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Cells can't be boring!! | Posted in Life Science

I was just thinking about having my students do this the other day, as I was driving, that is when I do my best thinking! I believe that having them look at their own cells would really be the hook for them! It was for me when we did it, when I was in 5th grade!!


Chelsea Hunt

STEM as a "special"?? | Posted in STEM

Beth and everyone,
You might also post this question on the STEM, earlychildhood and elementary email lists/listservs run by NSTA. You will add to the conversation and reach even more experienced NSTA members. The responses come to email instead of being archived on a platform but the conversations are just as helpful.

My experience is with children ages 2.5-5 years old--also a wide developmental range : ) I haven't taught in your situation but over the years I've heard from others who have.
They say that organizing the materials for 5 classes a day of children in grades K-8 will make your teaching time more productive.
Think about what materials can be left out for subsequent classes. For example, having high shelves where I can quickly move trays of materials used by the 4/5s when the Twos come into the room is essential.
Think about projects that can involve multiple ages at different levels, such as gardening. While middle school students are examining cell structure using microscopes, Kindergarten students can be planting seeds. The NGSS Appendix E-Progressions Within the Next Generation Science Standards can help us make decisions about what to teach when.
In keeping with research that shows children learn over time, plan to teach a concept over weeks and months, not just one week, especially the K-2 students.

I hope your colleagues in the grade level classrooms can meet with you to see how you all can collaborate so science-technology-engineering-math doesn't become isolated from the rest of the children's learning.
Best wishes for a successful program!
Peggy Ashbrook


Margaret Ashbrook

STEM as a "special"?? | Posted in STEM

Beth and everyone,
You might also post this question on the STEM, earlychildhood and elementary email lists/listservs run by NSTA. You will add to the conversation and reach even more experienced NSTA members. The responses come to email instead of being archived on a platform but the conversations are just as helpful.

My experience is with children ages 2.5-5 years old--also a wide developmental range : ) I haven't taught in your situation but over the years I've heard from others who have.
They say that organizing the materials for 5 classes a day of children in grades K-8 will make your teaching time more productive.
Think about what materials can be left out for subsequent classes. For example, having high shelves where I can quickly move trays of materials used by the 4/5s when the Twos come into the room is essential.
Think about projects that can involve multiple ages at different levels, such as gardening. While middle school students are examining cell structure using microscopes, Kindergarten students can be planting seeds. The NGSS Appendix E-Progressions Within the Next Generation Science Standards can help us make decisions about what to teach when.
In keeping with research that shows children learn over time, plan to teach a concept over weeks and months, not just one week, especially the K-2 students.

I hope your colleagues in the grade level classrooms can meet with you to see how you all can collaborate so science-technology-engineering-math doesn't become isolated from the rest of the children's learning.
Best wishes for a successful program!
Peggy Ashbrook


Margaret Ashbrook

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