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The article discusses the use of a "wonderings wall" in the classroom to promote student inquiry and engagement in science. Students write their burning questions on sticky notes and post them on the wall, and the teacher chooses one question each day to explore with the class. The activity is described as engaging, accessible, and beneficial for students of all backgrounds and ability levels. The article provides examples of how the wonderings wall can be implemented and integrated with other subjects, as well as suggestions for assessment and adaptations. [Extracted from the article]

What better way to engage fifth-grade students in science and engineering practices than to use paper airplanes to encourage them to question, explore, create, and test designs! In our class, students worked together in small groups (of three or four students) where each group made one paper airplane; however, individual students could each make one and then as a group choose the one that they thought might perform better. For example, some student groups figured out and then demonstrated to the class how to get the most accurate measurement by laying metersticks end to end or throwing the plane with the arm and plane at a right angle to the floor. Outline expectations for throwing airplanes (i.e., one person in the group throws one plane at a time down the runway; paper airplanes are not thrown at or over people). [Extracted from the article]

The article describes an activity program for fifth grade classes which asks students to design a paper airplane while designing an investigation that uses controlled variables and multiple trials.

If paper wearables caught on among the community at large, paper pollution could be reduced by increasing the number of times that paper is used, leading to less paper pollution and deforestation. Students discussed how they were not able to recycle all paper products used at home, thus contributing to paper pollution. Noting students' observations about paper products, I steered the conversation to discuss where students believed paper originates from and the properties of paper. [Extracted from the article]

There are many connections between science and art, and one of the easiest to investigate-in school or at home-has to do with color. Because the molecules that make up those different colors have different sizes, and the smaller particles are able to move through the water faster than the larger particles. Now that you know that, let's look at the colors on one of the paper strips (see Figure 5) and see if you can determine which colors are made of smaller molecules, and which colors are made of bigger molecules. You can even make it more than one color by carefully pulling the stem apart at the bottom, and putting each part of the stem in a separate cup of water with a different color dye in each cup (see Figure 7). [Extracted from the article]

This article, titled "The Sweetness of Tessellations," discusses the mathematical beauty of honeycombs created by bees. The author, Betsy Franco, describes how bees construct hexagonal cells that tessellate perfectly, meaning they fit together without gaps or overlaps. The article suggests various activities for students to explore tessellations, such as making pattern blocks and going on pattern hunts. It also recommends inviting a beekeeper to speak to students and encourages readers to explore more of Betsy Franco's books on nature and math. [Extracted from the article]

This paper discusses two teachers' experiences implementing a phenomenon and problem-driven curriculum for the first time in two kindergarten classes. It describes how teachers shifted their teaching to support students' collaborative sensemaking about phenomenon. It also discusses how the teachers helped students overcome anxiety about uncertainty when figuring out phenomenon and during an engineering design challenge. Throughout the paper teachers offer detailed descriptions of the adjustments they made to their instructional methods and how those changes in pedagogy impacted students during the curriculum. Impacts to students' overall sense of academic agency are also discussed. Finally, the paper addresses real-world concerns facing teachers transitioning to phenomenon and problem-driven instruction, including the amount of class time allocated to science learning and the amount of content required by the Next Generation Science Standards. [ABSTRACT FROM AUTHOR]

The article reports on a study which examined the attitude of chimpanzees (Pan troglodytes) learning to play rock-paper-scissors game. Topics discussed include the relationship among the three different hand signals used in the game, ability of the chimpanzees to learn the circular pattern of the game, and comparing the learning process of chimpanzees to children ages three to six years old.

Grade level teams used their planning time to identify additional math, science, social studies, and/or English language arts standards that could be integrated with Cardboard City experiences. The purpose of the Cardboard City Design Challenge was to provide K-5 students and teachers with an interactive and integrative STEM experience. However, this year, we wanted to elevate our K-5 grade cardboard engineering challenge to support other school subjects such as technology, language arts, math, and social studies and we wanted it to be interactive-not just a display. CONCLUSION We wanted a school-wide cardboard engineering challenge that was interactive and included opportunities to integrate technology, language arts, math, science, and social studies. [Extracted from the article]

The article offers information on the effectiveness of the paper plane investigation method in teaching students the concepts of forces, motion, and interaction. Topics include the Next Generation Science Standard (NGSS) 3-PS2 Motion and Stability: Forces and Interaction, the benefits of the 5E instructional model, and the importance of bridging Common Core State Standards (CCSS) for Literacy and Mathematical Practices and science concepts.

Kids laugh when they see our ball-plane. With one minute to choose our favorite, our best plane flies straight into a wall on its third test flight at the very same time that our principal walks through the hallway and steps on it. Each team in our class has twenty minutes to make a paper plane that can fly the farthest. [Extracted from the article]

The article discusses a "Poor, Poor Pluto: A Planet No More," a research project led by librarian Lindsey Jones at Cactus Ranch Elementary School in Round Rock, Texas in which third-grade students examined why Pluto was no longer considered a planet and in turn developed basic research skills. Information is provided on Jones' collaboration with teachers in planning the project, as well as lessons on citations, writing research papers, and using audio-visual aids.

The article describes an activity program for elementary education which teaches the concept of student-directed inquiry in science by investigating which paper towel is best.

To explore how magnetic force affects objects without touching themBar magnets on strings, paper clips on strings, circle magnets, wand magnets, toy cars, iron filingsHow can the magnets make the objects move without touching them? To explore the strength of magnetsDifferent size and shape magnets, paper clipsDoes the size of a magnet determine its strength? DAY ONE Magnet Preassessments Despite the prominence of magnets in elementary school, teacher candidates often lack a thorough understanding of magnetism (Keeley 2017). [Extracted from the article]

The article describes an activity program for grade five education which asks students to create a plane from Styrofoam and paper clips that would fly the farthest.

Magnets are often a source of curiosity for students. MATERIALS How to Make a Flying Carpet string, paper clips, magnets (button, bar, and ring magnets), wooden dowel that will fit inside of the ring magnets, tagboard, goggles. Then allow the students to participate in the investigation before moving forward with the story. pp. 9-12 What do you think happened when Alex's magnet found another magnet? Grades 3-5: Flying Carpets and Maglev Trains PURPOSE Students investigate how magnets affect objects and other magnets when not in direct contact. [Extracted from the article]

The article presents the author's views on the increasing availability of digital technology based products in science classrooms which improves children's experience of learning. It discusses use of whiteboard applications such Educreations mobile application in the classes because of its various benefits including drawing with digital ink, adding required photographs and adding animations.

The article describes an activity program for upper elementary students to gain an understanding of how the properties of matter affect light and sound, and how these effects are related to each other.

This article presents the author's comments about the Earth Day Groceries Project. This project is an Internet-based environmental awareness project. Teachers borrow paper grocery bags from local grocery stores. Students decorate the bags with various pictures and messages related to the environment. The bags are returned to the grocery stores, and on Earth Day, customers receive their groceries in the decorated bags. The author says that more and more schools are learning about the project. The main objective of the Earth Day Groceries Project is to promote environmental education.

The NGSS clearly shift our teaching to include technology and engineering. The Blueprint The Next Generation Science Standards (NGSS) integrate engineering into science education by raising engineering design to the level of scientific inquiry at all levels, from kindergarten to grade 12. The NGSS explain engineering in this way: We use the term "engineering" in a very broad sense to mean any engagement in a systematic practice of design to achieve solutions to particular human problems. [Extracted from the article]

When the atmospheric pressure decreases, the higher air pressure in the can is able to push the balloon up, causing the straw to tilt down and point to a lower number of millimeters. See the Science 101 column on buoyancy under Online Resources.) The rising air moves up and then eventually spreads out horizontally, and you end up with fewer air molecules pushing down on the ground in that region, resulting in lower air pressure. HOW THE BAROMETER WORKS When the atmospheric pressure increases, the air pushes down on the balloon, causing the pointer end of the straw to tilt up to a higher number of millimeters. [Extracted from the article]

The article presents information on the safety lessons for a third-grade acid-base exploration. The lessons started with a scientific question in which by demonstrating the use of pH indicator paper, it was to show that ordinary household vinegar was an acid. The first lesson was that because not all the properties of vinegar are known by the students, they should wear eye protection and gloves, and also a Material Safety Data Sheet should always be available with them. Another lesson was that when working with vinegar in a science investigation in class, goggles and gloves are needed. Later, a visit of a representative of the fire department was also arranged, so that he can talk to the class about chemical wastes. Children were also advised to make "Chemical Safety" posters to illustrate the safe handling of chemicals. In some of the areas, the fire department requested copies of a school's chemical inventory so that they can be prepared for any accident. On the basis of this experience, it was observed that it is never too early to introduce young children to chemistry lab safety concepts like never tasting or touching unknown substances, no matter how harmless they may seem to be.

The Blueprint The Next Generation Science Standards (NGSS) integrate engineering into science education by raising engineering design to the level of scientific inquiry at all levels, from kindergarten to grade 12. The NGSS explain engineering in this way: We use the term "engineering" in a very broad sense to mean any engagement in a systematic practice of design to achieve solutions to particular human problems. The NGSS clearly shift our teaching to include technology and engineering. [Extracted from the article]

Equalizing opportunities for students to learn science and engineering in the ways described in the Next Generation Science Standards (NGSS) requires intentional planning. In this paper, we describe a framework for designing equitable and inclusive science lessons. We then share an example of how this framework was applied to the launch of a fifth-grade science unit, specifying the instructional strategies used to provide students with a meaningful, relevant, and engaging learning experience. [ABSTRACT FROM AUTHOR]

Other clues that the Sun is white: When a lightbulb engineer wants to design a bulb with light similar to sunlight to provide natural-looking illumination, she designs a white bulb, not a yellow bulb. The filter I use (to make it safe to look at the Sun) is a "neutral" filter, which blocks all colors of light equally, so it doesn't change the apparent color of the Sun. PHOTO (COLOR): "Three hundred colors and no "Sun" color!". [Extracted from the article]

However, when our school reopened in June 2020, the students involved in this project immediately began educating the younger students at the school, because, as they all said "prevention starts before the fire starts." and "This CAN happen here!" Before we left, the students were very interested to learn if there were native grasses and wildflowers that could replace cheatgrass; we had a representative from our local agriculture extension office scheduled to visit the class at the end of March. During the school Tu B'Shvat celebration ("The Birthday of the Trees"), students had dictated about their favorite trees where they lived (Figure 5). [Extracted from the article]

The article reports on the call for the submission of research papers related to science and children. Topics of research to be submitted include the unity and diversity of biological evolution, the Reggio Emilia approach to science, problem-based learning, and the visual literacy in considering science data and statistics.

The author offers scientific explanations for the Bernoulli Effect. He describes various activities particularly those involving blowing air over a paper and a balloon which incorrectly support principles of the Bernoulli Effect. He emphasizes the significance of the continuous flow of air in demonstrating the said phenomenon. He also talks about Newton's third law of motion and the Coanda Effect in explaining air and object movements.

Students might think they know all they need to know about light ("flip a switch") but they need handson, minds-on opportunities to investigate how light behaves when it encounters different types of materials. Pp. 26-27: Early in the book, the author states, "light waves bounce off surfaces such as apples " and other objects when light is reflected. Using the template provided, ask the students to design a stained-glass window and indicate which parts they think will allow all light to pass through, which parts will only allow some light to pass through, and which parts will not allow light to pass through (the borders between the glass panels). Share with the students the idea that they should decide if the material allows the light to pass through (transparent), allows only some of the light to pass through (translucent), or blocks or stops the light from traveling through the material (opaque). [Extracted from the article]

Presents tips on how to create paper butterflies for children. Tracing wings on a magazine page; Cutting out the wings; Bending a pipe cleaner to form the body and antennae.

Presents a paper chromatography that can be performed by students to illustrate concepts of chemistry and physics. Materials needed; Start of activity; Paper towel's absorption of water; Brainstorming for possible explanations; Investigation of water temperature's effect on the activity..

Mr. Lòpez then showed students the ground for their houses, Student tested his/her house with a teacher to determine if Their houses, Mr. Lòpez and Ms. Kim used a summative as- Students compare and contrast how a paper cup house and a Lego. [Extracted from the article]

The article focuses on the creation of a wide-scale performance-based assessment tool for elementary science. State exams and other norm-referenced tests are limited in their capabilities to assess the genuine nature of science. As a result of this shortcoming, local districts must take a close look at the standards for which they are responsible and design assessment strategies that help fill in gaps left by wide-scale testing. The public demand for higher standards and improved test scores will continue to push schools to search out alternative methods of science instruction and assessment. Therefore, it is essential to ensure that the alternative methods chosen reflect inquiry and hands-on science. To be successful in science, a student must not only know science but also be able to think and behave like a scientist. Science instruction should be designed to address these aspects in an equitable and meaningful way. A well-planned instructional design should include regular and equally meaningful assessment opportunities. Performance-based tasks let students demonstrate how well they can think and behave like scientists in addition to gauging their depth of content knowledge.

The article presents information on a science experiment to understand the effect of ultraviolet light on plants, human skin and light-sensitive chemicals. Materials required for the experiment include: Sun-reactive paper, flat objects such as leaves, shapes cut from aluminum foil, plexiglas sheet to hold the paper in place and pan of water. It is suggested that teachers should make an indoor "sun print" as a rehearsal for making the prints outside. At the end of the activity, ask the students to compare both the outdoor and the indoor prints.

This article, titled "Uncovering Earth's History, One Sample at a Time," discusses the importance of studying the Earth's history through rocks and core samples. It introduces two trade books, "A Stone Is a Story" and "Uncovering Earth's Secrets: Science and Adventure on the JOIDES Resolution," which provide insights into the formation of rocks and the process of retrieving core samples from the ocean floor. The article also includes lesson plans for students in grades K-2 and grades 3-5, which involve examining and analyzing different rocks and core samples to understand their formation and interpret their geological history. [Extracted from the article]

Second graders used their own school-ground explorations, using journals and iPads for pictures and narrated videos, to create traditional, two-dimensional models of their school-grounds and all its natural and human-made features. These data collection techniques were built-upon by a classroom guest who brought his drone for demonstration and to provide additional picture and video footage for the students. Although location, orientation, and spacing initially posed major challenges, students soon became excellent cartographers with outstanding maps (models) to share. After analyzing a host of two-dimensional maps, they extended their map-making skills into the creation of three-dimensional maps using homemade modeling dough, paint, and other materials. Throughout the learning process, students continually practiced the skill of observing data (their school-grounds) and representing it with continually improved-upon models (maps). Throughout, the CCC of patterns was interwoven, with the teachers ultimately extending it to analyzing state road maps, for patterns, in the end. As a result of this learning sequence of creating 2D and 3D maps, the teachers agreed that the students truly experienced a three-dimensional learning experience. [ABSTRACT FROM AUTHOR]

This article was written for the purpose of introducing the hexagonal thinking strategy to upper elementary teachers. The strategy, in which students make connections across the vocabulary and concepts to develop a map, has become more popular in the secondary setting, but needs more structure to be implemented with younger students. A university researcher and fourth-grade teacher teamed up for multiple sessions over the course of three months provide helpful implementation tips to use with any science unit, including cross--curricular units. The most important lesson learned was the importance of scaffolding and support for group communication. [ABSTRACT FROM AUTHOR]

The article demonstrates the scientific inquiry as an effective teaching tool that leads to positive attitudes of students toward science. It focuses on the use of inquiry in teaching students about the understanding of magnets. The approach which involves restructuring of lessons, using science talks, and asking and listening questions of the students is able to transform students' surprises and wonderings into testable questions and meet district learning objectives for magnets. It is noted that the teachers should learn to take time to allow students opportunities for multiple representations around a single concept.

The article presents a call for research papers on classroom-tested, novel and engaging lessons on engineering for preK-5 students.

Providing engineering opportunities for elementary students promotes a holistic approach to student learning around problem-solving, productive social interactions, and authentic science engagement. Classroom activities should connect to a student's location, culture, traditions, values, and personal experiences, allowing teachers to leverage the funds of knowledge (Moll et al. 1992) on which students innately rely. As students build science content and practice in tandem with engaging engineering design, teachers provide a structured yet complex experience appropriate for younger students. Once students understood the project requirements, the following steps occurred: First, the teacher placed students into groups of three to support student discussion and perspective taking. [Extracted from the article]

While students worked in pairs to complete the activity and worksheet, Ms. Ford rotated around the room and engaged students in guiding questions and group discussion and provided support as needed. Ms. Ford gathered her firstgrade students on the carpet and held up the book Moonbear's Shadow by Frank Asch (2000), "Who can tell me something they observe about the cover?" Student: Wax paper Ms. Ford provided students with the scientific vocabulary (transparent, translucent, opaque) when the students had a concrete experience to connect with these terms. Through the use of teacher talk, eliciting responses, asking for clarity, and expanding on student responses, Ms. Ford utilized discourse to support students in making meaning. [Extracted from the article]

ONLINE RESOURCES "Inquiry" by Cynthia Cotten https://www.pinterest.com/pin/361625045069894633/ Janet Wong website https://www.janetwong.com The Big List of Student Contests and Competitions https://www.weareteachers.com/student-contests-competitions/ REFERENCE Wong, J. 2014. Link this poem with another poem that poses many questions, "Inquiry" by Cynthia Cotten (Online Resources), or seek out more airplane poems in Skywriting: Poems to Fly by J. Patrick Lewis (Resources). 1. Read this poem aloud with a pause between each stanza. [Extracted from the article]

A first person narrative is presented that explores the author's experince of using multimedia circuits to teach electricity in elementary school.

Before you do, explain that each animal has a special type of eye that helps them to survive and that they are asked to create a page similar to the ones in the book that describes how that animal's eye helps it to survive. For example, ask all the students who have animals that bring food to their young to go to one corner while all of the animals who nurse their young to another. Structures and processes are two broad categories that provide information about animals and what helps them to survive. Which Animals Carry Their Babies: https://youtu.be/05MnG8Z1eFo How Animal Moms Help Their Babies Move: https://youtu.be/CeYrpijNVKc Best Animal Moms: (Protecting Their Babies): https://youtu.be/xZYAOuewbNo Ultimate Animal Moms - Teaching Lessons: https://youtu.be/bjEDaqpB8DM EXPLAIN Place the following words across the board: Teaching, Feeding, Caring for/Comforting and discuss what each means. [Extracted from the article]

Teachers directed students to explore the school courtyard and helped students use iPads to take pictures. Teachers created a large anchor chart on chart paper to record the students' observations and to allow students to recognize patterns across multiple organisms. Do you see that on our model?" Additionally, the teacher may have additional adults, such as special education teachers or teacher's aides, work with students who need support in a small group. [Extracted from the article]

As they toured, they found their assigned zoo animal and observed this animal in its habitat. The entire process, from student zoo observations, to their research on animal adaptations, to their thoughtful modeling of their animals, enhanced student understanding of how certain structures supported their animal's success. They focused on gathering information on animals' physical features, how these features dictate certain behaviors relating to how animals obtain food and how they maintain relationships with other animals, plants, and abiotic features within their specific habitats. This project promoted deeper understanding of the science behind animal adaptations, integrated literacy and art, and engaged students in the design process of the student-created exhibits. [Extracted from the article]

The article presents information adapted from the book "Rocks & Minerals #23" from TOPS Learning Systems on creating petrified paper as a means to teach students about dissolved minerals' role in the wood petrification process.

The article presents a lesson plan for primary education about how energy is produced by the Sun and reaches the Earth as sunlight, which warms the Earth’s surface.

An answer to a question on the impact of Bernoulli effect on fluids.