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Hands-On Herpetology: Exploring Ecology and Conservation

Plentiful, diverse, and readily available, these animals—known in science as “herps”—are also perfect for teaching students about biology, ecology, and conservation, including problems affecting both amphibians and reptiles.

This highly readable resource melds rigorous science content with science research. Its five sections cover the animals’ biology and handling procedures (including safety tips), provide background information for teachers, offer twenty-one indoor/outdoor activities, and broach critical conservation issues.

Plentiful, diverse, and readily available, these animals—known in science as “herps”—are also perfect for teaching students about biology, ecology, and conservation, including problems affecting both amphibians and reptiles.

This highly readable resource melds rigorous science content with science research. Its five sections cover the animals’ biology and handling procedures (including safety tips), provide background information for teachers, offer twenty-one indoor/outdoor activities, and broach critical conservation issues.

 

Storm Trackers: In an inquiry-based unit, students learn to track hurricanes

The Science Teacher—January 2001

Storm Trackers is an inquiry-based unit designed to combine science, mathematics, geography, and English in an Earth science class. It places students in realistic problem-solving situations and presents meteorology content and hurricane tracking processes. The activity allows students to step beyond the passive learner role into that of meteorologist or storm tracker.
Storm Trackers is an inquiry-based unit designed to combine science, mathematics, geography, and English in an Earth science class. It places students in realistic problem-solving situations and presents meteorology content and hurricane tracking processes. The activity allows students to step beyond the passive learner role into that of meteorologist or storm tracker.
Storm Trackers is an inquiry-based unit designed to combine science, mathematics, geography, and English in an Earth science class. It places students in realistic problem-solving situations and presents meteorology content and hurricane tracking processes. The activity allows students to step beyond the passive learner role into that of meteorologist or storm tracker.
 

Idea Bank

The Science Teacher – December 2000

The Idea Bank provides tips and techniques for creative teaching, in about 1,000 words. In this month’s Idea Bank find out about filling a void with music—physics mood music—and find out the answer to this question, "Do your hands get wrinkly in the ocean?"
The Idea Bank provides tips and techniques for creative teaching, in about 1,000 words. In this month’s Idea Bank find out about filling a void with music—physics mood music—and find out the answer to this question, "Do your hands get wrinkly in the ocean?"
The Idea Bank provides tips and techniques for creative teaching, in about 1,000 words. In this month’s Idea Bank find out about filling a void with music—physics mood music—and find out the answer to this question, "Do your hands get wrinkly in the ocean?"
 

Editor's Corner: Experiencing Emotional Science . . .

The Science Teacher – December 2000

The Science Teacher’s editor shares thoughts on the current issue.
The Science Teacher’s editor shares thoughts on the current issue.
The Science Teacher’s editor shares thoughts on the current issue.
 

The Sun Tower

Science and Children—November/December 2000

With funding and support from the NASA Office of Space Science through the IDEAS program, a team of teachers from Gullett Elementary School in Austin, Texas, and a research scientist at the University of Texas, worked on activities and curriculum to capture students’ natural excitement about outer space. In order to include a strong daytime component to the program, the motion of the sun across the sky was an obvious choice. This article describes how a Sun Tower was used as a tool to engage students in scientific inquiry and reinforce their understanding of the dynamic universe.
With funding and support from the NASA Office of Space Science through the IDEAS program, a team of teachers from Gullett Elementary School in Austin, Texas, and a research scientist at the University of Texas, worked on activities and curriculum to capture students’ natural excitement about outer space. In order to include a strong daytime component to the program, the motion of the sun across the sky was an obvious choice. This article describes how a Sun Tower was used as a tool to engage students in scientific inquiry and reinforce their understanding of the dynamic universe.
With funding and support from the NASA Office of Space Science through the IDEAS program, a team of teachers from Gullett Elementary School in Austin, Texas, and a research scientist at the University of Texas, worked on activities and curriculum to capture students’ natural excitement about outer space. In order to include a strong daytime component to the program, the motion of the sun across the sky was an obvious choice. This article describes how a Sun Tower was used as a tool to engage students in scientific inquiry and reinforce their understanding of the dynamic universe.
 

Research on the River: High school and university students use technology and integrated science to study the quality of the James River

The Science Teacher – September 2000

This project—the JAMES (Joining Across Miles Environmental Systems)—gave high school students the chance to do research involving technology and integrated science and allowed university science methods students the chance to gain experience working with high school students. Overall, this project demonstrates the importance of collaboration enhancing the learning environment of K-12 and university students and their instructors.
This project—the JAMES (Joining Across Miles Environmental Systems)—gave high school students the chance to do research involving technology and integrated science and allowed university science methods students the chance to gain experience working with high school students. Overall, this project demonstrates the importance of collaboration enhancing the learning environment of K-12 and university students and their instructors.
This project—the JAMES (Joining Across Miles Environmental Systems)—gave high school students the chance to do research involving technology and integrated science and allowed university science methods students the chance to gain experience working with high school students. Overall, this project demonstrates the importance of collaboration enhancing the learning environment of K-12 and university students and their instructors.
 

What Might Happen If . . .?

The Science Teacher—April 2000

The lessons many students learn in traditional school curricula are too removed from the problems they encounter in daily life to be useful. One tool that can be used in the classroom to help students analyze and understand the consequences of events, decisions, and scientific and technological innovations or developments is the futures wheel (Wagschal and Johnson, 1986). This article describes how students can use the futures wheel to analyze analyze science-related social issues and consequences in preparation for decision making.
The lessons many students learn in traditional school curricula are too removed from the problems they encounter in daily life to be useful. One tool that can be used in the classroom to help students analyze and understand the consequences of events, decisions, and scientific and technological innovations or developments is the futures wheel (Wagschal and Johnson, 1986). This article describes how students can use the futures wheel to analyze analyze science-related social issues and consequences in preparation for decision making.
The lessons many students learn in traditional school curricula are too removed from the problems they encounter in daily life to be useful. One tool that can be used in the classroom to help students analyze and understand the consequences of events, decisions, and scientific and technological innovations or developments is the futures wheel (Wagschal and Johnson, 1986). This article describes how students can use the futures wheel to analyze analyze science-related social issues and consequences in preparation for decision making.
 

Idea Bank

The Science Teacher—March 2000

The Idea Bank provides tips and techniques for creative teaching, in about 1,000 words. This month’s Idea Bank includes an analogy for understanding electron configurations, information on electronic mailing lists, along with a listing of some useful listservs and bulletin boards on the Internet, and some tips on the use of a digital watch for timing activities.
The Idea Bank provides tips and techniques for creative teaching, in about 1,000 words. This month’s Idea Bank includes an analogy for understanding electron configurations, information on electronic mailing lists, along with a listing of some useful listservs and bulletin boards on the Internet, and some tips on the use of a digital watch for timing activities.
The Idea Bank provides tips and techniques for creative teaching, in about 1,000 words. This month’s Idea Bank includes an analogy for understanding electron configurations, information on electronic mailing lists, along with a listing of some useful listservs and bulletin boards on the Internet, and some tips on the use of a digital watch for timing activities.
 

“Creative Final Projects” in Mathematics and Science: An Educational Instrument for Maximizing Students' Learning and Understanding

Journal of College Science Teaching—February 2000

In a final class project, art and communications students taking science and mathematics courses at Chicago’s Columbia College and the Illinois Institute of Art produce a significant creative work using a media of their own choosing. In this article, the authors explain the approach, discuss various assessment techniques and the underlying philosophy behind student final projects, and give examples of final projects that successfully integrate various areas of science and mathematics.
In a final class project, art and communications students taking science and mathematics courses at Chicago’s Columbia College and the Illinois Institute of Art produce a significant creative work using a media of their own choosing. In this article, the authors explain the approach, discuss various assessment techniques and the underlying philosophy behind student final projects, and give examples of final projects that successfully integrate various areas of science and mathematics.
In a final class project, art and communications students taking science and mathematics courses at Chicago’s Columbia College and the Illinois Institute of Art produce a significant creative work using a media of their own choosing. In this article, the authors explain the approach, discuss various assessment techniques and the underlying philosophy behind student final projects, and give examples of final projects that successfully integrate various areas of science and mathematics.
 

SCST: Changes in Science Education—Are We Getting Ready? Predicting Education’s Future

Journal of College Science Teaching—February 2000

In this column the leadership of SCST shares its views with JCST readers. This article's focus is on the new millennium which establishes a natural marking point for change. Reflection on the last 10 years might give some insight into the direction we will follow.
In this column the leadership of SCST shares its views with JCST readers. This article's focus is on the new millennium which establishes a natural marking point for change. Reflection on the last 10 years might give some insight into the direction we will follow.
In this column the leadership of SCST shares its views with JCST readers. This article's focus is on the new millennium which establishes a natural marking point for change. Reflection on the last 10 years might give some insight into the direction we will follow.
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