We did more than watch as early childhood educator Sarah Glassco read the book Senses at the Seashore by Shelley Rotner (Millbrook Press 2006) during her presentation on using imagination to explore science concepts. She had us feeling warm sand, holding a shell to our ears to listen, feeling and tasting clean salt water on our lips (from a spray bottle), smelling wet seaweed and imagining that we were at a place called a “beach”.
Pair the book with others, such as The Seashore Book by Charlotte Zolotow and Wendell Minor (HarperCollins 1994), Hello Ocean by Pam Munoz Ryan and illustrated by Mark Astrella (Charlesbridge 2001) and Beach Feet (Being in the World) by Kiyomi Konagaya and illustrated by Masamitsu Saito (Enchanted Lion Books 2012).
You can repeat the sensory activities and add a few more. Walking though dry and then wet sand, feeling the sun on your skin, hearing the crash of the surf (cymbals?), running as though we are sandpipers–what else can simulate a beach experience? For those who do not live near the ocean, seaweed can be purchased in Asian food sections of groceries and re-hydrated by putting it into water for a few hours. Although it has been washed, the wonderful smell of the sea can still be experienced.
Where else can we “go” with our imagination and some sensory experiences?

Sometimes it seems that some students are excluded from an expectation of success in the sciences – those with cognitive or physical disabilities, those who do not speak English, or those who do not appear to have the intellectual or reading levels that were thought to be important. I often wonder at the thinking and creativity that are overlooked with this attitude. Fortunately for our students, we now have many alternative strategies to help all students learn concepts and skills in science. And not just high school students – this issue is relevant for all grade levels.
Closing the Gap could be retitled “Lab Experiences for All.” The author makes a case for providing opportunities for all students to have first-hand experiences (not just the advanced students or those who do not have learning difficulties). Some students may not have much experience in cooking, for example. When the teacher refers to recipes and measuring ingredients, those students don’t have much prior knowledge about them. Doing a simple activity in class in which all students construct something and write down their procedure and the amount of materials used provides some prior experiences to build on.
The author of Powerful Learning Tools for ELLs did some research on science vocabulary: the survey showed that as part of the curriculum in the local schools, students are expected to learn 500 words in general science, 1200 in biology, 1000 in earth science, and more in chemistry and physics. What if they’re also trying to learn English? The author describes several strategies: uncovering prior knowledge in life experiences and in the native language, using culturally familiar examples, and concept mapping. The article has an example of a multilingual visual glossary that would be interesting for students to construct. [SciLinks for concepts in the examples: Pollination, Biomes]

It may seem overwhelming to deal with students who are learning science and English at the same time. Blending Language Learning with Science has a list of strategies common to science inquiry and ELL instruction. There are also examples of related content and language objective and a rubric for science projects that promote both content and language development.
Reaching the Next Stephen Hawking describes five ways to help students with disabilities in AP science classes. Setting high standards for all students is the first, and the others note the importance of communicating with special education staff and parents, pacing the courses, providing accommodations for learning (as well as a safe lab environment).
Food is a way to get students’ attention. The authors of The Stratigraphic Sandwich provide a 5E lesson that focuses on helping students learn specialized vocabulary (the language of science). Using a sandwich as a model, students consider geological processes and then apply the vocabulary. [SciLinks: Geology, Stratigraphy]
Many students are involved in organized school or club sports. They may also be involved in fitness and recreation activities such as cycling, running, skateboarding, dancing—with many opportunities for serious head injuries. Concussion ABCs has resources and lesson ideas for learning about concussions. [SciLinks: Brain Injury, Sports Injury]
 
 

I’m incorporating several strategies this year to help my life science students understand written information. I provide study guides with questions to answer, graphic organizers, and quizzes on the information, but they still don’t seem to comprehend what they read. Do you have any other suggestions?
—Mary, Abilene, Texas
For many of our students, reading science text (a traditional textbook, a print article, or an online source) with its specialized vocabulary can seem like reading another language.
Unlike what students might see in their history classes, the topics in science resources are not usually written in a chronological sequence. Science text often starts with a main concept and then provides descriptions or supporting details. Unlike fiction in English class, science text often uses headings, subheadings, abstracts, summaries, sidebars, and graphics.—all of which contain text. Science text may be written from an expert point of view instead of the first person. Students may not realize that reading science text can be a slower process than reading a novel or story and going back to reread a section is appropriate.  Guiding them through the reading process is important, especially for younger students, to help them process and understand the text.
With all due respect, it seems like you’re doing a lot of the work for them by designing study guides, selecting graphic organizers, and grading quizzes. What if students had the reverse assignment: What questions would you ask if you were making a test on this information?
In my collaborations with a middle level reading specialist, we had students put questions in the margin (or attach on a sticky note) as they read the material. We guided the students through several types of reading and questioning:

• Reading the lines. Some learning goals require literal information—for example, being able to name three types of volcanoes, define the term magma, or list three examples of igneous rocks. This was the easiest for students

• Reading between the lines. Learning goals requiring summarizing, comparing, contrasting, describing, or explaining require more thought as students formulate questions. How are sandstone and limestone alike? How are they different? Describe how igneous rock is formed. This required more guidance from the teacher with examples and modeling.

• Reading beyond the lines. Applying what they are learning to new situations, making connections to what they already learned, or asking additional questions might be new experiences for your students and also requires examples and modeling.

Modeling with a “think aloud” makes the thinking process visible (and audible) to students. I observed a chemistry teacher do this. He displayed a page on an interactive white board. He read a paragraph aloud and then stopped. He described out loud how to attend to key words or phrases such as “there are three reasons…” He then put a note in the margin describing the main idea of the paragraph “What are three reasons for…” The students put the question in their margins and then used a highlighter to underline a few key phrases. The teacher showed and explained how he would highlight the text (e-readers or tablet applications have a built-in capability to add notes or underline). In his exit assessment, the students seemed to comprehend the material.
These strategies—along with the ones you’re already using—help students process information while reading. But what happens after students have read the text? A study from Purdue University in 2011 looked at the effectiveness of several study strategies. The author of the study notes that practicing retrieving (through self-tests, for example) compared to other strategies (such as rereading) would result in better learning.

• Research Finds Practicing Retrieval Is Best Tool for Learning
• Science Learning Easier When Students Put Down Textbooks and Actively Recall Information 

Self-testing through questioning could be an interesting action research project.
 
Photos:
www.flickr.com/photos/suttonhoo22/305806118/
www.flickr.com/photos/treevillage/5107999448/sizes/l/in/photostream/

I think of conferences as meetings with multiple science coaches, each of whom help me improve my teaching in some way—if I implement the updates or changes once I’m back at school. That may be a big if. Those updates happen best with administrative support and the support of other teachers who are also examining their own practice. For early childhood educators who work in very small programs without that support, conferences can be a much needed infusion of new ideas and companionship of like-minded educators. I remember my first NAEYC conference as a family home day care provider and the excitement of being with thousands of others who were colleagues!
Here are a few examples of conferences that can enrich your and your colleagues’ lives. Let others know about the local conferences in your community and state by commenting below.
In San Antonio, Texas
National Science Teachers Association
Don’t miss the Elementary Extravaganza, one of the early childhood sessions at the NSTA national conference, April 11-14, 2013.
The session scheduler lists many early childhood sessions—search for keywords “preschool” or “kindergarten” and take a look.
Upcoming NSTA conferences are listed here.
Council for Elementary Science International
This organization is a sponsor of the Elementary Extravaganza and offers many pre-conference and conference sessions. See the schedule here.
In northern Virginia
The early childhood group of NoVA Outside (I am a member and presenter) has a conference on Saturday, April 13 from 9-1. Ginny Sullivan, educator, landscape designer and co-author of Lens on Outdoor Learning will be the keynote speaker. Outdoor sessions, rain or shine, will include:
Learning to build a beautiful Keyhole Pollinator Garden
Using “loose parts” to enhance children’s play experience
Finding and observing local wildlife (roly-polies, crickets, birds…)
Virginia, statewide
VAST, the Virginia Association of Science Teachers, has annual conferences and mini conferences.
VAST Region 3 has their first ever mini-conference on April 27, Science in the Classroom: It’s Natural! 8:30-2pm, $15 including lunch!
More conferences…
Does your school, community, or organization offer training in science teaching in early childhood? Please comment to recommend conferences with some early childhood science sessions. I hope to meet you at one of them!