K12Science

K12Science Podcast: Aurorasaurus I was recently reading the January - February 2025 issue of "Science Scope", a publication of the National Science Teaching Association. In this issue, I read the section, "Citizen Science," written by Jill Nugent. She wrote an article entitled, "Illuminating the Northern Lights with Aurorasaurus." Aurorasaurus invites participants from around the world to contribute to aurora research by reporting sightings and observing real-time data. Auroras are stunning natural light displays that occur near our planet's poles. To learn more about this citizen science project, visit: https://www.aurorasaurus.org

I was recently reading the January - February 2025 issue of "Science Scope", a publication of the National Science Teaching Association. In this issue, I read the section, "From the Editor's Desk," written by Patty McGinnis. She wrote an article entitled, "Helping Students Make Sense." Creating a classroom in which the emphasis shifts the learner role from "learning about" to "figuring out" requires students to engage in the collaborative task of sensemaking. The type of classroom discussion is critical to sensemaking. STEM Teaching Tools, at: https://stemteachingtools.org/tools can help you plan for student discussions.

I was recently reading the December 9, 2024 issue of "Smithsonian" magazine. In this issue, I read an article entitles, "The Ten Best Science Books of 2024," written by Joe Spring, Riley Black, Shi En Kim, Dan Falk, Christian Elliott, and Benjamin Cassidy. The book review that I enjoyed the most was "Why We Remember: Unlocking Memory's Power to Hold On to What Matters," written by Charan Ranganath. Ranganath draws on 25 years of experience studying the mechanisms of human memory to explain how remarkable it is that we remember anything at all.

I was recently reading the November/December 2024 issue of "Science and Children" a publication of the National Science Teaching Association. In this issue, I read the "Science 101" column, written by Matt Bobrowsky. He wrote an article entitled, "Q: What's a Good Way of Explaining Ecosystems?" An ecosystem is like a big neighborhood where plants, animals, and even tiny things like bugs and mushrooms all love together.

I was recently reading the November/December 2024 issue of "Science and Children" a publication of the National Science Teaching Association. In this issue, I read the "Early Years" column, written by Alissa A. Lange. She wrote an article entitled, "Deconstructing Common Misconceptions in Early Science." Misconceptions are common in science—even into adulthood. Instead of feeling guilty when we discover our misconceptions, what if we, as adults, turn this feeling into curiosity? What if we help our students to do the same?

I was recently reading the November/December 2024 issue of "Science and Children" a publication of the National Science Teaching Association. In this issue, I read the "Guest Editorial" column, written by Emily Adah Miller and Ayca Fackler. They wrote an article entitled, "Expanding Science Knowledge Through Expansive Science Teaching." To prepare students for future scientific endeavor and to be scientifically literate world citizens, teachers must challenge the status quo, pushing the limits of science education by using local place to contextualize and increase science understanding.

I was recently reading the November/December 2024 issue of "Science and Children" a publication of the National Science Teaching Association. In this issue, I read the "Editor's Note" column, written by Elizabeth Barrett-Zahn. She wrote an article entitled, "Expansive Science Teaching Practices." Expansive learning theory, rooted in activity theory, provides a framework for how learners create new knowledge and practices for novel situations.

Recently, I had the pleasure of reading the November-December 2024 issue of "The Science Teacher," a journal published by the National Science Teaching Association. Within this issue, I encountered the "Right to the Source" section, authored by Michael Apfeldorft. His article, titled "Joyfully Asking Why," provided insightful information on a list of questions compiled by Carl Sagan and his wife, author/producer Ann Druyan. In the mid-1990's, Carl Sagan and Ann Druyan conceived of an interesting way to help young learners confidently ask questions and think about the world around them. Carl and Ann compiled a list of 150 questions to develop a book series, where the title of each book would begin simply with the word WHY? To download this manuscript of questions, please, visit: https://www.loc.gov/item/cosmos000083

Recently, I had the pleasure of reading the November-December 2024 issue of "Science Scope," a journal published by the National Science Teaching Association. Within this issue, I encountered the "Citizen Science" section, authored by Jill Nugent. Her article, titled "Journey of the Monarchs: Studying North America's Nomadic Butterfly," provided insightful information on the migration of Monarch populations. Journey North, a participatory science project based at the University of Wisconsin-Madison Arboretum, offers a special way for educators to bring the study of the monarch butterfly migration into their classrooms. To learn more about this project, visit: https://journeynorth.org/monarchs

Recently, I had the pleasure of reading the November-December 2024 issue of "Science Scope," a journal published by the National Science Teaching Association. Within this issue, I encountered the "From the Editor's Desk" section, authored by Patty McGinnis. Her article, titled "Reading in the Science Classroom," provided insightful information on the science of reading. Reading plays a pivotal role in all disciplines, and science is no exception. If you are seeking reading-based strategies to incorporate into your classroom, The California Academy of Sciences offers several before, during, and after active reading strategies that can assist students in comprehending science texts. To access these active reading strategies, kindly visit: https://tinyurl.com/mr2swwcu

Recently, I had the pleasure of reading the September-October 2024 issue of "The Science Teacher," a journal published by the National Science Teaching Association. Within this issue, I came across the "Career of the Month" section, authored by Luba Vangelova. Her article, titled "Amy DeJong, Food Scientist," provided insightful information on the field of food science. Food science is an applied science that merges chemistry, engineering, and microbiology to develop safe, palatable, and nutritious food products. Amy DeJong, a process development engineer, is employed by Mars Wrigley in Chicago. Her role involves contributing to research and development efforts aimed at enhancing food quality and safety.

I was recently reading the September-October 2024 issue of Science and Children, a journal published by the National Science Teaching Association. In this issue, I read the "Science 101" section, written by Matthew Bobrowsky. He wrote an article entitled: "Q: How Can I Address Science Misconceptions Using Phenomena-Driven Instruction?" A phenomena might just be the best way to address misconception because research has shown that misconceptions are very persistent, and merely teaching the correct information doesn't automatically remove the misconception.

I was recently reading the September-October 2024 issue of Science and Children, a publication of the National Science Teaching Association. In this issue, I read the "Poetry of Science" section, written by Amy Ludwig VanDerwater. She wrote an article entitled: "Changes in the Leaves." Included in the article was a poem entitled, "Saving the Best for Last," written by David L. Harrison. Leaves change color in the fall because the amounts of chemical pigments inside the leaves change. The intensity and timing of fall colors can be affected by weather, both in fall and earlier in the growing season.

I was recently reading the September-October 2024 issue of Science Scope, a journal published by the National Science Teaching Association. In this issue, I read the "Interdisciplinary Ideas" section, written by Katie Coppens. She wrote an article entitled: "Fieldwork Fridays: Connecting Scientific Learning to Nature." Each Friday, in what are referred to as "Fieldwork Fridays," the author brings her students outside to apply what they learned that week in class to the environment around them.

I was recently reading the September-October 2024 issue of Science Scope, a journal published by the National Science Teaching Association. In this issue, I read the "Scope on the Skies" section, written by Bob Riddle. He wrote an article entitled: "Chasing Giant Ice Balls." Comets are frozen leftovers from the formation of the solar system composed of dust, rock, and ices. They range in size from a few miles to tens of miles wide, but as they orbit closer to the Sun, they heat up and spew gases and dust into a glowing head that can be larger than a planet. This material forms a tail that stretches millions of miles.

I was recently reading the September-October 2024 issue of Science Scope, a journal published by the National Science Teaching Association. In this issue, I read the "Citizen Science" section, written by Jill Nugent. She wrote an article entitled: "Snapshot Safari: Elephant Edition." Elephant ID is an online project that leverages Zooniverse's people-powered research platform to address behavior and conservation questions related to the African savanna elephant, a species facing pressing challenges, including habitat loss. To learn more, visit the project website at: https://www.zooniverse.org/projects/aeuk/elephant-id

I was recently reading the September-October 2024 issue of Science Scope, a journal published by the National Science Teaching Association. In this issue, I read the "Editorial" section, written by Patty McGinnis. She wrote an article entitled: "Social-Emotional Learning in the Science Classroom." Perhaps nowhere else in education is social-emotional (SEL) more crucial than in the middle school science classroom, a place where students are expected to collaborate, communicate, and participate respectfully in the practice of argumentation. For more information about SEL consider exploring the site for the Collaborative for Academic, Social and Emotional Learning (CASEL), a nonprofit organization that utilizes research to guide SEL initiatives. For more information, visit: https://casel.org

I was recently reading the July-August 2024 issue of Science and Children, a journal published by the National Science Teaching Association. In this issue, I read the "Science 101" section, written by Matt Bobrowsky. He wrote a Q and A article entitled: "Q: If Students Have Different Learning Styles, What Kinds of Science Activities Are Best for Reaching All Students?" For a more well-rounded educational experience, teachers can use "multimodal" teaching. Examples include visual, kinesthetic, and auditory. But that does not mean that students have specific "learning styles." If students believe they have a particular "learning style" it can lead to a self-limiting mindset.

I was recently reading the July-August 2024 issue of Science Scope, a journal published by the National Science Teaching Association, for middle school teachers. In this issue, I read the "Scope on the Skies" section. In the section was an article entitled, "Capturing Photons," written by Bob Riddle. One way to make astronomy more accessible and engaging to students is to introduce them to astrophotography. The most direct way is probably with the student's own smartphone.

I was recently reading the July-August 2024 issue of Science Scope, a journal published by the National Science Teaching Association, for middle school teachers. In this issue, I read the "Commentary" section. In the section was an article entitled, "Finding Instructional Resources for Teaching About Scientific Misinformation," written by Andy Zucker. The nonprofit Media Literacy Now has developed a first-of-its-kind online database where teachers can find and access instructional materials to help student resists false and misleading information. To access the database, please visit: https://medialiteracynow.org/science-resources

I was recently reading the July-August 2024 issue of Science Scope, a journal published by the National Science Teaching Association, for middle school teachers. In this issue, I read the "Citizen Science" section, written by Jill Nugent. She wrote an article entitled "Summer Science With the Secchi Dip-In Project." The Robert Carlson Secchi Dip-In Project is a demonstration of the potential of volunteer monitors to gather environmentally important information on our lakes, rivers, and estuaries. For more information, visit: https://www.nalms.org/secchidipin

I was recently reading the July-August 2024 issue of Science Scope, a journal published by the National Science Teaching Association. In this issue, I read an article entitled "Phenomena in the Classroom," written by Patty McGinnis. An engaging phenomena is determined more by how the students generate compelling lines of inquiry that create real opportunities for learning. Paul Anderson's "Wonder of Science" website has an extensive list of phenomena organized by grade level and standard. It is available at: https://thewonderofscience.com/phenomenal

I was recently reading the book, "Transformative Science Teaching: A Catalyst for Justice and Sustainability," written by Daniel Morales-Doyle. In this book, Daniel looks at two questions: "Why teach science?" "How does my teaching reflect the world in which my students live and project the world they would like to see?"

I was recently reading the book, "Transformative Science Teaching: A Catalyst for Justice and Sustainability," written by Daniel Morales-Doyle. In this book, Daniel challenges the goal of science education.

I was recently reading the March/April 2024 issue of "The Science Teacher," a publication of the National Science Teaching Association. In this issue, I read "Editor's Corner" written by Ann Haley Mackenzie. She wrote an article entitled, "Artificial Intelligence: Friend or Foe?" Artificial Intelligence (AI) is here, in a big way. Do you see it as a friend or foe in your science classroom? The possibilities for AI are endless. Do you feel comfortable with AI developing further? Are you skeptical of AI? Do you see the many possibilities of AI for your science teaching? Should we fear AI? These are all questions being considered by users and developers.

I was recently reading the January/February 2024 issue of "Connected Science Learning" a publication of the National Science Teaching Association. In this issue, I read an article written by Benjamin Krause Recchia and T.J. McKenna. The article was entitled, "Field Trips to Zoos and Aquariums: Solving Pedagogical Challenges Using the Next Generation Science Standards." Though zoos and aquariums have become increasingly focused on conservation education, their unique and diverse learning opportunities have been underused. Active learning pedagogy aligned with the Next Generation Science Standards can facilitate expansion of education at zoos and aquariums beyond their conservation education niche.

I was recently reading the May/June 2024 issue of "The Science Teacher" a publication of the National Science Teaching Association. In this issue, I read the "Right to the Source" section written by Danna Bell. This section included an article entitled, "See America and Its National Parks." Today over 300 million people annually visit the 429 individual designated properties that are managed by the National Park Service, covering 85 million acres in all 50 states, the District of Columbia, and the territories.

I was recently reading the May/June 2024 issue of "Science & Children" a publication of the National Science Teaching Association. In this issue, I read the "Science 101" section written by Matt Bobrowsky. He wrote an article entitled, "What Activity Can I Use to Illustrate the Importance of Math in Science?" Matt summarized 7 ways in which math is not only useful but essential in science: 1. Being Clear and Precise 2. Measuring 3. Modeling and Simulation 4. Problem-Solving 5. Discovery of Patterns and Relationships 6. Verification of Results 7. Predictive Power

I was recently reading the May/June 2024 issue of "Science Scope," a publication of the National Science Teaching Association. In this issue, I read the "Citizen Science" section written by Jill Nugent. She wrote an article entitled, "Caterpillars Count." Caterpillars Count is a citizen science project to monitor the seasonality and abundance of arthropods (including caterpillars) on foliage. To learn more about this citizen science project visit their website at: https://caterpillarscount.unc.edu

I was recently reading the May/June 2024 issue of "Science Scope," a publication of the National Science Teaching Association. In this issue, I read the "Editorial" section written by Patty McGinnis. She wrote an article entitled, "Raising a Voice for Change." Our students can act as change agents. Involving students in community outreach in which they educate, encourage, and assist families in organizing carpools, planning for weekly meatless meals, and limiting food waste are all actionable things that help the planet.

I was recently reading the March/April 2024 issue of "Science and Children," a publication of the National Science Teaching Association. In this issue, I read the "Editor's Note" section written by Elizabeth Barrett-Zahn. She wrote an article entitled, "Climate Justice." Education is a critical agent in addressing the issue of climate change. The UN Framework Convention on Climate Change assigns responsibility to Parties of the Convention to undertake educational and public awareness campaigns on climate-change, and to ensure public participation in programs and information access on the issue.

I was recently reading the March/April 2024 issue of "Science Scope," a publication of the National Science Teaching Association. In this issue, I read the "Interdisciplinary Ideas" section written by Katie Coppens. She wrote an article entitled, "Designing Performance-Based Assessments That Engage!" Rather than stressful, an assessment should feel like a celebration of learning for students. Performance-based assessments allow students to demonstrate their understanding of one or more standards by accomplishing tasks that are engaging and flexible in how students approach them. In addition to seeing students' scientific knowledge, teachers get a better sense of their students' interests and strengths that they bring to each open-ended assignment. The author then shared an example of a performance-based assignment based on the Flint Water Crisis.

I was recently reading the March/April 2024 issue of "Science Scope," a publication of the National Science Teaching Association. In this issue, I read the "From the Editor's Desk" column written by Patty McGinnis. She wrote an article entitled, "3D Assessment." In the article she shared ideas about writing assessments aligned to the Next Generation Science Standards. The National Research Council recommends that teachers utilize a combination of constructed response, selected response, and projects to assess three-dimensional learning. She recommended two resources that provide tips for writing assessments. They are: "STEM Teaching Tool #30: Integrating Science Practices in Assessment Tasks" and "The NGSS Evidence Statements"

I was recently reading the January/February 2024 issue of "The Science Teacher," a publication of the National Science Teaching Association. In this issue, I read the "Editor's Corner" written by Ann Haley MacKenzie. She wrote an article entitled, "How Can We Make Our Students' Thinking Visible?" In the article she shared three strategies for making thinking visible. The strategies were taken from the books, "Making Thinking Visible" and "The Power of Making Thinking Visible." The strategies are: "See-Think-Wonder" "Connect-Extend-Challenge" "CSI: Color, Symbol, Image"

I was recently reading the January/February 2024 issue of "Science and Children," a publication of the National Science Teaching Association, for elementary school science teachers. In this issue, I read the section on the "Outstanding Science Trade Books for Students." The selections are a collaboration of the National Science Teaching Association and the Children's Book Council. In part 2 of this two-part podcast series, I share eight books that were selected for early elementary students. The books are: "Whale Fall" by Melissa Stewart "Find Out About Animal Camouflage" by Martin Jenkins "The Bone Wars: The True Story of an Epic Battle to Find Dinosaur Fossils" by Jane Kurtz "The Clues are in the Poo: The Story of Dinosaur Scientist Karen Chin" by Jane Kurtz and Karen Chin "Masked Hero: Who Wu Lien-teh Invented the Mask that Ended an Epidemic" by Dr. Shan Woo Liu "Tell Me About Space" by Lisa Varchol Perron "If the Rivers Run Free" by Andrea Debink "Zero Waste: How One Community is Leading a World Recycling Revolution" by Allan Drummond

I was recently reading the January/February 2024 issue of "Science and Children," a publication of the National Science Teaching Association, for elementary school science teachers. In this issue, I read the section on the "Outstanding Science Trade Books for Students." The selections are a collaboration of the National Science Teaching Association and the Children's Book Council. In part 1 of this two-part podcast series, I share nine books that were selected for early elementary students. The books are: "We are Branches" by Joyce Sidman "How Birds Sleep" by David Obuchowski "Jumper: A Day in the Life of a Backyard Jumping Spider" by Jessica Lanan "The Pie That Molly Grew" by Sue Heavenrich "Santiago Saw Things Differently: Santiago Ramon y Cajal, Artist, Doctor, Father of Neuroscience" by Christine Iverson "We are Starlings" by Robert Furrow and Donna Jo Napoli "At Home with the Prairie Dog: The Story of a Keystone Specie" bu Dorothy Hinshaw Patent "Creep, Leap, Crunch: A Food Chain Story" by Jody Jensen Shaffer "Queen of Leaves: The Story of Botanist Ynes Mexia" by Stephen Briseno

I was recently reading the January/February 2024 issue of "Science Scope," a publication of the National Science Teaching Association, for middle school science teachers. In this issue, I read the section on the "Outstanding Science Trade Books for Students." The selections are a collaboration of the National Science Teaching Association and the Children's Book Council. In part 2 of this podcast series, I share seven more books that were selected for middle-school students. The books are: "A Star Explodes: The Story of Supernova 1054" by James Gladstone "Old Enough to Make a Difference: Be Inspired by Real-Life Children Building a More Sustainable Future" by Rebecca Hul "Becoming Bionic" by Heather Camlot "Extra Life (Young Readers Adaptation) by Steven Johnson "Hidden Systems" by Dan Nott "Sisters in Science" by Linda Elovitz Marshall "The Woman in the Moon" by Richard Maurer

I was recently reading the January/February 2024 issue of "The Science Teacher," a publication of the National Science Teaching Association, for high school science teachers. In this issue, I read the section on the "Outstanding Science Trade Books for Students." The selections are a collaboration of the National Science Teaching Association and the Children's Book Council. In this podcast, I share the two books that were selected for high school students. The books are: "Hidden Systems" by Dan Nott "The Woman in the Moon" by Richard Maurer

I was recently reading the January/February 2024 issue of "Science Scope," a publication of the National Science Teaching Association, for middle school science teachers. In this issue, I read the section on the "Outstanding Science Trade Books for Students. The selections are a collaboration of the National Science Teaching Association and the Children's Book Council. In this first of two podcasts, I share six of the twelve books that were selected for middle school students. The books are: "My Indigo World" by Rosa Chang "Before Colors: Where Do Pigments and Dyes Come From" by Annette Bay Pimental "Grizzly Bears: Guardians of the Wilderness" by Frances Backhouse "Mission Arctic: A Scientific Adventure to a Changing North Pole" by Katharina Weiss-Tuider "We Need to Talk About Vaginas" by Dr. Allison K. Rodgers "Evolution" by Sarah Darwin and Eva-Maria Sadowski

I was recently reading the January/February 2024 issue of "Science Scope," a publication of the National Science Teaching Association for middle school science teachers. In this issue, I read the "Citizen Science" section written by Jill Nugent. She wrote an article entitled, "Growing Beyond Earth: Cultivating 21st-Century Science Exploration." The Growing Beyond Earth citizen science project, in partnership with NASA and the Fairchild Tropical Botanical Garden, partners with classrooms and identifies edible plant varieties that are well suited for beyond Earth growing conditions. For more information, visit: https://fairchildgarden.org/gbe

I was recently reading the January/February 2024 issue of "Science Scope," a publication of the National Science Teaching Association, for middle school science teachers. In this issue, I read the "Editorial" section written by Patty McGinnis. She wrote an article entitled, "Eliciting Student Thinking." Eliciting student thinking is a high-leverage practice in which the teacher utilizes questions and tasks that encourage and promote student thinking and sharing of ideas.

I was recently reading a WestEd blog post on the Next Gen Science website, dated January 10, 2024. In this blog, I read the post "Seeing is Believing: Building a Shared Vision of Quality Science Instruction." It was written by Vanessa Wolbrink. In the years following the adoption of new science standards, states and districts must begin to navigate the complexities of transitioning to new learning goals — including updating instructional materials, professional learning, course descriptions and requirements, and assessments. In order to determine what changes are needed and how to enact them effectively, we need to ask the question, "What does it really take to build a shared understanding of the shift in teaching and learning expected in today's science classrooms?"

I was recently visiting the Cornell Labs website. While visiting the site I was reminded of the upcoming Great Backyard Bird Count. The Great Backyard Bird Count takes place February 16-19, 2024. During this time you are encouraged to observe birds for at least 15 minutes and then report the data. You can observe for longer than 15 minutes and for more than one day. To learn about how to identify birds and how to submit data, please visit: https://www.birds.cornell.edu/k12/gbbc/

I was recently reading a community blog post on the GLOBE website, dated January 18, 2024. In this blog, I read the post "GLOBE Clouds and NGSS (Elementary and Middle School." It was posted by Marile Colon Robles. A new resource is now available created by GLOBE educator Mr. Roger Rose as part of his NASA internship in 2023 titled, GLOBE Atmosphere Clouds and NGSS. This document compares portions of the clouds protocol to Next Generation Science Standards (NGSS) for elementary and middle school with tips and resources to use in the classroom. To view this blog post, please visit: https://www.globe.gov/globe-community/blogs/community-blogs/-/blogs/120484191/maximized

I was recently reading the December 11, 2023 issue of "Forbes" magazine. In this issue, I read the article "Bright Minds, Big Innovations: Exploring 'Science Fair: The Series'." It was written by Tony Bradley. "Science Fair: The Series," National Geographic's latest documentary series, is a deep dive into the world of young scientific minds, capturing their journey through the highly competitive International Science and Engineering Fair (ISEF). It is available to stream on Hulu and Disney+. This documentary series is a must-watch for anyone interested in the power of education, the resilience of youth, and the hopeful future shaped by bright, young minds.

I was recently reading the September-October, 2023 issue of "Connected Science Learning," a publication of the National Science Teaching Association. In this issue, I read the article "40 Years of Inspiring Students to Explore STEM: What has Science Olympiad Learned?" It was written by John F. Loehr and Jenny Kopach. In May 2024, Science Olympiad will celebrate the 40th Annual Science Olympiad National Tournament at Michigan State University. The Olympiad has been successful over these 40 years because it has demonstrated the following four factors: Recognition - Students' work and efforts are displayed and recognized in a very public fashion. Personal Choice - Students have the autonomy to decide how they want to be involved in the program. Peer and Professional Networks - Students' passion and interest in topics is recognized and celebrated by both their peers and STEM professionals. Responsiveness - The 23-event structure gives Science Olympiad the flexibility to adapt to changing interests, circumstances, and needs.

K12Science Podcast: International Space Station I was recently reading the October, 2023 special issue of USA Today, entitled, "NASA at 65." In this issue, I read the article "25 Years Up There: International Space Station Operators are Preparing for the Outpost's Demise." 25 years ago, the first two elements of the International Space Station were connected by shuttle astronauts. After 2030, NASA will need to bring the space station out of orbit.

I was recently reading the December 7, 2023 issue of "Smithsonian" magazine. In this issue, I read the article "The Ten Best Science Books of 2023" written by Bridget Alex, Riley Black, Dan Falk, Shi En Kim, Carlyn Kranking, and Joe Spring. In the article they shared their top nonfiction science titles from the past year, selected by "Smithsonian" magazine's editors and frequent contributors. In our last podcast, I shared the reviews of two of the top ten books. In today's podcast, we will look at the reviews of two more books from the list: Crossings: How Road Ecology is Shaping the Future of Our Planet by Ben Goldfarb Starborn: How the Stars Made Us (and Who We Would Be Without Them) by Roberto Trotta