查看更多>>摘要：One only has to consider the number of earthquakes, volcanoes, tsunamis, hurricanes, and tornadoes that occur to know that we live on a dynamic Earth. Most students are fascinated with natural hazards such as extreme weather and climate events, as well as with events caused by natural disasters that have an immediate and grave impact on humans and their way of life. Unfortunately, an increasing number and severity of natural disasters has been tied to climate change (U.S. Geological Survey n.d.). While we may not be able to stop natural disasters from occurring, we can educate students about the link between climate change and natural disasters and the necessity of mitigating and adapting to climate change.
查看更多>>摘要：As communities and schools drop mask mandates, a question that each of us must answer is "Should I wear a mask in school?" Here is the reasoning and evidence for my decision to continue wearing a mask when I teach. Although reported COVID-19 cases and hospitalizations were waning in the spring, they are now rising again with the emergence of Omicron and subvariants. Furthermore, we are only beginning to appreciate the severity of post-acute sequelae of COVID-19 (PASC, post-COVID or long-COVID) that can affect many body systems and cause neurological (brain fog, headache, anosmia), respiratory (fatigue), gastrointestinal, metabolic (diabetes), and cardiovascular symptoms (e.g., cerebrovascular disorders, dysrhythmias, inflammatory heart disease; Xie et al. 2022).
查看更多>>摘要：At a professional development workshop on equity, a teacher sitting next to me said, "How does it feel to my students that I'm a cisgender white male talking about equality?" I responded, "How does it feel to your students if you don't talk about equity?" This short interaction has stayed with me. I don't just teach science content and skills, but also about the people behind scientific discoveries. Telling the story of science and the contributions from the past and today often includes inequity and social injustice. To have these discussions, there are various ways to start the conversation, but the first step is to reflect on your own pedagogy and understanding of diversity, equity, and inclusion.
查看更多>>摘要：Geographic Information Systems (GIS)-a system that creates, manages, analyzes, and maps geospatial data-was developed over 50 years ago, but these prevalent, public and private sector technologies are mostly absent in middle grades science curriculum and instruction. One of the biggest challenges with using GIS in the middles grades has traditionally been the complexity of collecting, inputting, and manipulating geospatial data in mapping programs. Thankfully, in the past 10 years, mapping platforms, software, and tools have become simplified and more user-friendly. This manuscript aims to introduce ESRI geospatial platforms and tools for science classrooms. ESRI is the largest international supplier of GIS mapping products and is committed to K-12 schools. There are few concise resources available to help teachers of science understand free geospatial resources; this manuscript aims to fill this gap (see Figure 1; see also "Web resources for ESRI Story-Maps, GeoInquiries, and ArcGIS Online" and "How to access GIS textbooks, GIS lesson plans, GIS resources" in Supplemental Materials. Before moving forward, please watch the introductory video "A Synthesis of Geospatial Tools for the Middle Grades" (see link in Online Resources).
查看更多>>摘要：Group work has long been touted as an effective way to engage middle school students in science. Effective group work can promote problem solving, creativity, and language development, as well as foster social skills (Cohen and Lotan 2014). One way to help facilitate effective group work is through structuring student interactions using various teaching strategies (see "tips and strategies for effective group work" in Supplemental Materials). Regardless of the strategies used, effective group work requires that students make decisions and collaborate meaningfully with their peers (Cohen and Lotan 2014). When students collaborate with one another, we can help them understand this is much like the collaborations that scientists and engineers engage in as they do their work.
查看更多>>摘要：I(Naomi) teach at a sixth-grade center in a large district with a school population classified as 92% at risk of noncompletion, 71% English language learners, 93% Hispanic, and 5% African American. Thus, when planning a lesson, I consider not only the district's scope and sequence and the Next Generation Science Standards' three dimensions (content, crosscutting ideas, and practices; NGSS Lead States 2013), but also the needs of my language learners. Since I began teaching in 2009, I have grown in my ability and confidence in creating the type of language and sciencerich learning environment called for by the NGSS for the emergent multilingual learners (EMLs) that enroll in my classroom. In addition, I organize my room with students seated and working in groups of four with well-defined management strategies in place.
查看更多>>摘要：Middle school students are naturally curious about our solar system. When given the opportunity, students will use their creativity, imagination, and prior knowledge to discuss the solar system just as scientists use their creativity, imagination, and prior knowledge when they explore the natural world. Although there is a natural level of curiosity and enthusiasm for space science, one issue that can arise when learning about a popular topic is when students hold inaccurate ideas and views about natural phenomena (Sadler et al. 2010). These inaccurate views can be derived from previous experiences, personal ideas, media representations, misinterpreted conclusions, or other encounters. The issue with these inaccurate views is that students can hold on to these views and be resistant to modifying them toward more accurate representations.
查看更多>>摘要：Students can review the EPA's Air Quality Index (AQI) and begin to brainstorm possible solutions to local air pollution. Additionally, students can host air quality report broadcasts for the school building; the student-led reports can include: (1) school-yard locations tested, (2) recommended action for the day based on the data collected, and (3) ways that the school community can help to improve air quality in the local area. The CanAirlO project helps connect students to big ideas in science including Earth as a complex and dynamic system and our dependence on Earth processes.
查看更多>>摘要：When we think about the physical processes of weathering and erosion that shape the surface of the Earth, we are also able to find similar surface-shaping processes on other worlds. Presumably, every object in our solar system undergoes some sort of weathering process, with the most common probably being meteorite impacts. However, the appearance of an impact crater will differ depending on the world the meteorite impacts. It is the worlds with an atmosphere that show the most differences. How? With an atmosphere there is the potential for atmospheric gases (winds) to move around surface materials. Most of us have experienced blowing dust or sand. One can easily feel the abrasive nature of blowing sand, so it is not surprising that winds and sand are one of the primary causes for reshaping the surface landscape.
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