K12Science

I was recently reading the September/October 2022 issue of "Science & Children" a publication of the National Science Teaching Association. In this issue, I read the Methods and Strategies column, written by Kathleen Easley and Jamie Lehto. They wrote a column entitled, "Let's Work Together." In this column, they addressed five research-based strategies that support successful collaboration: 1. Establishing a culture of collaboration 2. Setting clear expectations 3. "Making the rounds" 4. Class conversations 5. Mediating conflict

I was recently reading the September/October 2022 issue of "Science & Children" a publication of the National Science Teaching Association. In this issue, I read the Science 101 column, written by Matt Bobrowsky. He wrote a column entitled, "Do You Have a Weather-Related Activity That My Students Would Enjoy?" In this column, Matt addressed two topics: Air Pressure and Barometers. This lead me to do a two-part podcast series. The previous podcast looked at the topic of air pressure and how it can be explained to students and this podcast will deal with the tool that measures air pressure - barometers. The air that surrounds us and surrounds the Earth is called air pressure. So, the pressure in the air surrounding us is called atmospheric pressure. An instrument for measuring atmospheric pressure is called a barometer.

I was recently reading the September/October 2022 issue of "Science & Children" a publication of the National Science Teaching Association. In this issue, I read the Science 101 column, written by Matt Bobrowsky. He wrote a column entitled, "Do You Have a Weather-Related Activity That My Students Would Enjoy?" In this column, Matt addressed two topics: Air Pressure and Barometers. This leads me to do a two-part podcast series. This podcast will look at the topic of air pressure and how it can be explained to students and the next podcast will deal with tool that measures air pressure - barometers. Air pressure is the force exerted by air on any surface in contact with it.

I was recently reading the September/October 2022 issue of "Science & 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 a column entitled, "Joyful Science." Remember to plan lessons, follow the curriculum, and cover the content, but don't forget that essential element in the planning — the students. Create space and time for them to find the joys in learning by figuring things out, debating, assessing data, developing arguments, and solving problems. Let's find ways to make learning joyful.

I was recently reading the September/October 2022 issue of "Science & 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 a column entitled, "Joyful Science." Remember to plan lessons, follow the curriculum, and cover the content, but don't forget that essential element in the planning — the students. Create space and time for them to find the joys in learning by figuring things out, debating, assessing data, developing arguments, and solving problems. Let's find ways to make learning joyful.

I was recently reading the September/October 2022 issue of "Science Scope" a publication of the National Science Teaching Association. In this issue, I read the Citizen Science column, written by Jill Nugent. She wrote a column entitled, "Getting a Sense of Local Air Quality." CanAirIO is a citizen science project using mobile and static sensors to measure air quality with cell phones and low-cost technology. They are looking to build a citizen network, an air quality map that will allow them to know what we are breathing and how we can improve life quality. With the data collected, official air quality numbers can be validated because what can be measured can be improved. For more information, please visit: https://canair.io

I was recently reading the September/October 2022 issue of "Science Scope" a publication of the National Science Teaching Association. In this issue, I read the Editor's Corner, written by Patty McGinnis. She wrote a column entitled, "The Human Side of Our Dynamic Earth." Unfortunately, an increasing number and severity of natural disasters has been tied to climate change. While we may not be able to stop natural disasters from occurring, we can educate students about the link between climate change and natural disasters and the necessity of mitigating and adapting to climate change.

I was recently reading the September/October 2022 issue of "Science Scope" a publication of the National Science Teaching Association. In this issue, I read the Editor's Corner, written by Patty McGinnis. She wrote a column entitled, "The Human Side of Our Dynamic Earth." Unfortunately, an increasing number and severity of natural disasters has been tied to climate change. While we may not be able to stop natural disasters from occurring, we can educate students about the link between climate change and natural disasters and the necessity of mitigating and adapting to climate change.

I was recently reading the July/August 2022 issue of "Science Scope" a publication of the National Science Teaching Association. In this issue, I read the Editor's Corner, written by Patty McGinnis. She wrote a column entitled, "Energy Literacy." The Office of Energy Efficiency and Renewable Energy (EERE) defines energy literacy as "an understanding of the nature and role of energy in the world and daily lives accompanied by the ability to apply this understanding to answer questions and solve problems."

I was recently reading the July/August 2022 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 a column entitles, "Teaching Societal Issues in the Science Classroom." By incorporating societal issues into our classrooms, we provide students a chance to explore topics in depth, instead of simply glossing over the content. Here are some reasons to include societal issues in science courses: --These issues justify information included in science courses. --Societal issues allow students to find science classes relevant to their daily lives. --These societal issues enable teachers to evaluate student success at application and synthesis of ideas. --Infusing societal issues defines the teacher's role to be "facilitator" and relegates the textbook's / digital learning platform status to "information sources." --These issues may allow for increased scientific understanding of concepts, ased on cognitive theories of learning.

I was recently reading the June 23, 2022 issue of "NSTA Weekly" a publication of the National Science Teaching Association. In this issue, I read the NSTA Blog feature "With, Not For: Why the Distinction Matters" written by Beth Murphy. It is important to foster collaboration between organizations and schools, providing professional learning experiences for educators, and implementing program evaluation that supports practitioners to do their best work. Collaboration provides the opportunity to bridge the informal-formal science education divide.

I was recently reading the May/June 2022 issue of "The Science Teacher" a publication of the National Science Teaching Association. In this issue, I read the "Career of the Month" column, written by Luba Vangelova. She wrote an article entitled, "Railway Engineer." Railway engineers design and maintain rail systems used by trains of various types, ranging from long-distance cargo trains to metropolitan light-rail and subway trains. Cassie Gouger is senior director of design within Union Pacific Railroad's engineering department, in Omaha, Nebraska. She shares her career highlights, career path, and her advice for students.

I was recently reading the May/June 2022 issue of "The Science Teacher" a publication of the National Science Teaching Association. In this issue, I read the "Idea Bank" column, written by Nick Thomas. He wrote an article entitled, "Chemicals Gone Funny." Using humor in the classroom at any level can be a gamble for teachers and most have probably experienced students collectively rolling their eyes at a corny joke. Puns, of course, frequently elicit that response along with the almost requisite group groan. Yet this ancient and simple form of humor can effectively impart a message if carefully worded, although any attempt at a science pun relies on the teacher first ensuring students understand the scientific principles tied to the humor.

I was recently reading the May/June 2022 issue of "The Science Teacher" a publication of the National Science Teaching Association. In this issue, I read the "Editor's Corner" column, written by Ann Haley MacKenzie. She wrote an article entitled, "Inclusive Strategies for the Science Classroom." The time is now for more attention to be paid to providing an inclusive environment for all learners. Our STEM pipeline depends on it. Our future as a progressive scientific country depends on it. Our scientific literacy depends on it. Our goal for an inclusive science classroom is to make sure all of our students can bring their authentic selves to school and feel that they belong, while providing engaging, responsive, and stimulating learning environments.

I was recently reading the May/June 2022 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, "What Makes a Great Science Investigation?" Real-world science doesn't involve a series of steps, and there's not always a single correct answer. Real science is exploration and discovery and lots of fun! Scientific investigations are open-ended and can keep being extended or expanded, so too is learning an ongoing endeavor. Isaac Asimov said, "Education isn't something you can finish."

I was recently reading the May/June 2022 issue of "Science and Children" a publication of the National Science Teaching Association. In this issue, I read the "Tech Talk" column, written by Heather Pacheco-Guffrey. She wrote an article entitled, "Using Augmented Reality to Augment Inquiry (and Fun!) in Your Lessons." Technology has the potential to extend students' reach into the world around them, increase their access to concepts and resources, and help to make learning fun and memorable. Augmented reality (AR) is just such a technology. AR works by overlaying 3D digital image files onto the real-world background visible through your mobile device's camera app. Once the AR image has been "placed" in your space, use the device to view the digital image at all angles. The WWF Free Rivers app uses AR technology to turn your classroom into an interactive virtual river valley. The dynamic nature of the AR river valley makes it an exciting choice for inquiry learning.

I was recently reading the May/June 2022 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, "Finding Inspiration as the Year Winds Down." This is the time of the year when teachers need a boost of energy or inspiration to help finish the school year. One way of finding that boost of energy is to create space for large-scale investigations and in-depth activities where the students are in the driver's seat.

I was recently reading the May/June 2022 issue of "Science Scope" a publication of the National Science Teaching Association. In this issue, I read the "Citizen Science" column, written by Jill Nugent. She wrote an article entitled, "Mark My Bird!" Mark My Bird is a global online citizen science project associated with the University of Sheffield that invites participants to study the how and why of bird biodiversity and change over time by studying bird bills. For more information, please visit: https://www.markmybird.org

I was recently reading the May/June 2022 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, "Equity in the Science Classroom." Despite advances in science education, there remains an opportunity gap; historically underperforming populations often opt out of advanced courses and are not equitably represented in the STEM fields. As teachers, we are tasked with closing this gap through practices that allow all students to succeed and thrive.

I was recently reading the March/April 2022 issue of "Science & 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, "What's Cool About Water?" Water is a good example to use when discussing how matter can be in different states — solid, liquid, or gas. Students are quite familiar with solid water and liquid water but gaseous water is a bit more abstract. Bubbles in boiling water are made of water vapor (gaseous water). They are not empty, they are not air bubbles, and they are not made of separate hydrogen and oxygen gases.

I was recently reading the March/April 2022 issue of "Science & Children" a publication of the National Science Teaching Association. In this issue, I read the Formative Assessment column, written by Page Keeley. She wrote an article entitled, "Uncovering Student Ideas About Earth's Defining Feature: The Ocean." Earth's ocean is the defining feature of our planet. Principle #1 of the "Ocean Literacy Framework" states the Earth has one big ocean with many features. But research shows that both children and adults believe a common misconception that the oceans are not connected and act alone.

I was recently reading the March/April 2022 issue of "Science & 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, "Water In Our World." Water is critical whether we are floating in canoes, learning about waterfowl habitats, saving a local swamp, or building weather models. With over 2 billion people struggling to find safe drinking water access, the topic remains one of the most critical issues of this century.

I was recently reading the March/April 2022 issue of "Science Scope" a publication of the National Science Teaching Association. In this issue, the National Science Teaching Association in collaboration with the Children's Book Council, selected the best STEM books for 2022. In this podcast, we look at the nine middle school STEM books that were featured: A Shot in the Arm: Big Ideas that Changed the World #3 — by Don Brown Bones Unearthed (Creepy and True #3) — by Kerrie Logan Hollihan Eat Bugs! #1: Project Startup — by Laura D'Asaro, Rose Wang, and Heather Alexander Molly the Mathematical Mysteries: Ten Interactive Adventures in Mathematical Wonderland — by Eugenia Cheng Race to the Bottom of the Earth: Surviving Antarctica — by Rebecca E. F. Barone Scene of the Crime: Tracking Down Criminals with Forensic Science — by Hp Newquist Upstream, Downstream: Exploring Watershed Connections — by Rowena Rae What is Nintendo? (What Was?) — by Gina Shaw Wonder Women of Science: Twelve Geniuses Who Are Currently Rocking Science, Technology, and the World — by Tiera Fletcher and Ginger Rue

I was recently reading the March/April 2022 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, "The Land Loss Lookout Project." Land Loss Lookout is a citizen science project from Healthy Gulf and Northeastern University designed to monitor land loss in the Mississippi River Delta region. Students can help categorize wetland impact patterns by looking at color infrared aerial images online. For more information, please visit the project's website at: https://healthygulf.org/get-involved/contact

I was recently reading the March/April 2022 issue of "Science Scope" a publication of the National Science Teaching Association. In this issue, I read the section, "Interdisciplinary Ideas," written by Katie Coppens. She wrote an article entitled, "Creating Confidence and Community Through Nature Journals." Nature journals are a great tool for teaching students how to think about and express science in a way that's individualized to their needs, while also connecting them to their classmates, teacher, and nature. Nature journaling also allows students to grow in their ability to observe, reflect, and document their own scientific understanding.

I was recently reading the March/April 2022 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, "Implicit Bias Has No Room in the Classroom." The tendency for stereotype-confirming thoughts to pass spontaneously through our minds is what psychologists call implicit bias. One way to cultivate an awareness of our own implicit biases is to participate in Harvard University's Project Implicit: https://bit.ly/3rpscjM The project website contains numerous tests designed for individuals to uncover their biases.

I was recently reading the January/February 2022 issue of "The Science Teacher" a publication of the National Science Teaching Association. In this issue, I read the section, "Focus on Physics," written by Paul G. Hewitt. He wrote an article entitled, "A Personal Journey to Classroom Success." There are some central rules to heed, in order to be, an appreciated and effective science teacher: 1. Attitude 2. Do Less professing and more questioning and listening 3. Not knowing everything is okay 4. Pace your class well 5. Exam coverage 6. Don't frown on the notion of "teaching to the test" 7. Exam fairness 8. Grade exams in a timely manner and post scores quickly 9. Respect is a two-way street

I was recently reading the January/February 2022 issue of "Science & Children" a publication of the National Science Teaching Association. In this issue, I read the section, "Formative Assessment Probes," written by Page Keeley. She wrote an article entitled, "Uncovering Students' Ideas About Using Designs From Nature." Scientists seek to understand the natural world, while engineers solve problems in a human-designed world. While there are similarities and differences between the work of scientists and engineers, some students may think the natural world applies only to science.

I was recently reading the January/February 2022 issue of "Science & Children" a publication of the National Science Teaching Association. In this issue, I read the section, "Editor's Note," written by Elizabeth Barrett-Zahn. She wrote an article entitled, "Design Thinking." Design Thinking is a solution-based technique used to solve problems. The basics of Design Thinking are: Empathize - consider others' needs, not just solve the problem Define - define the problem and create a meaningful and actionable problem statement Ideate - encourage innovation through brainstorming Prototype - identify and develop the best solution through multiple iterations Test - evaluate prototypes and consider improvements

I was recently reading the January/February 2022 issue of "Science Scope" a publication of the National Science Teaching Association. In this issue, I read the article listing the "2022 Outstanding Science Trade Books for Students." In this podcast, we look at eight "Outstanding Science Trade Books" recommended for middle school students in grades 6 - 8: "Beavers: Radical Rodents and Ecosystem Engineers" by Frances Backhouse "Inside In: X-Rays of Nature's Hidden World" by Jan Paul Schuttten "Tracking Tortoises: The Mission to Save a Galapagos Giant" by Kate Messner "Ocean Planet: Animals of the Sea and Shore" by Ben Rothery "Saving Sorya: Chang and the Sun Bear" by Trang Nguyen "Fungarium: Welcome to the Museum" by Gaya Ester "Fred and Marjorie: A Doctor, A Dog and the Discovery of Insulin" by Deborah Kerbel "Wonder Women of Science" by Tiera Fletcher and Ginger Rue

I was recently reading the January/February 2022 issue of "Science Scope" a publication of the National Science Teaching Association. In this issue, I read the article listing the "2022 Outstanding Science Trade Books for Students." In this podcast, we look at 13 "Outstanding Science Trade Books" recommended for students in grades 3-5: "The Body Book" Illustrated by Hannah Alice "Pooper Snooper" by Jennifer Keats Curtis "The Dirt Book" by David Harrison "Dr. Fauci: How a Boy from Brooklyn Became America's Doctor" by Kate Messner "History Smashers: Plagues and Pandemics" by Kate Messner "Fearless World Traveler: Adventures of Marianne North, Botanical Artist" by Laurie Lawlor "Fossils from Lost Worlds" by Helene Rajcak and Damien Laverdunt "Masters of Disguise: Camouflaging Creatures and Magnificent Mimics" by Marc Martin "Summertime Sleepers" by Melissa Stewart "Disasters by the Numbers" by Steve Jenkins "A Life Electric: The Story of Nikola Tesla" by Azadeh Westergaard "She Persisted: Virginia Apgar" by Dr. Sayantani DasGupta and Chelsea Clinton "Scientists: Inspiring Tales of the World's Brightest Scientific Minds" by Isabel Thomas

I was recently reading the January/February 2022 issue of "Science Scope" a publication of the National Science Teaching Association. In this issue, I read the article listing the "2022 Outstanding Science Trade Books for Students." In this podcast, we look at six "Outstanding Science Trade Books" recommended for K-2 students: "The Secret Life of the Sloth" by Laurence Pringle "If Bees Disappeared" by Lily Williams "Over and Under the Canyon" by Kate Messner "The Beak Book" by Robin Page "Curious About Fish" by Cathryn Sill "Hello Earth! Poems to Our Planet" by Joyce Sidman

I was recently reading the January/February 2022 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. Jill wrote an article entitled "The Woodpecker Cavity Cam Project." The Woodpecker Cavity Cam Project study site is based at the Cedar Creek Ecosystem Science Reserve in Eastern Minnesota. The research site features the oak savanna habitat and is home to over 100 breeding red-headed woodpecker adults each year. Researchers have deployed nest cavity cams at this location to study the woodpeckers and life at the cavity nest sites. For more information, visit: https://www.zooniverse.org/projects/elwest/woodpecker-cavity-cam

I was recently reading the January/February 2022 issue of "Science Scope" a publication of the National Science Teaching Association. In this issue, I read the "Editor's Desk" written by Patty McGinnis. She wrote an article entitled "Science Teaching Challenges." The pandemic has been extremely challenging in ways that could never have been anticipated. How do teachers keep emotionally healthy, given the tremendous stress that they are under?

I was recently reading the October 20, 2021 NSTA Blog, hosted by the National Science Teaching Association. This blog was entitled, "Creating a Culture of Science Safety: 7 Teacher Tips for This Fall (and Beyond)," written by Mike Marvel. The seven tips that follow will help ensure safe lab practices year-round while helping educators establish a science culture rooted in safety: 1. Discuss risks 2. Conduct research 3. Never add methanol to a burning flame 4. Inspect equipment 5. Use a safety contract 6. Provide frequent reminders 7. Build student confidence

I was recently reading the December 9, 2021 NSTA Blog, hosted by the National Science Teaching Association. This blog was entitled, "A Call to Action for Science Education," written by Dr. Heidi Schweingruber, Director for Board on Science Education at National Academies of Sciences, Engineering and Medicine. Recognizing the urgency of elevating the importance of science education, the Carnegie Corporation of New York commissioned the National Academies of Sciences, Engineering, and Medicine (NASEM) to develop a report, "A Call to Action for Science Education." NASEM convened a committee of 10 experts to develop the report and solicited input from hundreds of educators across the country. The committee's vision for K-16 science education, grounded in decades of research on effective teaching and learning, is that every student is able to experience the joy and wonder of science, learn how science can be used to solve local and global problems, see the pathways they can take into science-related careers, and feel welcomed and valued in science classrooms.

I was recently reading the November/December 2021 issue of "The Science Teacher" a publication of the National Science Teaching Association. In this issue, I read the section, "Career of the Month" which featured an article on Radiochemistry. It was written by Luba Vangelova. Radiochemists study radiation from an atomic and molecular perspective and find ways to harness the power of radioactive chemical reactions. The radiochemist featured is Catherine Riddle, senior research scientist, at the Idaho National Laboratory.

I was recently reading the November/December 2021 issue of "The Science Teacher" a publication of the National Science Teaching Association. In this issue, I read an article entitled "Picture This! The Versatility of Graphic Novels in Science Class" written by Rachelle Haroldson. The popularity of graphic novels in not surprising. They are colorful and engaging, marrying text to images, with diverse characters doing everything from strugling wi their tennis game to solving engineering problesm to battling villains from the Multiverse.

I was recently reading the November/December 2021 issue of "Science & Children" a publication of the National Science Teaching Association. In this issue, I read an article entitled "Why Do Certain Terms in the Language of Science Cause So Much Confusion?" written by Matt Bobrowski. Language in the science classroom includes both technical/scientific terms and non-scientific words. Some problematic words include theory, law, and hypothesis.

I was recently reading the November/December 2021 issue of "Science & Children" a publication of the National Science Teaching Association. In this issue, I read an article entitled "Touch, Talk, Text" written by Sarah J. Carrier, Jill F. Grifenhagen, and Danielle Scharen. They wrote an article entitled "Touch, Talk, Text." Traditional approaches to science instruction often include reading science text, some hands-on science experiences, and teaching science language in isolation. They propose instead that teachers integrate touch, talk, and text in their science instruction to support authentic scientific inquiry and disciplinary literacy for students.

I was recently reading the November/December 2021 issue of "Science & Children" a publication of the National Science Teaching Association. In this issue, I read the section "Editor's Note" written by Elizabeth Barrett-Zahn. Elizabeth wrote an article entitled "The Language of Science." The language of science is much more than just knowing technical or content-specific words or phrases. Understanding science requires the development of an academically social language. Students need opportunities to see how language can be used to describe, represent, question, refute, and reach a consensus when learning to make sense of the natural world.

I was recently reading the November/December 2021 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. Jill wrote an article entitled "Taking the Pulse of Our Planet with Nature's Notebook." Nature's Notebook, a project of the USA National Phenology Network, invites participants to help scientists "take the pulse of our planet." With Nature's Notebook, your students will have the opportunity to observe, document, and share seasonal changes in your geographic area. For more information, please visit: https://usanpn.org/natures_notebook

I was recently reading the November/December 2021 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 Patti McGinnis. Patti wrote an article entitled "The Importance of Professional Development." Professional Development is best conducted via opportunities to learn in the workplace through Professional Learning Communities, instructional coaching, or any vehicle that focuses on improving student achievement through teacher practices.

I was recently reading the September/October 2021 issue of "The Science Teacher" a publication of the National Science Teaching Association. In this issue, I read the section "Career of the Month" written by Luba Vangelova. Luba wrote an article entitled "Soil Scientist." Soil scientists study the soil, for the purpose of understanding it in its natural state, or in its capacity to serve human purposes. The podcast features Janes Hartsig, a soil scientist working in the role of vegetation manager, an Invenergy LLA in Denver, Colorado.

I was recently reading the September/October 2021 issue of "Science & Children" a publication of the National Science Teaching Association. In this issue, I read the section "Science 101" written by Matt Bobrowsky. Matt wrote an article entitled "What is Energy?" Energy is one of those scientific terms that is commonly used outside of science and outside of the classroom with a variety of colloquial meanings. This is another case where students don't enter the classroom as blank slates but come with preconceptions about what energy means. It's a good idea to first find out what your students already think energy is, and then later they can compare their original ideas with what we know about it from scientists.

I was recently reading the September/October 2021 issue of "Science & Children" a publication of the National Science Teaching Association. In this issue, I read the section "Editor's Note" written by Elizabeth Barrett-Zahn. Elizabeth wrote an article entitled "Three-Dimensional Teaching and Learning." One of the most important starting points when implementing three-dimensional teaching and learning is the placement of students within the learning environment. Are students the drivers of the learning, or are they passive recipients of a well-crafted lesson focusing on content and practice?

I was recently reading the September/October 2021 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. Jill wrote an article entitled "Stream Tracker Science." Stream Tracker is a citizen science project that is helping to fill gaps in our understanding of intermittent streams, or streams that do not have continuous water flow throughout the year. For more information on the project, visit: https://www.streamtracker.org

I was recently reading the September/October 2021 issue of "Science Scope" a publication of the National Science Teaching Association. In this issue, I read the section "Teacher's Toolkit" written by Daniel J. Bergman. Daniel wrote an article entitled "Spoiler Alert! Avoiding Hazards to Science Inquiry and Classroom Creativity." Spoilers can infiltrate our classrooms. Science education "spoilers" are elements or behaviors that sabotage, short-circuit, and short-change the learning process and student creativity. Here is a listing of several possible science education spoilers—hazards to authentic learning and creativity: 1. Objectives 2. Terminology 3. Cookbook Labs 4. Teachers 5. Students

I was recently reading the September/October 2021 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. Patty wrote an article entitled "Creativity in the Science Classroom." Students learn science—and use critical and creative thinking—by doing science. Rather than focusing on memorizing facts, they are engaged in application in which they apply content knowledge to real-world situations.

I was recently reading the July/August 2021 issue of "The Science Teacher" a publication of the National Science Teaching Association. In this issue, I read the section "Citizen Science" written by Jill Nugent. Jill wrote an article entitled "Learning on Location with NASA GLOBE Observer" GLOBE Observer, the app of the GLOBE Program, invites you to make environmental observations that complement NASA satellite observations to help scientists studying Earth and the global environment. The GLOBE Observer App has multiple data collection tools. In this podcast, the "GLOBE Mosquito Habitat Mapper," is featured. For more information, please visit: https://observer.globe.gov