My side of the street is shaded for hours longer than the opposite side which gets full sun for more than 6 hours a day, even in winter. The differences in sunlight affect the plant growth in these “microclimates.”  On the “sunny side of the street the flowering bulbs that are planted in the fall bloom in spring a full week ahead of those on the shady side so the block as a whole has an extended display of spring flowers. In the fall the difference in cumulative sunshine shows—the same kinds plants on the sunny side are taller and more robust than those on the shady side.

A science exploration and lesson plans written for one area may need to be adapted to use in your region because the plants and animals that live nearby have different needs and life cycle timing from those of the lesson plans. Children become familiar with the plants and weather right outside the door through daily or weekly experiences. When children explore the nature that is nearby, and observe changes that happen over time, they can connect the classroom discussions of weather and life cycles with the nature they experience at their home. There may be microclimates within the area your children can explore. They will build their understandings of the relationships between the local weather and the seasons, and the changes in local plants and the seasons, over time. Over time children learn where to dig for worms, what plant parts appear for a short time (such as flowers), and what happens if it doesn’t rain and no one waters the school garden. 

Once children have experience making observations about the local environment and weather they have a foundation for comparing and  beginning to understand what happens in other areas. A hurricane can be described as “winds much, much, much stronger than that rainstorm last week” and an ice storm can be described as “so cold the rain froze hard like ice cubes from the freezer.” Through books and other media children may develop an appreciation for the features of different environments and learn about animals that live elsewhere, on a grassland or tundra, in an ocean or river, down the street or even on different continents. After reading a book about zebras a child who is familiar with cows might say, “Zebras eat grass like cows do.” A child who has climbed a hill might be able to picture  a mountain, so big it would take several days to climb it. Experiences in our local nature prepare us for understanding and appreciating living organisms in distant environments.

This week in education news, finding jobs post-graduation is becoming more challenging for international STEM students; Arizona science teachers speak out against proposed state science standards; ACT to design a “creative thinking assessment” for worldwide use in 2021; 44 states have implemented at least one K-12 computer science policy; Missouri house bill aims to increase STEM awareness; and AAAS announces new center to communicate scientific evidence on public issues.

It’s Getting Harder For International STEM Students To Find Work After Graduation

Today, more than 300 schools participate in the #YouAreWelcomeHere campaign. But as students return to campus for the fall semester, shifting immigration policies have put that message in doubt. Some of those policy changes have affected the F-1 visa, which allows international students to stay after graduation to pursue additional training. Students who participate in a federally designated university program in STEM can remain for up to three years, for what’s officially known as “optional practical training.” In order to qualify, they have to line up jobs before graduating, then submit training plans for approval by their schools. Read the article featured in The Atlantic.

Science Educators Need To Talk About The Identity Of Scientists

It’s been painful to watch the fall of Brian Wansink, a Cornell University marketing professor whose work on the psychology of food consumption has had an outsize impact on academics, policymakers, the general public — and me. In the wake of the Wansink scandal, there have been renewed calls for reforming the methods and culture of scientific inquiry: But there is an equally important change that needs to happen far earlier, when students are learning about scientific inquiry in middle and high school. Read the article featured in The Washington Post.

‘Science Not Fairy Tales:’ Teachers Speak Out Against Proposed Science Standards

Parents and teachers on Monday rallied outside an Arizona Board of Education meeting, and then took turns during the meeting blasting a proposal to remove references to evolution and climate change from state science standards. Read the article featured in The Arizona Republic.

A Test To Assess Creativity? It’s In The Works

When teenagers all over the world take the PISA exam in 2021, they could face a new kind of test: one that aims to measure their creativity. And the maker of a major U.S. college-admissions exam—ACT—will build it. Read the article featured in Education Week.

Report: 44 States Have Implemented At Least One K-12 Computer Science Policy

Since 2013, the number of states with at least one policy related to computer science education in K-12 schools has increased from 14 to 44, according to a State of Computer Science Education report released Thursday from the Code.org Advocacy Coalition and the Computer Science Teachers Association. Read the brief featured in Education DIVE.

Missouri House Bill Aims to Increase STEM Awareness

The Missouri state Legislature passed House Bill 3 to create new policies to promote STEM education. But according to the Missouri Chamber of Commerce, the state does not have enough people to fill STEM jobs. The first part of the House Bill 3 creates the “STEM Career Awareness Program” for middle schoolers. The bill also would allow high schoolers to substitute a computer science course for a core math, science or practical arts credit with a parent’s permission. Read or listen to the article featured on KBIA radio.

AAAS Announces New Center to Communicate Scientific Evidence on Public Issues

The American Association for the Advancement of Science (AAAS) announced the launch of the Center for Scientific Evidence in Public Issues, which will bring clearly and strategically communicated information to decision-makers–from policymakers to parents–and to others who influence them, when they need it most. The new Center will address important policy issues that are at the forefront of public conversation and involve a broad range of audiences. Read the press release from AAAS.

Stay tuned for next week’s top education news stories.

The Communication, Legislative & Public Affairs (CLPA) team strives to keep NSTA members, teachers, science education leaders, and the general public informed about NSTA programs, products, and services and key science education issues and legislation. In the association’s role as the national voice for science education, its CLPA team actively promotes NSTA’s positions on science education issues and communicates key NSTA messages to essential audiences.

The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.

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After a number of years working in the science industry I have now become a teacher. Do you have suggestions for maintaining my skills in both education and science?
– B., Arizona

I like your plan to stay current and active in your former work! Here are a few suggestions:

Watch for professional development (PD) opportunities offered by industry.
Many industries and related organizations encourage teachers to keep current and offer workshops, field trips and other PD. They will often provide high-quality resources. I was fortunate to have attended PD in forestry, hydro electricity, atomic energy, medical imaging, agriculture, GIS, mining, and more! The information to attend these sessions is usually sent to local schools and distributed to staff. These industry-led workshops tend to fill quickly so enroll early.

Attend conferences.
Industries hold workshops at local and state conferences as well as NSTA area and national conferences which can be real boosts to your teaching.

Volunteer.
Many organizations look for teachers and summers can be an optimum time. I have served as an education specialist on various boards, learning a tremendous amount along the way. Consider volunteering at zoos, museums, university faculties, to help with their outreach programs, or other opportunities. You don’t have to be a tour guide—volunteer to do something totally unrelated to teaching. I once collected insects for a local nature center.

Become more active in teacher and science organizations.
Participating in local, state, and national professional organizations creates opportunities for you to expand your network and learn cutting-edge ideas. You can simultaneously hone your skills and help your professional communities by joining committees or taking on leadership roles.

Help organize science fairs.
You will work with many industry partners who will become resources and connections. Also, the bright, amazing minds of the fair attendees will astound you – further motivating you to keep current!

Hope this helps!