Blowing bubbles is not only a favorite summer activity for young children. Studying bubbles that are grouped together, or "foam," is fun for children and fascinating to many real-world scientists. Foam is widely used--from the bedroom (mattresses) to outer space (insulating panels on spacecraft). Bubble foam can provide children a…

With the release of the "Next Generation Science Standards," many schools are reexamining the science materials they are using. Textbook companies and kit developers are eager to meet the demand for "NGSS"-aligned teaching materials. Teacher may have been asked to serve on a science curriculum committee, or to evaluate current…

Inquiry-based active learning in science is helpful to all students but especially to those who have a hearing loss. For many deaf or hard of hearing students, the English language may be their second language, with American Sign Language (ASL) being their primary language. Therefore, many of the accommodations for the deaf are similar to those…

A "Framework for K-12 Science Education"'s disciplinary core idea PS1.A states that students should know by the end of grade 2 that different kinds of matter exist and many of them can be solid or liquid, depending on temperature (NRC 2012). By the end of grade 8, they describe solids, liquids, and gases by the arrangement and…

The word "living" is commonly used throughout elementary science lessons that focus on the biological world. It is a word teachers often take for granted when teaching life science concepts. How similar the constructed meaning of a common word like "living" is to the meaning intended by the teacher or instructional materials depends on how a…

Ten hypothetical problems are described which should enable students to understand fundamental concepts of the solar system. (PS)

An activity in which children can learn the concept of the sizes of planets in comparison to the size of the earth is described. Activity questions are included. (SA)

Discusses the concept of time zones around the world and describes a teaching aid that is useful in helping students to understand this concept. (JR)

Emphasizes how to choose visuals that will best illustrate ideas or relationships in teaching science, when to present real objects, and how to use pictures in assessing children's comprehension. A review of literature related to this topic is included. (SA)

Presented are two lessons which illustrate acceleration for elementary school students. A poster for use in these activities is provided. Teaching methods used in these lessons are discussed. Student questions concerning automobile racing are presented with answers. (CW)

Suggests that a variety of approaches to teaching science should be used so that concept development occurs. Sensory experiences alone may not be enough. It is suggested that the current trend towards "hands-on" learning may represent a reaction to overemphasis on the verbal and abstract in science. (Author/SA)

Describes an activity where teams of parents and children work together to solve problems involving matchbox-sized race cars. The teams collect, record, and analyze data; measure distances in metric; and explore concepts related to mass, friction, and force. (PR)

Illustrates the concept of phototropism and the development of root systems using a classroom-constructed clinostat. Provides instructions to construct the clinostat and tips to promote plant growth. (MDH)

Presents a teacher-made instructional material that can be used to help students understand and retain the concepts of magnet and magnetic field. Doughnut-shaped magnets levitate above each other when placed over a post with like poles facing each other. Instructions are provided to make the device. (MDH)