinking approach to learning about biomimicry

Science and Children—July/August 2023 (Volume 60, Issue 6)

By Kristen Nordstrom and Kristin Majda

Designing Wildlife Crossings

 

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Bee Time

Second-grade students lear about pollination and ecosystems through art-integrated modeling activities.

Science and Children—July/August 2023 (Volume 60, Issue 6)

By Bria Marty, Kristy Daniel, and Michelle Forsythe

Bee Time

 

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Seeing is Believing

Engineering a Way to See the World Through Biomimicry

Science and Children—July/August 2023 (Volume 60, Issue 6)

By Jocelyn Miller and Miranda Roof

Seeing is Believing

 

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Inquiry-Based Learning on Biomimicry

Using science and literacy using children's picture books in the early childhood classroom

Science and Children—July/August 2023 (Volume 60, Issue 6)

By Amanda Deliman and Kimberly Lott

Inquiry-Based Learning on Biomimicry

 

teaching through trade books

Go Ahead—Mimic Me: How Plants and Animals Inspire Inventions and Design

Science and Children—July/August 2023 (Volume 60, Issue 6)

By Christine Anne Royce

 

Early childhood resources review

Nature Did It First: Engineering Through Biomimicry

Science and Children—July/August 2023 (Volume 60, Issue 6)

By Julie Petcu

 

the poetry of science

Inspired by Nature: Biomimicry

Science and Children—July/August 2023 (Volume 60, Issue 6)

By Sylvia Vardell and Janet Wong

 

Leadership Matters

Leadership Matters

Activating student learning through Explore-Before-Explain

Science and Children—July/August 2023 (Volume 60, Issue 6)

By Patrick Brown, Jay McTighe, and Rodger Bybee

 

Editor's Note

Inspired by Nature: Biomimicry

Science and Children—July/August 2023 (Volume 60, Issue 6)

By Elizabeth Barrett-Zahn

WI24: Designing Equitable, 3D, Curriculum-Anchored Assessments: Topic Study for K-12 Teachers

Do you want to design an engaging, three-dimensional assessment that you can use in your classroom that is connected to your instructional materials and coherent from the perspective of your students?

Do you want to design an engaging, three-dimensional assessment that you can use in your classroom that is connected to your instructional materials and coherent from the perspective of your students?

Do you want to design an engaging, three-dimensional assessment that you can use in your classroom that is connected to your instructional materials and coherent from the perspective of your students?

Do you want to design an engaging, three-dimensional assessment that you can use in your classroom that is connected to your instructional materials and coherent from the perspective of your students?

Do you want to design an engaging, three-dimensional assessment that you can use in your classroom that is connected to your instructional materials and coherent from the perspective of your students?

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