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Periodic Table | Posted in Physical Science

I have used a few techniques that have really helped.   One of them is Periodic Table Battleship.   This was even fun for the Chemistry students.   I also have an interactive Periodic Table that they can log in with their cellphone and pull up realistic examples of the elements.  I have also found interactive tables online.  I also have written the elements out on index cards and they have to split into groups and the first team to lay them out correctly on the floor is the winner!


Raquel Dugan-Dibble

STEM programs | Posted in STEM

STEM stands for science, technology, engineering, and mathematics. I don’t believe that this should be thought of as a new concept because we teach students science and math almost every day, and they encounter these subjects every day. Students walk outside, and there’s science all around them. Students use math every day to pay for drinks or food, simple addition or subtraction, and counting. They use technology every day too with cell phones, laptops, Ipads, etc. These topics aren’t hard for the students to learn because they already know things about them and encounter them every day. We just need to turn them into an educational teaching that promotes higher thinking.

I would implement STEM within my class by having my Kindergarten students work on simple yet, challenging experiments. For example, my students need to build a bridge for 21 elephant counters. All of my students know how to count to 100, and they all know how to make and build things like bridges, towers, cutouts, etc. Now they need to use trial and error to see if what they think works (science). They would then need to count how many elephants they can fit (math) on the bridge they built (engineering).  In the end, the teacher can help the students record their finding on video or add the audio to a picture using an Ipad (technology).


Lindsey Huynh

Chem for those who do not like it | Posted in Chemistry

Hi! I think you have hit the reason for NGSS right on the head! The phenomenon approach to learning is what drives those students in the classroom. When teachers engage their students with phenomena they have a true curiosity or interest in the interest levels in the classroom drive up. Students are shifting from this rote memorization or even just learning content in isolation; to having a role and a mission of trying to figure something out. Chemistry is especially daunting in isolation. When you give students a task, then build a story around that task where now they need to know this information to complete the task. They will be more engaged. The hardest part is choosing a phenomenon that fits your students. You should figure out what are they interested in. What are things that would hook them? Once you get to know your students more you will know the types of phenomenon’s that will drive them.


Jessica Holman

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