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Grumbach, Elizabeth – Science and Children, 2019
This article describes an 8-10 week problem-based learning unit for fifth graders that introduced them to the facts underlying global climate change. This unit was inspired by the lack of awareness in our national population around this clear threat to our global ecosystem and takes on this goal: to provide students (our future advocates and…
Descriptors: Problem Based Learning, Grade 5, Elementary School Students, Climate
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Farrand, Kathleen M.; Oakes, Wendy Peia; Deeg, Megan T. – Science and Children, 2019
Dramatic inquiry is a teaching approach where students explore science through differentiated learning experiences, so that students can engage in learning in multiple ways (e.g., through gesture, song, written and spoken language). It positions students as competent problem solvers and draws upon students' strengths through collaborative learning…
Descriptors: Entomology, Cooperative Learning, Learning Activities, Drama
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Gumpert, Mindy; McConell, William – Science and Children, 2019
Students with disabilities spend the majority of their day in the general education classroom (U.S. Department of Education 2017). However, these students consistently underperform in science. This highlights the importance of using effective differentiated instruction. According to Mastropieri and colleagues (2006), differentiated instruction…
Descriptors: Students with Disabilities, Science Instruction, Individualized Instruction, Grade 3
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Rodriguez, Shelly; Morrison, Alex; Benfield, Patrick – Science and Children, 2019
This article describes a lesson rooted in "tinkering," an approach to learning that encourages the use of authentic, hands-on experience to develop an understanding of content and physical materials. There were several desired outcomes for this lesson. First, the authors felt that tinkering was an appropriate approach to investigating…
Descriptors: Grade 3, Elementary School Science, Science Instruction, Physics
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Clough, Kaitlin; Kruse, Jerrid; Wilcox, Jesse – Science and Children, 2019
As part of the "Next Generation Science Standards" (K-LS1-1), students are expected to develop an understanding of what living things need in order to live and grow. The lessons provided in this article help students understand the difference between living and nonliving things, and help them acquire important background knowledge to…
Descriptors: Science Instruction, Science Activities, Scientific Concepts, Concept Formation
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Presser, Ashley Lewis; Dominguez, Ximena; Goldstein, Marion; Vidiksis, Regan; Kamdar, Danae – Science and Children, 2019
Investigating real-world phenomena in a playful, exploratory setting is a natural process for young children. Teachers can capitalize on children's curiosity to foster their understanding of science ideas and their engagement in science practices, such as predicting, experimenting, observing, comparing, and contrasting. Force and motion…
Descriptors: Preschool Children, Preschool Education, Motion, Scientific Concepts
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Lemaster, Jodi; Willett, Vicki – Science and Children, 2019
Observing children tossing a ball in a game of catch or pumping their legs to move a swing, it is obvious that they have already experienced and learned to control the basics of pushes and pulls. Through everyday experiences as simple as rolling a ball across the floor, to more complex activities like team sports, children are building a…
Descriptors: Playgrounds, Science Instruction, Physics, Motion
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Mendez, James; Baird, Kate; Patino, Greicy – Science and Children, 2019
Picture this: a PhD chemist, PhD science educator, and a preservice Latina elementary educator walk into an aftercare program for primary and intermediate students from a rural school. These students are identified as low income and at risk and therefore eligible to participate in this school-provided aftercare. While across the state, these same…
Descriptors: Science Instruction, After School Programs, Low Income Students, At Risk Students
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Edelen, Daniel; Bush, Sarah B.; Nickels, Megan – Science and Children, 2019
Teachers have the daunting task of preparing students for a future that they cannot predict. In an age of information where students have the world quite literally at their fingertips, and with the ever-growing momentum of integrated science, technology, engineering, and mathematics (STEM), it is not enough that students experience STEM subjects…
Descriptors: Teaching Methods, STEM Education, Academic Achievement, Interdisciplinary Approach
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Lott, Kimberly; Lott, Alan; Ence, Hannah – Science and Children, 2018
Inquiry-based active learning in science is helpful to all students but especially to those who have a hearing loss. For many deaf or hard of hearing students, the English language may be their second language, with American Sign Language (ASL) being their primary language. Therefore, many of the accommodations for the deaf are similar to those…
Descriptors: Deafness, Hearing Impairments, Units of Study, Acoustics
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Mesa, Jennifer – Science and Children, 2018
As an instructional framework, Universal Design for Learning (UDL) can guide science teachers to purposefully apply evidence-based instructional practices to increase engagement and learning of students with disabilities (Israel, Ribuffo, and Smith 2014; Marino et al. 2014; Ok et al. 2016). This article describes how to use the Universal Design…
Descriptors: Science Instruction, Access to Education, Barriers, Student Needs
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Lowry, Anne – Science and Children, 2018
The Reggio-inspired approach often leads a teacher down unexpected paths, as many class explorations originate from students' observations of problems or phenomena. Students then work collaboratively with the teacher; the teacher consistently observes and questions the students to discover what the students are thinking and why. The teacher…
Descriptors: Reggio Emilia Approach, Teaching Methods, Teacher Student Relationship, Questioning Techniques
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Broderick, Jane; Aslinger, Rebecca; Hong, Seong Bock – Science and Children, 2018
Cooking is a common experience in preschool classrooms, where teachers provide hands-on opportunities with ingredients in the process of following standard recipes. What sets this story apart is the way that the teacher supports the children in designing their own cookie recipe in an authentic way, using experimentation and manipulation of cookies…
Descriptors: Preschool Education, Science Instruction, Hands on Science, Cooking Instruction
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Ogu, Uchenna; Malone, Katie; Hassing, Sarah – Science and Children, 2018
A Reggio-Emilia inspired approach to learning allows for integration of core disciplines, innovation, and creativity, while supporting current science pedagogy. Reggio-inspired projects are a part of an "emergent" curriculum, one where both teachers and children have the ability to make decisions that inform learning. The authors'…
Descriptors: Reggio Emilia Approach, Science Instruction, Plants (Botany), Creativity
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Paul, Cheryl – Science and Children, 2018
When the idea of having a Kids' Inquiry Conference (KIC) in the author's school was discussed, she was motivated to participate because of her belief in children as capable protagonists of their learning. These Reggio-inspired beliefs made her confident that her preschool class would be successful participants in this challenging scientific…
Descriptors: Science Instruction, Reggio Emilia Approach, Magnets, Toys
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