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Science Showcase | Posted in General Science and Teaching

I've seen many formats at Family Nights. Many parents may be unsure how to encourage their children in science. In additions to demonstrations or presentations, you could provide parents with take-away activities that they can continue with their children at home--seeds to plant, discussion starters, observing things in your neighborhood or backyard. Small door prizes such as books, hand lenses, garden starter sets can also be motivating. It might be helpful to invite community resource such as science centers, extension agents, museums, etc. to share the opportunities that are available.

Mary B.


Mary Bigelow

Science Trips | Posted in Informal Science

We studied habitats and what animals eat. We have a place here locally called Bear Country USA. We took a tour of the facility and then the nutritionist for the animals came and showed us how they prepare the meals for the bears and other animals. There was actually a Scholastic News article about how meals are prepared at zoos or animal sanctuaries. It was perfect timing with our field trip. If you have a local zoo or animal rescue place you can ask if you can take a field trip and talk about nutrition of animals .


Brenda Velasco

Teaching for Conceptual Understanding in Science | Posted in Professional Development

Currently, I am entering my 4th year of teaching 7th and 8th grade science. I’ve always felt that the traditional lecture format my department employs is not the most effective way to reach my students. I’ve added numerous lab activities in an attempt to promote deeper understanding. However, it wasn’t until I stumbled across this thread and read about conceptual understanding that I felt like this is the method that I should have been using all along. The shift to NGSS blends perfectly with this style of instruction and learning. I agree with Joyce in regards to covering the curriculum. We tend to sacrifice depth of learning in favor of squeezing everything in before the next round of state testing begins.

I have read and reviewed many of the resources provided in your book “Teaching for Conceptual Understanding in Science.” I felt the different instructional strategies listed in chapter 8 were extremely beneficial. I’m left with a few lingering questions though. Based on what I’ve read, teachers need to administer some sort of probe or pre-assessment to gauge students’ misconceptions or prior knowledge before planning instruction. Are these probes supposed to take the entire class period? If not, then how do you plan the day based on information you are gathering in a 15-20 minute time span? Using the conceptual thinking model how are teachers providing instruction for concepts that are completely unfamiliar to students?


Shalen Boyer

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