Comparative Anatomy in Pictures

eSkeletons is a great site for viewing skeletal models.  There are a number of mammalian skeletons that you can choose from and can even look at a specific bone.  While there are many sites that will allow you to view models of the skeleton, what I like about this site is that you can easily compare comparable bones of different organisms. 

It is a good website to add to your anatomy toolkit.

Interactive Periodic Table with Pictures

Elements.wlonk.com is the home to The Periodic Table of Elements, in Pictures and Words.  It is an interactive site where students can click on elements to see how it used and in what commons prodcuts it is found. For example, if you click on calcium an image of seashell appears along with a list of other places it is found.

In addition to the interactive page, you can also print out a copies or purchase a high quality poster.  

This is something that I would use in both my middle and high school classrooms.  Students often think they know what things are made of, but it would be eye opening for them to see what elements are really in the items they use every day.  Connections like these provide a better understanding and enhance learning. 

What would you ask an Astronaut?

WonderWorks is hosting an “Ask An Astronaut” online event, where retired NASA astronaut Dr. Don Thomas will answer questions that have been submitted by the public. Teachers and students are encouraged to submit their questions now, and Dr. Thomas will answer as many as he can in a video interview that will be shared on social media on October 2, 2021 at 10 a.m. EST.

All these questions and many more will be answered when Dr. Thomas hosts the Q&A session that will be posted on WonderWorks’ social media. Teachers are encouraged to have students submit questions and watch the event. To submit a question for Dr. Don Thomas, visit the site: https://www.wonderworksonline.com/survey/.

Frog Dissection App

I have found that fewer and fewer schools are offering dissections as part of their Biology/Life Science curriculum.  There are many reasons that this might be, but I still feel that students are missing out by not being able to do them.  The next best thing is doing dissection in person, which is to do a virtual dissection.  There are many options out there and depending on why type of tech you have in your classroom, there are various choices you have.

If you use iPads in your classroom, I recommend the Frog Dissection app. It is not a free app, but I think that it's worth it.  It's $3.99 which is a bit steep for an app, especially if you have to purchase 10-15 licenses.  The good thing is that you only have to make the purchase once.  Luckily Apple offers a volume purchase discount.  Ask your IT department if your school is signed up.

Do you do dissections in your classroom? 

Living Things and Cells Review Game

Finding a middle school science review game that your kids enjoy, but is also content based can sometimes be a challenge.  This is a Jeopardy style game is set up as a PowerPoint. It corresponds with the unit on Living Things and Cells from the Prentice Hall Science Explorer Series. Do you find it difficult to find ways to review with your students that is fun, but also actually reviews the material?  I have have always found game show like review games to be fun for students and also effective in reviewing.  There are so many times when I hear my students say something like "I totally forgot about that!"  While it makes me sad to hear it, I am also happy that I am doing this review so that students get an idea of what areas that they still need to focus on. I hope that you will check out this freebie.  You might also be interested in a Cell Project (another one of my freebies). Happy Sciencing! Cristina from Savvy Secondary Science

Playground Physics: Learning Science Through Play

Playground Physics is a middle-school science program that blends physical play with virtual activities to support inquiry-based learning aligned to Next Generation Science Standards. Students discover and explore the physics in their everyday lives through their physical play.

There are three components of Playground Physics: an app, a teacher activity guide, and professional development.

Using the app, they record a video of themselves playing, and then tap points along the way to trace a path of motion, and discover the motion, forces, and energy involved!

Students then analyze the data in their play performances via app-generated graphs and lenses focused on energy, force, and motion. Click on the video below to see it work.

Noticing Tools(TM): Playground Physics from NYSCI on Vimeo.


Learn more and sign up to try this app on the Playground Physics Website.

What a magic school bus can teach us about science education

A school bus full of third graders sits stranded, submerged in a dense, sticky substance with no way to escape. Then someone comes up with an idea. They add baking soda to a vial of vinegar and top it with a balloon. The mixing of the two substances causes an immediate chemical reaction that produces carbon dioxide, inflating the balloon and lifting them to safety. Ms. Frizzle’s students have once again used science to get them out of a jam -- this time in the form of a cake.

Twenty years ago, four-year-old Alex Peterson was on the edge of her seat watching Ms. Frizzle and her class escape from being baked inside a cake on the "Ready, Set, Dough" episode of "The Magic School Bus."

"I loved baking when I was a kid. Watching those air bubbles form, it just clicked for me that chemistry is what makes cakes, and I realized that this is what I wanted to do," says Peterson, now a doctoral student in biochemistry at the University of Maryland. "I have a very vivid memory from the third grade of looking at the schedule and counting down the time to science class because I just couldn't wait to do science in 'real-life.'"

Peterson in her lab (left) and dressed up as Ms. Frizzle with her cat dressed up as Liz for Halloween (right)

In her university lab, Peterson studies the enzymes that form biofilm, a slimy buildup of microorganisms that can grow on all types of surfaces, from teeth and buildings to pacemakers and ponds. She's looking for a way to effectively break down the notoriously impenetrable substance, which can make it hard for medications to reach the infections they need to treat. Finding a way to reduce biofilms could make treatments more effective. When asked about the effect "The Magic School Bus" had on her current career path in science, Peterson says, "It's absolutely why I'm a chemist."

Twenty-five years ago, Scholastic's "The Magic School Bus" veered off the written page and into our television sets, bringing with it a credo that emphasized taking chances, making mistakes, and getting messy. Support from the National Science Foundation helped bring the celebrated book series to the airwaves and to young viewers like Peterson, sitting frog-legged on living room floors across the country.

Sandy Welch was the director of education at PBS when the network picked up "The Magic School Bus" as part of its portfolio of children's programming.

"We were excited because it was the first fully animated science show," Welch says. "I was excited to see a teacher featured, and not just any teacher -- [Ms. Frizzle] was a delight!"

Welch says Ms. Frizzle helped inspire teachers to use the programming in their classrooms.

Today, Welch is part of a division in NSF’s education directorate dedicated to providing funding for children's media programs that focus on STEM education. It supports the agency's multi-decade effort to boost science learning beyond the classroom, where research has shown most learning takes place.

"We know that children learn intuitively and that a lot of it happens in an informal setting," says Welch.

NSF supports a wide range of informal STEM programming in museums, through after-school programs and citizen science projects. With mass media, however, there is a potential to reach millions.

According to Welch, for NSF to fund a media program it must meet rigorous criteria. Creators must demonstrate the concept was developed based on existing knowledge of best practices in STEM education and how children learn through media. They must have clearly defined goals on how to interest, engage and impact learners. They must have a way to evaluate the program's impact.

And they must be innovative.

"Our program is explicit that we want to fund innovation," Welch says. "We are looking for proposals that experiment with new technology, a new approach, a new distribution platform. We're willing to fund things that may be risky -- like a new platform that hasn't been tried but seems to hold promise."

"The Magic School Bus," "3-2-1 Contact," "Reading Rainbow," "Zoom" and "Bill Nye the Science Guy" were just a few of the early NSF-funded shows that took an innovative approach to bringing science to life on the small screen.

Courtesy Peep and the Big Wide World/ PBS Kids

Today, NSF-funded shows like "Cyberchase" SciGirls" "Peep and the Big Wide World" "Peg + Cat "Design Squad" "Splash and Bubbles" and others continue to break new ground in children's science learning through media.

"Peep and the Big Wide World," for example, was one of the first programs to show that toddlers could learn basic science concepts and skills like measuring, comparing, and estimating through television shows geared toward their age group.

Courtesy SciGirls/PBS Kids

"SciGirls" was launched in response to the fact that women in the U.S. remain underrepresented in STEM, especially in fields like engineering and the computer sciences. The show engages tween viewers in STEM by following a group of real-world girls as they predict, observe, experiment, and otherwise don their "scientist hats" to understand the world around them.

Many of today's shows have also been adapted to a multimedia and mobile world, augmenting their TV programming with innovative web content and downloadable apps. Kids who love "Cyberchase," a show designed to make math fun and accessible and that NSF began funding in the late 1990s, can now access educational games, videos, and hands-on activities via the "Cyberchase" webpage on the PBS Kids website and through apps. The webpage for "Design Squad," another NSF-funded show on PBS, offers a short video on how to make everything from a two-wheeled balloon car to bristle bots made from toothbrush heads

Through on-screen characters like Peep, Peg, and Digit, and with access to hands-on activities and other innovative science content, NSF is ensuring quality science programming reaches newer generations of Alex Petersons, inspiring them to become scientists or -- at the very least -- to take chances, make mistakes and get messy!

Posted with permission from NSF

Leaky Cup Phenomenon - Discrepant Event in Chemistry

 This video will really get your kids thinking (bonus points in you do this live for your classes).  I always love to see what the explanations are that the students come up with.  

This video is a fun way to introduce your students to the concept of intermolecular forces.  Afterward, you can explain how this was done.  I am not going to give it away here, but you can find the solution here. 

If you are looking for a tie in to the NGSS it fits with Science Practice: Constructing Explanations and Designing Solutions, HS-ESS2-5 Water, and HS-PS1 Matter and Its Interactions

How to Help Children With Speech and Language Disorders in Virtual and Modified In-Person Classroom Settings

As the new school year nears, the American Speech-Language-Hearing Association (ASHA) is offering advice for parents of the more than 1 million U.S. children who receive school-based treatment for speech and language disorders to help their children perform and adjust to new virtual and modified in-person learning environments.

Virtual Settings

Below are some specific challenges that children with speech and language disorders may have in virtual settings—and tips for improving their success.

Challenge #1: Being Understood. For example, a child who has trouble with pronouncing certain sounds, or a child who stutters, may be harder to understand via remote connection.

How to Help: Parents can make sure their teacher knows what supports or strategies the child needs. These may include asking a child to repeat what they said, say it using different words, type it in the chat, draw it on a whiteboard, or use gestures if others don’t understand. Parents also can encourage the teacher and classmates to tell the child if they don’t understand them.

Challenge #2: Understanding. For example, a child with a language disorder or social communication disorder may miss certain cues from the teacher that normally occur in person and that aid in comprehension—such as pointing to portions of the text when reading.

How to Help: Make sure that the teacher knows what supports or strategies your child may need. These may include use of captioning, additional “wait time” to allow the child to process information, or rephrasing of messages if the child doesn’t seem to understand. Parents can encourage their child to speak up if they didn’t understand—and even develop a script for doing so (e.g., “I didn’t get it—say it again, please”).

Challenge #3: Distraction. Children with speech and language disorders may be more easily distracted—by other children on the screen, noises or activities occurring in their own home, or the learning platform/technology itself.

How to Help: Consider the physical setup of the child’s work area, such as seating comfort, screen glare, and lighting. Try to find a quiet spot, accounting for noise from appliances (e.g., dishwasher, washer/dryer); from other people in the house; or from outside (e.g., from open windows). Eliminate technology-based distractions by closing other applications, turning off alerts, and covering distracting parts of the screen (e.g., their own image or those of particular classmates) with sticky notes.

Challenge #4: Social Isolation/Limited Social Practice. Children with language disorders and social communication disorders generally require lots of interaction with peers to improve social skills.

How to Help: Ask the teacher if it’s possible to use breakout rooms with smaller groups for some lessons or set up after-school virtual activities. Organize phone calls and virtual play dates. Use social stories (short stories that illustrate a particular situation that may be challenging for children) to help explain the need for separation.

Challenge #5: Screen Fatigue. This is an issue for all children, but for those with speech and language disorders who put more effort into communication under normal circumstances, the extra energy it takes to communicate virtually can make them especially susceptible to screen fatigue.

How to Help: Make room in the daily schedule for “ramp-up time” if a child needs additional time to get ready to learn or “cool-down time” to transition out of learning. Using a visual schedule to show the times for various tasks—and to highlight upcoming fun activities or breaks—can help. Also, provide lots of movement opportunities: pair review of educational content with physical activity (e.g., practice times tables during a walk around the block), and alternate educational time with physical time, when possible.

Challenge #6: Participation in Asynchronous Activities. Students may struggle to stay motivated or complete activities that are expected to occur outside of live class time, such as watching pre-recorded videos.

How to Help: Consider the timing of meals, sleep, medication, and sibling schedules to find the best time to complete these tasks.

Challenge #7: Role of Parent as Facilitator/Educator. A pain point for many families, parents of children with speech and language disorders have additional challenges as they try to help their child with school while also meeting their unique needs.

How to Help: Communicate with the teacher and school speech-language pathologist about challenges. Parents can even take a video of some challenges in action so professionals can offer feedback. Use a visual schedule to show “practice with mom” or “homework with dad” time. Consider cooperative groups or pods to share responsibilities with other families if you feel it’s safe (share your child’s communication needs with other parents or helpers).

In-Person Settings

The physical school environment will look very different, and change can be especially hard for children with speech and language disorders.

Challenge #1: Changes From Familiar Routines. New restrictions on where children can go in the building, where they eat lunch, where they have recess, and who they work and share materials with will require them to “un-learn” much of what they know. Children may also be challenged by new seating and classroom arrangements, and restricted interactions (e.g., no hugs, high fives, or fist bumps).

How to Help: Help a child be prepared for these changes—use social stories, visual schedules, and other visual supports to help set expectations. Have them practice telling the teacher if they’re not feeling well or need to use the bathroom.

Challenge #2: Mask/Face Covering Use by Students. Students may be bothered by masks or find them uncomfortable. They also won’t be able to see facial expressions and other visual cues that aid in communication with their peers when solid face coverings are used.

How to Help: Use social stories on wearing a mask, decorate and personalize the child’s mask, have them practice wearing the mask at home for longer periods of time to increase tolerance, and help them identify a “mask model”—someone the child looks up to who wears a mask. Practice using and interpreting facial expressions using the eyes and upper part of the face at home with the child.

Challenge #3: Mask Use by Teachers/School Staff. Limited physical views of facial expressions makes understanding the teacher’s meaning, intent, and emotion more difficult. It also may be harder to recognize familiar people.

How to Help: Review pictures of friends, teachers, and staff without masks—and talk about how a child can identify those people (e.g., focus their attention to the person’s eyes, hair, and other distinguishing features).

Challenge #4: Following infection control routines. The need for frequent handwashing or use of hand sanitizer may be difficult to understand for some children.

How to Help: Social stories, visual schedules, sharing videos from familiar favorites (e.g., Sesame Street), or timing 30 seconds of handwashing to favorite songs can all help.

Some children may be taking part in hybrid scenarios this fall, which can pose the challenges presented by both virtual and in-person settings—as well as the added challenge of a constantly varying routine. In such cases, visual schedules, checklists, and large color-coded wall calendars are helpful for children with speech and language disorders.

This article was written by the American Speech-Language-Hearing Assocation. For more information, visit www.asha.org/public.

About the American Speech-Language-Hearing Association (ASHA)

ASHA is the national professional, scientific, and credentialing association for 211,000 members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology support personnel; and students. Audiologists specialize in preventing and assessing hearing and balance disorders as well as providing audiologic treatment, including hearing aids. Speech-language pathologists identify, assess, and treat speech and language problems, including swallowing disorders. www.asha.org

GeoInquiries - standards-based inquiry activities for teaching map-based content

GeoInquiries is a website from Ersi. It has a number of activities for Earth Science and Environmental Science, among others. The nice thing about these activities is that they are usually around 15 minutes long so they can easily be used as time fillers or bell ringers. GeoInquiries are composed of three parts: a PDF teacher guide, an interactive webmap, and an optional student worksheet. Each lesson follows the 5 E guidelines and is mapped to the NGSS.