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Animals in the classroom? | Posted in Life Science

In preparation to have my own classroom, considering the pros and cons of having a class pet is important. While I agree with past posts that having a pet is a great way to help students take ownership of their classroom, practice responsibility by caring for the animal, and inspire curiosity and research, I also appreciate everyone's advice on precautions and even possible downfalls of taking animals out of their natural environment. Ideally, it would be fantastic for kids to take lots of field trips to partake in learning experiences in the 'real world'. Logistically and financially this is not an efficient option most of the time. So its important to bring a variety of real artifacts and specimen into the classroom to enrich learning experiences. The ethics concern in respect to having animals caged in your class is something important to consider. I think should be a topic of discussion among students before getting a class pet. If students decide having a pet is unethical, I really like the bird feeder option. Bird watching can be done almost anywhere. Catching bugs and then returning them to their natural habitat may also be a good compromise to having a pet. I think its important to demonstrate critical thinking for students and will continue weighing the pros and cons of having animals in the classroom.


Jordan Hammerand

EMTA Monthly Community Updates | Posted in EMTAHOU17

Hello all,  Great news! The monthly Community Update emails can now be found within the Learning Center! To access the collection and the first update, please visit the attachment to this post. Happy teaching! Megan


Megan Doty

Interaction with Force, Mass, and Motion | Posted in Physical Science

In my physics classroom, we use both hands-on activities and pHet simulations.  The hands-on activities provide concrete experience with the phenomena that my students are studying.  The computer simulations help them further explore those concrete experience by looking at the phenomena a different way.  For example, when study projectiles, I have students build mini-catapults and test how they work.  They observe and describe how motion projectile motion looks. Then they follow up that activity with the pHet simulation in which they can more easily control variables so they can test the different factors that contribute to projectile motion. 


Ruth Hutson

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