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Welcome back to SciLinks

By Mary Bigelow

Posted on 2007-08-02

For many of you, the school year is starting, or will soon. Summer flies by in a blink. But if you have a little prep time left and are looking for new materials to add to your curriculum, I encourage you to try SciLinks, NSTA’s online source to vetted web pages — that means “reviewed” to you and me ;).
Back in 1999, I was sitting in my office and reading the newsletter from NSTA. The article that really caught my eye was the one describing the new “SciLinks” project. I had been involved in educational technology since the early 1980s (and do I ever have stories about what now appears to be primitive technology!), and I was teaching a course in educational computing at the graduate level. The moment I finished the article, I contacted NSTA to find out if/how I could be involved.
What intrigued me was the idea of having a set of websites on a particular topic that students and teachers could easily access and use. Even in the late 90s, searching for websites on a particular topic resulted in thousands of potential sites, and some were not worth the time or were not appropriate for students or for using in a classroom setting.
That spring, I became a site reviewer. My task was to review sites that had been suggested by “Spotters” who searched for sites on a specific topic and to correlate these sites to the NSES standards. At first, we just did a holistic thumbs up/down review, but eventually a rubric was developed. I estimate that over the last 8 years, I’ve looked at least 10,000 science-related sites (as one of several spotters and reviewers!). And I’ve seen the good, the bad, and the ugly. I’m hoping that we’ve filtered out the bad and ugly!
Brief Autobiography
I was a middle school life and physical science teacher for 16 years and a high school computer science teacher for 11 years (during which time I was also the district’s technology coordinator, among other assignments on a very full plate). I had a brief stint in higher education, and I recently retired as an administrator at a regional service agency, where I was involved in research and evaluation and served as the science resource person. In this capacity, I worked with many elementary teachers and classes in various projects related to science, mathematics, and reading. I say “retired” but I’m actually “retooling” into new opportunities, one of which is blogging. I’m still a reviewer for SciLinks, and I’m doing some consulting work for a Math-Science Partnership project.
How would I use SciLinks sites?
As NSTA members, we have access to the database at the www.scilinks.org site either by using the codes in a SciLinked textbook or NSTA publication or by searching for a keyword or standard on the site.
Recommending sites to students. As a teacher, I can provide logins for students to look at particular sites, or I can give them a printed list of suggestions. For interested students, I might go to the next grade level or I would go down a level for students who may struggle with the text. I’d share a login with the librarian so that he/she can remind students of this resource. In my town, many students use the technology at the local public library. Perhaps the staff there could be alerted to how and why students would access this. Parents or other caregivers may also be given logins to SciLinks, too.
In large group settings. Why just talk about science topics when there are many sites that lend themselves to illustrating the concepts? Building bridges, watching volcanoes erupt, seeing animals congregate around a water hole at night, or accessing photographs and video of various topics bring these topics to life. If you’re fortunate enough to have a smart board or projection unit, using a simulation or video clip with the class or a small group of students could be an engaging experience for them – and the resources are free and ready when you are. I’ve even printed some of the pages of a site to supplement or update the textbook information.
Teacher learning. One thing I’ve enjoyed over the years is using the SciLinks websites to keep current on topics such as the human genome and climate change. I especially love the earth science topics (I taught life and physical science, so I’m continuing to learn). If you’re unfamiliar with a topic, searching for sites geared to middle or high school students would be a quick and painless way to learn more about it. My former district’s teacher evaluation plan had an option for self-study, so I would have taken advantage of the SciLinks list (Note: NSTA has excellent professional development modules).
So how exactly does a site get from cyberspace to SciLinks? The next blog post will address this!
For many of you, the school year is starting, or will soon. Summer flies by in a blink. But if you have a little prep time left and are looking for new materials to add to your curriculum, I encourage you to try SciLinks, NSTA’s online source to vetted web pages — that means “reviewed” to you and me ;).
Back in 1999, I was sitting in my office and reading the newsletter from NSTA. The article that really caught my eye was the one describing the new “SciLinks” project.
 

A Drop Through Time

Science and Children – July 2007

Did you know that the water you use today is the same water that was used millions of years ago? How is this possible? Water is continuously replenished through a naturally occurring process known as the water cycle. To help students learn about this important concept, an eight-day unit was created for fifth-grade students to explore the water cycle and its components, including evaporation, condensation, and precipitation. This unit uses the “Do-Talk-Do” instructional strategy (Kemper and Ramsey 1997), an easy to follow planning strategy for teachers that involves students in authentic hands-on experiences, social interaction, and concept development based on prior knowledge.
Did you know that the water you use today is the same water that was used millions of years ago? How is this possible? Water is continuously replenished through a naturally occurring process known as the water cycle. To help students learn about this important concept, an eight-day unit was created for fifth-grade students to explore the water cycle and its components, including evaporation, condensation, and precipitation.
Did you know that the water you use today is the same water that was used millions of years ago? How is this possible? Water is continuously replenished through a naturally occurring process known as the water cycle. To help students learn about this important concept, an eight-day unit was created for fifth-grade students to explore the water cycle and its components, including evaporation, condensation, and precipitation.

Teacher Research: Stories of Learning and Growing

Think you don’t have time to do research? How about professional growth—think that’s out of reach? Let your peers take you on their journeys and inspire you through their stories in Teacher Research. You will gain insight into teacher research—the kind that can take place when you reflect on how one question is leading to another, or on a colleague’s observation that offers a different lens through which to view the classroom, or on a conversation with a student that sheds light on classroom performance issues.
Think you don’t have time to do research? How about professional growth—think that’s out of reach? Let your peers take you on their journeys and inspire you through their stories in Teacher Research. You will gain insight into teacher research—the kind that can take place when you reflect on how one question is leading to another, or on a colleague’s observation that offers a different lens through which to view the classroom, or on a conversation with a student that sheds light on classroom performance issues.
For the littlest scientists, the whole wide world can be a laboratory for learning. Nurture their natural curiosity with A Head Start on Science, a treasury of 89 hands-on science activities specifically for children ages 3 to 6.

The activities are grouped into seven stimulating topic areas: the five senses, weather, physical science, critters, water and water mixture, seeds, and nature walks.
For the littlest scientists, the whole wide world can be a laboratory for learning. Nurture their natural curiosity with A Head Start on Science, a treasury of 89 hands-on science activities specifically for children ages 3 to 6.

The activities are grouped into seven stimulating topic areas: the five senses, weather, physical science, critters, water and water mixture, seeds, and nature walks.

Radioactive Waste: Resources for Environmental Literacy

Since World War II, hundreds of thousands of tons of radioactive materials have been produced in the United States. How we will dispose of nuclear waste is a controversial issue with a large technical component. This book provides a useful resource for enhancing student understanding of the physics of radioactivity as well as the storage and disposal of radioactive waste. It encourages students to discuss these complex environmental issues using arguments based on the science behind issues related to radioactivity, technology, risk assessment, and tradeoffs.
Since World War II, hundreds of thousands of tons of radioactive materials have been produced in the United States. How we will dispose of nuclear waste is a controversial issue with a large technical component. This book provides a useful resource for enhancing student understanding of the physics of radioactivity as well as the storage and disposal of radioactive waste. It encourages students to discuss these complex environmental issues using arguments based on the science behind issues related to radioactivity, technology, risk assessment, and tradeoffs.

Genetically Modified Crops: Resources for Environmental Literacy

Supporters of genetic engineering point to the potential of genetically modified (GM) crops to improve human health and increase environmental protection. But some concerned groups argue that the risks of GM crops may outweigh their benefits. These groups urge avoiding GM crops, or at least subjecting them to more rigorous government scrutiny.

Supporters of genetic engineering point to the potential of genetically modified (GM) crops to improve human health and increase environmental protection. But some concerned groups argue that the risks of GM crops may outweigh their benefits. These groups urge avoiding GM crops, or at least subjecting them to more rigorous government scrutiny.

 

Science 101: How does photosynthesis work?

Science and Children – April/May 2007

Energy transformations are an important part of the functioning of ecosystems, and a key part of those energy transformations is photosynthesis. Photosynthesis is the process by which plants, bacteria, and other organisms use the energy of sunlight to manufacture food in the form of sugar. If it weren’t for photosynthesis, the energy source (sunlight) for all ecosystems would be useless. In other words, we’d all die, even though we might have really nice tans.
Energy transformations are an important part of the functioning of ecosystems, and a key part of those energy transformations is photosynthesis. Photosynthesis is the process by which plants, bacteria, and other organisms use the energy of sunlight to manufacture food in the form of sugar. If it weren’t for photosynthesis, the energy source (sunlight) for all ecosystems would be useless. In other words, we’d all die, even though we might have really nice tans.
Energy transformations are an important part of the functioning of ecosystems, and a key part of those energy transformations is photosynthesis. Photosynthesis is the process by which plants, bacteria, and other organisms use the energy of sunlight to manufacture food in the form of sugar. If it weren’t for photosynthesis, the energy source (sunlight) for all ecosystems would be useless. In other words, we’d all die, even though we might have really nice tans.
 

Ask the Experts – March 2007

The Science Teacher – March 2007

In this month’s Ask the Experts column, the following question is addressed: “Do the cells in a placenta have DNA in them and if so, whose DNA does it match, the mother or the fetus?”
In this month’s Ask the Experts column, the following question is addressed: “Do the cells in a placenta have DNA in them and if so, whose DNA does it match, the mother or the fetus?”
In this month’s Ask the Experts column, the following question is addressed: “Do the cells in a placenta have DNA in them and if so, whose DNA does it match, the mother or the fetus?”
 

Point of View: Seen Any Red Pandas Lately?

Journal of College Science Teaching – March/April 2007

We humans are pattern finders and explanation seekers. Fortunately, many of our seemingly reasonable patterns and explanations have not withstood the test of time. For example, we no longer believe that volcanic eruptions occur as a result of the god Vulcan firing up his furnace inside a volcano. During the past several centuries, we have developed and refined a process that avoids such wishful thinking. This process, science, makes it possible to separate reality from illusion. The rationale for accepting science’s way of evaluating phenomena is compelling: It works. Its self-correcting features allow us to determine which beliefs about reality are flawed.
We humans are pattern finders and explanation seekers. Fortunately, many of our seemingly reasonable patterns and explanations have not withstood the test of time. For example, we no longer believe that volcanic eruptions occur as a result of the god Vulcan firing up his furnace inside a volcano. During the past several centuries, we have developed and refined a process that avoids such wishful thinking. This process, science, makes it possible to separate reality from illusion. The rationale for accepting science’s way of evaluating phenomena is compelling: It works.
We humans are pattern finders and explanation seekers. Fortunately, many of our seemingly reasonable patterns and explanations have not withstood the test of time. For example, we no longer believe that volcanic eruptions occur as a result of the god Vulcan firing up his furnace inside a volcano. During the past several centuries, we have developed and refined a process that avoids such wishful thinking. This process, science, makes it possible to separate reality from illusion. The rationale for accepting science’s way of evaluating phenomena is compelling: It works.
 

Sublime Science

Science and Children – February 2007

One of the shortcomings in most efforts to integrate art and science is that many of us have a shallow understanding of art, which inevitably leads to shallow connections between art and science. Coloring drawings of planets, building sculptures of volcanoes, and decorating scientific diagrams are fine activities, but they do not link science and art in powerful ways. One way to more deeply connect art and science is to consider art in its more broad form—aesthetics, and in this case, the sublime.
One of the shortcomings in most efforts to integrate art and science is that many of us have a shallow understanding of art, which inevitably leads to shallow connections between art and science. Coloring drawings of planets, building sculptures of volcanoes, and decorating scientific diagrams are fine activities, but they do not link science and art in powerful ways. One way to more deeply connect art and science is to consider art in its more broad form—aesthetics, and in this case, the sublime.
One of the shortcomings in most efforts to integrate art and science is that many of us have a shallow understanding of art, which inevitably leads to shallow connections between art and science. Coloring drawings of planets, building sculptures of volcanoes, and decorating scientific diagrams are fine activities, but they do not link science and art in powerful ways. One way to more deeply connect art and science is to consider art in its more broad form—aesthetics, and in this case, the sublime.
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