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Press Release

National Science Teaching Association Names 2024 Recipients of Its Awards Program

Top Science Educators From Around the Country Honored in Celebration of Excellence

 

Freebies and Opportunities for Science and STEM Teachers, March 19, 2024

By Debra Shapiro

Freebies and Opportunities for Science and STEM Teachers, March 19, 2024

Creating and Using Instructionally Supportive Assessments in NGSS Classrooms: Book Study for K-12 Educators

What is an approach that science educators can use to create assessment tasks that support instructional practice and students’ three-dimensional learning? Participate in this book study scheduled on September 10, 17, 24, and October 1, 2024, to learn more.

What is an approach that science educators can use to create assessment tasks that support instructional practice and students’ three-dimensional learning? Participate in this book study scheduled on September 10, 17, 24, and October 1, 2024, to learn more.

What is an approach that science educators can use to create assessment tasks that support instructional practice and students’ three-dimensional learning? Participate in this book study scheduled on September 10, 17, 24, and October 1, 2024, to learn more.

What is an approach that science educators can use to create assessment tasks that support instructional practice and students’ three-dimensional learning? Participate in this book study scheduled on September 10, 17, 24, and October 1, 2024, to learn more.

What is an approach that science educators can use to create assessment tasks that support instructional practice and students’ three-dimensional learning? Participate in this book study scheduled on September 10, 17, 24, and October 1, 2024, to learn more.

Archive: School & District Leaders: Engage Your Teacher Groups with NSTA! April 11, 2024

School and district leaders are invited to learn about NSTA’s School & District Partner Program.

The NSTA School & District Partner Program provides personalized professional learning for groups of K–12 educators of science. This opportunity combines the NSTA digital professional membership option with access to otherwise fee-based NSTA resources, online tools, and the national network.

All Partner Schools and Districts receive:

School and district leaders are invited to learn about NSTA’s School & District Partner Program.

The NSTA School & District Partner Program provides personalized professional learning for groups of K–12 educators of science. This opportunity combines the NSTA digital professional membership option with access to otherwise fee-based NSTA resources, online tools, and the national network.

All Partner Schools and Districts receive:

School and district leaders are invited to learn about NSTA’s School & District Partner Program.

The NSTA School & District Partner Program provides personalized professional learning for groups of K–12 educators of science. This opportunity combines the NSTA digital professional membership option with access to otherwise fee-based NSTA resources, online tools, and the national network.

All Partner Schools and Districts receive:

School and district leaders are invited to learn about NSTA’s School & District Partner Program.

The NSTA School & District Partner Program provides personalized professional learning for groups of K–12 educators of science. This opportunity combines the NSTA digital professional membership option with access to otherwise fee-based NSTA resources, online tools, and the national network.

All Partner Schools and Districts receive:

 

The Very Hungry Caterpillar, Butterflies, and More About Moths!

By Peggy Ashbrook

Posted on 2024-03-12

The Very Hungry Caterpillar, Butterflies, and More About Moths!

 

The Early Years

Science in Preschool, Part 2

Science and Children—March/April 2024 (Volume 61, Issue 2)

By Cindy Hoisington

The Early Years
The Early Years
The Early Years
 

Editor's Note

Climate Justice

Science and Children—March/April 2024 (Volume 61, Issue 2)

Editor's Note
Editor's Note
Editor's Note
 

Nature at your door: Partnering with families to support nature-based engagement

Science and Children—March/April 2024 (Volume 61, Issue 2)

By Jennifer Gallo-Fox, Ariadni Kouzeli

Through regular classroom communications teachers facilitate family partnership in nature-based learning. Teachers can promote family engagement in the local environment and foster lifelong naturalists with a strong commitment to the earth through consistent welcoming invitations via classroom communications. Strategies for supporting families to engage in activities in their local environment are described. By strengthening nature-connectedness, dedication to sustainability, and environmental literacy teachers assist in the development of citizens who will advocate for the earth and its environment.
Through regular classroom communications teachers facilitate family partnership in nature-based learning. Teachers can promote family engagement in the local environment and foster lifelong naturalists with a strong commitment to the earth through consistent welcoming invitations via classroom communications. Strategies for supporting families to engage in activities in their local environment are described.
Through regular classroom communications teachers facilitate family partnership in nature-based learning. Teachers can promote family engagement in the local environment and foster lifelong naturalists with a strong commitment to the earth through consistent welcoming invitations via classroom communications. Strategies for supporting families to engage in activities in their local environment are described.
 

Developing Dispositions for Indigenous Science Knowledge to Design and Assess Lesson Plans in Elementary Environmental Science

Science and Children—March/April 2024 (Volume 61, Issue 2)

By Linda Rost, Rebecca Hite, Gina Childers

This article presents a framework to design lesson plans for elementary science teachers using insights from a summer-long research experience for teachers (RET) workshop (National Science Foundation, 2021) to learn strategies to weave ISK (and WMS) into environmental science curriculum and instruction. While ISK has also led to technologies that optimize agriculture, stewardship of the land, and foraging and harvesting plants and animals, these activities should be implemented in sustainable reciprocity with the natural world, focusing on both conservation as well as preservation. Incorporating ISK to the elementary science curriculum will not only reconcile its historical absence but also helps to overcome 21st century challenges related to cultivating a sense of environmental stewardship and encouraging sustainable habits among youth as well as developing students’ awareness of under-represented and diverse means of thinking about the natural world from ISK perspectives. This article, we explore ISK, WMS, and relationships therein and examine a framework to guide ISK lesson development in environmental science for an elementary audience that honors and amplifies the importance of ISK as intertwined with WMS standards and curricula. Further, one example lesson from the RET is provided on bison bone usage from the Apsalooké and other Plains Indian nations.
This article presents a framework to design lesson plans for elementary science teachers using insights from a summer-long research experience for teachers (RET) workshop (National Science Foundation, 2021) to learn strategies to weave ISK (and WMS) into environmental science curriculum and instruction. While ISK has also led to technologies that optimize agriculture, stewardship of the land, and foraging and harvesting plants and animals, these activities should be implemented in sustainable reciprocity with the natural world, focusing on both conservation as well as preservation.
This article presents a framework to design lesson plans for elementary science teachers using insights from a summer-long research experience for teachers (RET) workshop (National Science Foundation, 2021) to learn strategies to weave ISK (and WMS) into environmental science curriculum and instruction. While ISK has also led to technologies that optimize agriculture, stewardship of the land, and foraging and harvesting plants and animals, these activities should be implemented in sustainable reciprocity with the natural world, focusing on both conservation as well as preservation.
 

Sustainable Schoolyards: A Professional Development program for teachers to engage their students in local action to develop Global Competence

Science and Children—March/April 2024 (Volume 61, Issue 2)

By Devon Azzam, Kaylee Laub, Danielle Harlow

Sustainable Schoolyards is a 5-month professional learning program run by the California Global Education Project to facilitate teachers working with teachers to create and implement climate justice projects. The program meets virtually 3 times between January and May, with follow-up support in between. Virtual connections with another classroom show students they are not alone in their actions. The program helps teachers prepare students to take action for social justice using both the United Nations Sustainable Development Goals and the Global Competence Framework. The United Nations Sustainable Development Goals help teachers and students connect the specific action they are taking on local issues to action being taken around the world and the Global Competence Framework helps teachers and students build capacity for global competence, and prepare for a world of increasing complexity, diversity and interconnectedness. Examples are shared from a TK and Kindergarten classroom that participated in the Sustainable Schoolyards, and were paired up for the virtual exchange component of the program. The TK class engaged in a school-wide campaign about food waste and composting, and the Kindergarten class learned about responsible production and consumption, and published a book to share their knowledge with their community.
Sustainable Schoolyards is a 5-month professional learning program run by the California Global Education Project to facilitate teachers working with teachers to create and implement climate justice projects. The program meets virtually 3 times between January and May, with follow-up support in between. Virtual connections with another classroom show students they are not alone in their actions. The program helps teachers prepare students to take action for social justice using both the United Nations Sustainable Development Goals and the Global Competence Framework.
Sustainable Schoolyards is a 5-month professional learning program run by the California Global Education Project to facilitate teachers working with teachers to create and implement climate justice projects. The program meets virtually 3 times between January and May, with follow-up support in between. Virtual connections with another classroom show students they are not alone in their actions. The program helps teachers prepare students to take action for social justice using both the United Nations Sustainable Development Goals and the Global Competence Framework.
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