About one in five U.S. kids and teens ages 6 to 19 has abnormal cholesterol levels, according to the National Center for Health Statistics (NCHS 2015). And among the 16-to-19 age group, the number rises to more than one in four.

“[This] is concerning because high cholesterol levels are a major factor contributing to heart disease and stroke,” says Mary Lou Gavin, MD, a pediatrician specializing in weight management and senior medical editor at KidsHealth.org. “Research shows that cardiovascular disease has its roots in childhood.”

Cholesterol is a lipid, or fat. The body uses cholesterol to help digest fatty foods and form cell membranes and hormones (progestagens, glucocorticoids, mineralocorticoids, androgens, and estrogens). The liver produces about 1,000 mg of cholesterol daily, which is enough for healthy functioning. Fruit, vegetables, and grains don’t have any cholesterol. Dietary cholesterol comes from:

• dairy products (e.g., milk, cheese, and ice cream),
• egg yolks,
• meat,
• poultry, and
• seafood.

To travel through the bloodstream, cholesterol has to combine with proteins. The combination of cholesterol and proteins is called lipoproteins. Low-density lipoproteins (LDL), or “bad cholesterol,” are the primary cholesterol carriers. Too much LDL in the bloodstream can build up inside blood vessels. The buildup forms plaque—a hard substance that can cause blood vessels to become stiffer, narrower, and blocked. Plaque makes it easier for blood clots to form. A blood clot can cause a heart attack or stroke.

High-density lipoproteins (HDL), or “good cholesterol,” on the other hand, carry cholesterol away from the arteries and back to the liver, where it’s processed and sent out of the body. HDLs might even help remove cholesterol from areas of plaque. High levels of LDL increase heart disease and stroke risks. High levels of HDL can help protect the circulatory system. Here’s a mnemonic to remember good versus bad cholesterol: LDL starts with “l” for “lousy”; HDL starts with “h” for “healthy.”

Total cholesterol, based primarily on levels of LDL and HDL cholesterol, is a measure of the total amount of cholesterol in the blood. The combination of high levels of LDL and low levels of HDL indicates an increased risk of heart attack and stroke.

According to the U.S. Centers for Disease Control and Prevention (CDC 2015), desirable cholesterol levels for adults are:

• LDL = less than 100 mg/dl
• HDL = 60 mg/dl or higher
• Total cholesterol = less than 200 mg/dl

According to Gavin, desirable levels for kids and teens are:

• LDL = less than 110 mg/dl
• HDL = 40 mg/dl or higher
• Total cholesterol = less than 170 mg/dl

Factors that can contribute to high cholesterol levels include:

• eating foods high in fats, especially saturated and trans fats;
• having a parent with high cholesterol;
• being obese, related to diet and exercise; and
• having diabetes.

The study by the NCHS shows that teens ages 16 to 19 were most likely to have high total cholesterol, high LDL, or low HDL (26.9% for ages 16 to 19 versus 21.0% for ages 6 to 19 overall). This is why your students should know about:

• the need for screening to learn their cholesterol levels and
• how a healthy diet and daily exercise can help improve cholesterol levels.

Classroom activity
Ask your students to write an essay addressing the following question: The American Academy of Pediatrics recommends (AAP 2011) that all children be screened for high cholesterol at least once between ages 9 and 11 years and between ages 17 and 21 years. Why? Resources cited below are appropriate for their research.

Michael E. Bratsis (mbratsis@kidshealth.org) is senior editor for Kids Health in the Classroom (kidshealth.org/classroom). Send comments, questions or suggestions to mbratsis@kidshealth.org.

On the web
Article, video, quiz for students: http://teenshealth.org/en/teens/cholesterol.html, http://bit.ly/lipo-science-vid, http://bit.ly/cholesterol-quiz

References
American Academy of Pediatrics (AAP). 2011. Physicians recommend all children, ages 9–11, be screened for cholesterol. http://bit.ly/2cgI1mQ
Centers for Disease Control and Prevention (CDC). 2015. Cholesterol fact sheet. http://bit.ly/1pz0zxh
National Center for Health Statistics (NCHS). 2015. Abnormal cholesterol among children and adolescents in the United States, 2011–2014 http://bit.ly/cholesterol-kids

Editor’s Note

This article was originally published in the November 2016 issue of The Science Teacher journal from the National Science Teachers Association (NSTA).

Get Involved With NSTA!

Join NSTA today and receive The Science Teacher,
the peer-reviewed journal just for high school teachers; to write for the journal, see our Author Guidelines, Call for Papers, and annotated sample manuscript; connect on the high school level science teaching list (members can sign up on the list server); or consider joining your peers at future NSTA conferences.

Like all educators, science teachers rely on substitutes to lead their classrooms when they have to take a day (or more) of leave. In a recent anonymous NSTA Reports poll, 46.8% of participants reported needing a substitute for their classroom three or four times a year, with 28.6% reporting they depend on substitutes five or more times annually and 23.9% only once or twice a year. All reported leaving lesson plans for substitutes ahead of a planned absence, and 75% report maintaining “emergency” lesson plans for an unplanned absence. Most (77%) report that substitutes usually followed the plans.

Nearly 87% say they take steps to prepare their classrooms for a substitute ahead of a planned absence. Educators say they leave seating charts, set up labs, check the room’s organization, “label everything,” lock up all lab equipment, or “hide materials that may be stolen or damaged.” Eighty-four percent reported preparing their students for a substitute: many by reviewing class rules, expectations, and agendas.

Few (8%) report substitutes typically have a background in the subject matter, and a majority (65%) don’t get to approve or screen the substitutes that will teach their classes.

Would you like to take part in our anonymous poll on on how educators respond when student experiments have unexpected results or educators’ experiences polling students about their classes?

Here’s what science educators are saying about the challenges of having a substitute:

Having them teach new content is scary, especially since each class coming in that day has its own atmosphere for learning. I’m afraid things will not be taught with the same passion that I teach them with.—Educator, High School, Indiana

You can’t leave a lesson and expect it to be taught, but at the same time, it’s hard to give up valuable teaching time.—Educator, Elementary, Washington, D.C.

Abuse and neglect of my workspace [has occurred].—Educator, Middle School, Maryland

When the substitutes I trust are not available and I have to just put the job out there for any sub to grab, I get worried that I’ll get the sub who sits on [his or her] phone all day and doesn’t follow the plans/help.—Educator, Middle School, Michigan

Unknown background [of the sub is typical]. I must leave a boring lesson. Something anyone can do…I can’t have students do an activity because I don’t know the background of the teacher. I use lots of technology in my lessons, but I can’t leave the same type [of lesson] for a sub.—Educator, Middle School, California

You aren’t entirely sure if students are getting what they need out of a lesson. Also, you can’t be 100% sure the lesson will actually get completed.—Educator, Middle School, Connecticut

Having the material correctly taught [isn’t guaranteed].—Educator, Middle School, New Jersey

They do not have a background in science. And I am not able to have labs or activities planned when I am absent.—Educator, High School, Kansas

I cannot expect them to teach science because they do not have the training and expertise to conduct activities with an awareness of health and safety in the science classroom.—Educator, Elementary, Wisconsin

[It’s unknown w]hether or not we will actually have a dedicated sub or if there will be other teachers covering a particular class. I could have six different people monitor my classes. There are times that one class may be covered, but others will end up in the auditorium with several other uncovered classes and nothing academic is able to take place.—Educator, High School, New Jersey

Having to skip labs or adjust activities when I can’t get a sub with science background.—Educator, High School, Illinois

Writing the plans is very time consuming. Every step has to be explained, and that takes a lot of time. Making an answer key and practice problems is time consuming. It’s not enough to say “practice rounding numbers up to the nearest thousand;” you need concrete examples and answers. Subs often don’t follow the plans. They skip steps and don’t insist that students complete things. Subs can have terrible classroom management, and that leads to problems when you return. Subs don’t clean up or ask the kids to clean up.—Educator, Elementary, Massachusetts

Holding students accountable for what did or did not happen while I was out.—Educator, High School, Washington

Unfamiliarity with technology; late arrivals (not arriving before students arrive means no time to read plans or prepare); our district pays the worst sub wages in the county; subs don’t seem to have intuitive behavior management skills, so problem behaviors escalate; lesson plans need to be “dumbed down” significantly, or lesson time is wasted because the sub made changes to the plan.—Educator, Elementary, New York

Finding ones with good classroom management [who] can follow directions [is challenging].—Educator, High School, New York

Having a sub who doesn’t “believe” in science. I had one—for a two-day absence while I was at a conference—try to convince my students that climate change wasn’t real, and scoffed though the entire video clip and reading the students were to complete.—Educator, Middle School, Connecticut

Not knowing exactly what happens in my room throughout the day. Substitutes do not always leave the best or most detailed notes. If you send a student out for any reason, I need to know why.—Educator, Middle School, Michigan

How much to prepare for them…can they fill in the spaces of a general lesson outline?—Educator, High School, British Columbia, Canada

I just don’t like putting my job in someone else’s hands!—Educator, Elementary, Texas

All of it [is problematic]. There’s someone invading your space! I’ve had substitutes [who] have left my classroom a mess…I’ve had subs that have yelled very rude things at my students. I usually just have my subs show movies. They don’t know my subject or the students. It’s just easier to show movies. And that way, there’s less of an aftermath to deal with.—Educator, Elementary, California

Are they technologically competent? Do they have enough content knowledge to respond to student questions? Will they follow my lesson plan to the best of their ability?—Educator, High School, Hawaii

As a control freak, not having control of what is done in my classroom.—Educator, High School, Maine

Classroom management issues—the room is torn apart, and the assignment is not distributed.—Educator, High School, Washington, D.C.

Content knowledge and ability to help the students with high school science concepts [is important].—Educator, High School, Illinois

Getting everything prepared, and trying to think of anything they might need or what could possibly go wrong and trying to prevent it takes up a lot of time. Our school requires a sub notebook. Setting it up in the beginning takes time, but it’s really helpful once it’s done.—Educator, Middle School, Oklahoma

Not all of the subs are respected by the kids. We have a sub shortage in our area, so when we are out sick, many times other teachers are losing planning time to sub for me.—Educator, Middle School, Pennsylvania

Creating lesson plans and not knowing who my sub is and then praying that [he or she] will follow the plans.—Educator, Middle School, Iowa

Creating lesson plans that are self-standing so that if my sub has no knowledge of science, which is typical, the students can still move ahead.—Educator, High School, Minnesota

Developing lessons that the sub can handle and [that] tie to the concept being taught at the time. I do not want it to be a wasted day.—Educator, Middle School, California

Every person handles things differently. Subs tend to be more lenient with discipline in the classroom. Some subs will work hard and walk around to make sure students are doing what they are supposed to, as well as assist the students. Some subs just sit at a desk and do nothing, letting the students run wild.—Educator, Middle School, High School, Pennsylvania

Finding a competent substitute for an extended period of time [is difficult].—Educator, Institution of Higher Learning, Missouri
Finding activities that are suitable for someone who does not necessarily have a science back ground [isn’t easy].—Educator, High School, Nevada

I feel that it is too dangerous for the substitute to do labs, so students miss out on hands-on activities. The exception is when I had a long-term substitute [who] had a background in teaching science.—Educator, High School, West Virginia

I never have a lab scheduled for that day. There are way too many safety concerns, and a background is needed to know that what they are doing (or not doing) is correct and will not put anyone at risk.—Educator, High School, Illinois

It is difficult to maintain an inquiry-based classroom with a substitute.—Educator, High School, Nebraska

It is so much more work to be absent…I’ve returned early to find the sub with his feet up on my desk reading the newspaper and students doing whatever. I’ve also had a sub [who] doesn’t speak or read English.—Educator, Middle School, Texas

Lack of science background. Lack of classroom management skills. The one substitute teacher that takes classroom supplies—copy paper, file folders, tape, stapler—[without permission].—Educator, High School, Florida

Lack of support for the sub [occurs] in our school. Some students tend to behave horribly and take advantage. Only repercussion may be from teacher when they return.—Educator, Middle School, New Jersey

Making sure I have all of the details spelled out. I once had a sub think the activity was too boring the way it was supposed to be done, so she let the students do whatever they wanted with the materials. Luckily there weren’t any chemicals that [could have] had bad interactions [when mixed] out.—Educator, Middle School, Iowa

Most subs cannot help students with physics problems.—Educator, High School, Pennsylvania

No matter how hard I try to make my lessons self-explanatory and easy to follow, I end up needing time before and after a lesson to make sure kids understood the material. Often sub days lead to misconceptions and missed concepts. I also have to leave detailed notes on kids so that there aren’t behavior problems. The subs in my building do not trust kids and seem to not even like teenagers, so they rarely give kids what they need to be successful unless it is explicitly written down.—Educator, Middle School, Wisconsin

Not being there to answer questions or follow up with student understanding [bothers me].—Educator, High School, California

Not following the detailed plans I spent months preparing [before] maternity leave. I had to reteach an entire unit.—Educator, High School, Rhode Island

Planning something a non-science person can teach [is typical].—Educator, Middle School, Nebraska

Subs rarely follow lesson plans at my school or reinforce class expectations and norms. I have had class materials stolen or damaged while I have been out.—Educator, High School, Michigan

The fact [is] my district only pays $85 a day, so it’s hard to even get a sub to cover classes, much less a qualified science teacher.—Educator, High School, Colorado

[I dislike t]he time wasted planning “sub-proof” lessons and missing instructional time with my students.—Educator, High School, Michigan

There are not enough substitutes available, so when calling in an absence, I do not know if the school will actually find someone.—Educator, High School, Michigan

They do not know lab safety: They do not have any knowledge of the equipment and chemicals that could be in the room. They also bring coffee and a book most times.—Educator, High School, New Jersey

They do not know the structure of the course; they do not know content well enough to help students if they have questions. I almost always schedule a test for a planned absence so that I don’t lose instructional time, since subs cannot be relied upon to provide direct instruction or even supervision.—Educator, High School, Virginia

Not knowing how they are going to treat my students [troubles me]; the majority of my class is special [education]/behavioral.—Educator, Elementary, Alabama

We are on an alternate day block, and it is important that a whole block doesn’t get wasted. The biggest challenge is trying to design the lesson so that the students can get the most out of the lesson and know they are capable of forging on when I am not there. Once this classroom culture is established, it is not as difficult to be gone (usually at trainings/meetings).—Educator, High School, Wisconsin

[I mind w]hen they do not follow plans as written. Even small changes are difficult to account for.—Educator, Middle School, Nebraska

This article originally appeared in the November 2016 issue of NSTA Reports, the member newspaper of the National Science Teachers Association. Each month, NSTA members receive NSTA Reports, featuring news on science education, the association, and more. Not a member? Learn how NSTA can help you become the best science teacher you can be.

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

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With the election now in the rear view mirror, what’s ahead for education and science education in the new Administration?

Short answer, it’s too early to tell. During the campaign, education was largely ignored, so the education priorities for the new Administration are still a work in progress. Both the House and Senate remained in Republican hands, making it easier under a one-party rule to advance key Republican priorities under the new President-elect.

Politico is reporting that key policy plans for the first 100 days in the new Trump Administration would include scraping regulations from the Obama Administration on climate change, immigration, Wall Street, and restrictions on gun sales; proposing a $1 trillion infrastructure plan to rebuild highways, tunnels, bridges and airports; repealing Obamacare, backing out from trade deals, such as the TPP; and building a wall at the border.

The transition team is in overdrive, and a favorite parlor game in Washington D.C. this time of year is speculating on players on the new Administration team. President-elect Trump has vowed to “drain the swamp,” but the Trump transition team is apparently leaning toward veterans from the Reagan and Bush presidencies to help craft policy and fill key positions.

In education, several names have been floated for Ed Secretary, including Gov. Mitch Daniels, Gov. Scott Walker, William Evers, and Gerard Robinson.

(NSTA spearheaded efforts among nine STEM education groups and created a transition document addressing how the federal government must continue to make strategic investments in K–12 STEM education. Read NSTA Executive Director David Evans blog and the transition document for STEM education, which was recently sent to the Trump transition team.)

Here are the issues that are emerging and what we are watching:

President-elect Trump has voiced support for eliminating the Department of Education and expanding school choice by creating a $20 billion block grant. One to watch is the school choice legislation—first introduced in 2014 by Senator Lamar Alexander (R-TN), current chair of the Senate education committee (and author of the Every Student Succeeds Act)—that would allow states to create a $2,100 scholarship from existing federal funds that would follow the children to the school of their choice.

During the campaign Trump has also said he’d get rid of the Education Department, a promise also made by previous GOP administrations. Many expect he will downsize the ED, which was expected anyway in response to the new federal education law which puts more decisions in the hands of state and district leaders.

The President-elect has also called for eliminating the Common Core State Standards, but the new federal law prohibits the education secretary from prescribing or interfering with state academic standards.

As mentioned earlier, President-elect Trump is expected to use executive authority to undo hundreds of Obama’s regulations on energy, taxes, and health care so expect changes to the regulations being proposed to implement the Every Student Succeeds Act.

Education Secretary John B. King Jr. has proposed strong regulations on accountability and the Title I supplement-not-supplant language, regulations which leading Republicans have called an intrusion into local schools and classrooms and an overreach by the Department. Aides to Sen. Alexander have told media outlets this past week that the U.S. Department of Education will be “appropriately diminished,” and Sen. Alexander has said he expects the President-elect to ensure the new law is implemented as written and anticipates that regulations will be overturned.

Another candidate for the regulatory chopping block: the Obama Administration’s controversial teacher preparation regulations.

Some changes on Capitol Hill that will affect education next year: House education chair John Kline (R-MN) retired this year, so Virginia Foxx (R-NC), who has served on the committee for 11 years, will likely become chair of the House education panel. She is a vocal critic of the Department of Education and for reducing the role of the federal government in education. Rep. Bobby Scott (D-VA) returns as ranking Democrat.

Sen. Lamar Alexander will likely continue as chair of the Senate Health, Education, Labor and Pensions committee, and Sen. Patty Murray (D-WA) will likely be ranking Democrat. As you will recall, these two lawmakers came together last year for the bipartisan reauthorization of the Elementary and Secondary Education Act. Up next year will be reauthorization of the Higher Education Act, reauthorization of the Individuals with Disabilities Education Act (IDEA), and legislation dealing with career and technical education (Perkins).

And finally, not surprisingly, the science community is reacting strongly to the election of Trump, (read more about his plans for science in the Presidential Science Debate 2016), some articles of interest are below.

Prospects for the Environment, and Environmentalism, Under President Trump

Paris climate deal at risk of falling apart following Trump victor

What surprise Trump victory means for engineering and technology

Trump: The Most Anti-Science President Ever?

Stay tuned, and watch for more updates in future issues of NSTA Express.

Jodi Peterson is Assistant Executive Director of Legislative & Public Affairs for the National Science Teachers Association (NSTA) and Chair of the STEM Education Coalition. Reach her via e-mail at jpeterson@nsta.org or via Twitter at @stemedadvocate.

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

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I’m a first-year biology teacher. How do I decide how many labs I could or should do each week. My colleagues have different ideas about this.  —L., South Carolina

Sometimes the word lab is used to describe any activities students do in groups in science class including investigations, experiments, projects, teacher demonstrations, laptop or tablet activities, simulations, games, small-group discussions, and group writing assignments.

While these activities can be useful learning strategies, let’s assume you are referring to studying a phenomenon or answering a question through investigations, experiments, projects, or constructing and using models.

Some of these studies may take less than a class period, while other investigations may require more time or even a long-term commitment spanning several days, weeks, or months. Many teachers often start with an activity prior to presenting content to provide students with a context. 

In terms of learning science, the quality of the activities is more important than the quantity. The type and number of activities depend on the learning goals, student interests, and whether an activity can be done safely in your classroom with the materials and time you have.

Doing an activity for its own sake without a meaningful context or without student input, follow-up, or reflection leads to questions about what students are learning and whether they truly understand the relationships and connections among concepts, practices, and content. (I once overheard a teacher saying “I keep my students so busy they don’t have time to think.”)

So…I don’t have a definitive answer to your question. But I would advise against using “labs” as an incentive for good behavior or take them away as a consequence for unrelated behavior. Of course, if students are engaging in unsafe or dangerous behavior during the activity, you will have to deal with that situation immediately.

Making Your Teaching More Environmentally Friendly

Los Angeles at night

The more people there are, the more lights we use. The more lights we use to illuminate our buildings and streets, the brighter the Earth becomes at night.

Author David Owen discussed the increase in this light pollution over the past 50 years in a 2007 New Yorker article. “The stars have not become dimmer; rather, the Earth has become vastly brighter, so that celestial objects are harder to see. Air pollution has made the atmosphere less transparent and more reflective, and high levels of terrestrial illumination have washed out the stars overhead—a phenomenon called ‘sky glow’” (Owen 2007).

Many resources can help inform your students about light pollution. The United Kingdom’s Telegraph newspaper has a gallery of images. James Madison University (JMU) professor Paul Bogard details in a book (2013) the environmental and human health effects of light pollution and the importance of darkness. The John C. Wells Planetarium on the JMU campus provides supplemental information, including a video, on its website.

Various organizations and municipalities are working to minimize light pollution sources. For instance, the International Dark-Sky Association (IDA) “works to protect the night skies for present and future generations,” offering information and a video online. Another group, Dark Skies, Inc., was recently featured in the New York Times for its efforts to reduce light pollution in Colorado (Healy 2016).

Classroom activities
Light pollution is an interesting topic for students. You can lead an evening field trip of star-gazing, but there are other options, too. The resource guide from the Astronomical Society of the Pacific has links to many books, articles, websites, and activities dedicated to light pollution. Some of the activities come from Globe at Night, an organization which raises awareness of light pollution and encourages people to measure their local night-sky brightness.

In addition, your students can manipulate a global light pollution map online by adding layers and exploring any location on Earth. From the American Museum of Natural History comes the “Light Pollution: Beyond the Glare” activity in which students watch an introductory video and complete a graphic organizer. Taking at least 50 minutes of class time is PBS’s “Which Way to the Ocean?” lesson plan. Using clips from the 2012 PBS film The City Dark, this thorough activity demonstrates the effects of light pollution on nesting loggerhead turtles.

Finally, the National Optical Astronomy Observatory (NOAO) produced a series of activities about light and light pollution in 2015, the International Year of Light. Pick and choose among all of the options on the NOAO website.

Amanda Beckrich (aabeckrich@gmail.com) is the Upper School assistant director, International Baccalaureate (IB) diploma program coordinator, and an environmental science teacher at Christ Church Episcopal School in Greenville, South Carolina.

References
Bogard, P. 2013. The end of night: Searching for natural darkness in an age of artificial light. Boston: Little Brown and Company.
Healy, J. New York Times. 2016. Colorado Towns Work to Preserve a Diminishing Resource: Darkness. August 12.
http://nyti.ms/2bnIAdQ
Owen, D. The New Yorker. 2007. The dark side: Making war with light pollution. August 20. http://bit.ly/2btPuxr

Editor’s Note

This article was originally published in the November 2016 issue of The Science Teacher journal from the National Science Teachers Association (NSTA).

Get Involved With NSTA!

Join NSTA today and receive The Science Teacher,
the peer-reviewed journal just for high school teachers; to write for the journal, see our Author Guidelines, Call for Papers, and annotated sample manuscript; connect on the high school level science teaching list (members can sign up on the list server); or consider joining your peers at future NSTA conferences.