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Sperry, Chris – Science Scope, 2012
Today more than ever, students want their school experience to be relevant. They live and learn in a media-saturated environment where information abounds, but wisdom is often lacking. Teachers must tie their science curricula to students' real-life experiences: When their students see the utility of scientific thought and reason in helping them…
Descriptors: Media Literacy, Science Teachers, Critical Thinking, Science Curriculum
Fee, Jennifer; Trautmann, Nancy – Science Scope, 2012
Birds are among the most fascinating creatures on Earth, found on every continent and prevalent even in human-dominated landscapes. Some are beautiful, others are accomplished singers, and all play important roles in the ecosystems in which they live. Even amateur birders have made important discoveries about birds, and there is still a lot to…
Descriptors: Ornithology, Educational Resources, Student Research, Science Education
Conover, Margaret – Science Scope, 2011
Chia seeds will sprout on almost any moist surface, and they respond quickly to experimental variables. Furthermore, the newly recognized nutritional value and rich cultural history of chia seeds offer the possibility of highly motivating and educational interdisciplinary extensions, especially appropriate to students in the middle grades.…
Descriptors: Learner Engagement, Science Teachers, Science Instruction, Plants (Botany)
Criminale, Cecily; Esfan, Neda; Mathew, Mariam – Science Scope, 2006
The study of the basic concepts in physics naturally lends itself to real-world analogies and hands-on activities in the classroom. In 2006, science teachers at the United Nations International School searched for a way to go beyond the classroom in order to combine an adolescent's real-world interests with a whole-body, kinesthetic activity. They…
Descriptors: Teaching Methods, Physics, Science Teachers, Science Activities
Koch, Pamela; Barton, Angela Calabrese; Contento, Isobel; Crabtree, Margo – Science Scope, 2008
It is not enough for students to acquire knowledge about how food is produced and processed; they must also come to understand the biological and environmental contexts in which food production, processing, and transportation take place. Through diagramming, students begin to understand that our food system has a series of interacting parts and…
Descriptors: Food Service, Environmental Education, Food, Grade 6