Forums & User Community

Most Active Users This Week

National Leader Boards Online Now Online Advisors Community Update

Most Active Users Last Month
#Science60 Contributors

Recent Posts

STEM and Fairy Tales | Posted in STEM

Wendy, I absolutely loved the article. I think as educators, we often forget that kids can use their imagination in science as well! Imagination is not only for the art or music room. I think it is wonderful that there is a way to let their creativity shine through an amazing subject. As a student teacher, I do notice that sometimes we (educators) get so caught up in teaching them right from wrong that we forget that they have an imagination and creative juices that need to flow every once in a while! A question I am pondering is; how often would you recommend using this in the classroom? Would this count as a warm-up or hook activity before the lesson? Or a fun Friday type play? I would love to incorporate this into my future classroom as a STEM activity. Best, Megan Bradburn


Megan Bradburn

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

[size=3][font=Trebuchet MS]Beth and everyone,[/font][/size] [size=3][font=Trebuchet MS]You might also post this question on the STEM, earlychildhood and elementary [url=http://www.nsta.org/membership/listserver.aspx]email lists/listservs run by NSTA[/url]. 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.[/font][/size] [size=3][font=Trebuchet MS]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.[/font][/size] [size=3][font=Trebuchet MS]They say that organizing the materials for 5 classes a day of children in grades K-8 will make your teaching time more productive. [/font][/size] [size=3][font=Trebuchet MS]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. [/font][/size] [size=3][font=Trebuchet MS]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 [url=Progressions Within the Next Generation Science Standards]NGSS Appendix E[/url]-Progressions Within the Next Generation Science Standards can help us make decisions about what to teach when.[/font][/size] [size=3][font=Trebuchet MS]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.[/font][/size] [size=3][font=Trebuchet MS]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.[/font][/size] [size=3][font=Trebuchet MS]Best wishes for a successful program![/font][/size] [size=3][font=Trebuchet MS]Peggy Ashbrook[/font][/size]


Margaret Ashbrook

Learning Science Concepts through Play | Posted in Early Childhood

I have been thinking a lot about young children and how curious these children are. They are full of questions..some can be investigated, some can not. These children need to be involved in experiences. That is where the questions begin. I am reminded of a quote "Play is children's work."

I am going to attach an article that certainly might provoke some wondering for teachers of young children.

kathy


Kathleen Renfrew

Online Now (18)
Josette Andrews, John Burrell, Sierra Chapman, Susan Cooper, Debbi Diamond, Ayden Engberg, Savanna Garrison, Alyssa Holmberg, Susan Koppendrayer, Justine LaSala, Diana Mansour, Shawn McCarthy, Marissa Michaud, Joy Munro, Jenny Sims, Hailey Traver, Autumn Trexel, Jillian Zinn

Forum content is subject to the same rules as NSTA List Serves. Rules and disclaimers