Science teachers and graduate students have developed activities and assessment tools that begin to help students make the distinction between data and evidence. Two activities are covered in this article. (Contains 1 resource and 2 figures.)

The number of students who learn English as a second language (ESL) in U.S. schools has grown significantly in the past decade. This segment of the student population increased by 56% between the 1994-95 and 2004-05 school years (NCLR 2007). As the ESL student population increases, many science teachers struggle to tailor instructional materials,…

Uses science fiction films such as "Jurassic Park" or "Anaconda" to teach science concepts while fostering student interest. Advocates science fiction as a teaching tool to improve learning and motivation. Describes how to use science fiction in the classroom with the sample activity Twister. (YDS)

Discusses various ways to use the National Aeronautics and Space Administration's (NASA) Origin's Education Forum's Electromagnetic Spectrum poster to teach earth science concepts. Includes the poster. (SOE)

Uses National Aeronautics and Space Administration (NASA) posters and the information behind them as instructional materials to connect real world science to the classroom. Provides a list of resources. (YDS)

Presents an activity in which students create their own bumper stickers and cartoons to develop environmental awareness among other people. Uses the 5E instructional approach which includes engagement, exploration, explanation, extension, and evaluation. (YDS)

Uses print media resources with the science curriculum to connect science concepts to real life scenarios. Helps students with learning scientific vocabulary and concepts. (YDS)

A teacher shares three instructional aids that she used to teach blind as well as sighted students the basic principles of chemical bonding.(ZWH)

Uses the science fiction television show "Star Trek" as an instructional medium to teach physics concepts. Includes suggestions on how to motivate students through "Star Trek" episodes and the Internet. (YDS)

Describes alternative instructional resources such as media to provide up-to-date scientific information to students to prevent misinformation. Uses cartoons, videos, and newspaper headlines to develop critical thinking and science process skills. (YDS)

Presents an interdisciplinary unit on tabloids that includes English and science components. Aims to develop informed customers who can analyze and research information using process skills. Emphasizes writing, critical thinking, and process skills. (YDS)

Points out the necessity of the proper usage of movies such as the selection of video segments illustrating science concepts against the issue of provoking violence among students. Describes available media resources for classroom use and the positive and negative effects of using movies for instructional purposes. (YDS)

Discusses the use of movies as an instructional tool for the topic of neurosciences. Provides a list of neuroscience films and a preview sheet example prepared for the movie "A Beautiful Mind". Explains copyright issues for teachers. (YDS)

Points out old-dated information provided in textbooks and recommends using current events to close the knowledge gap between the real world and textbooks. Uses year-long journal writings in which students choose a science article and analyze it. Provides an example of the activity sheet. (YDS)

Explains the effectiveness of visual aids compared to written materials in teaching and recommends using television segments for teaching purposes. Introduces digitized clips provided by major television news organizations through the Internet and describes the technology requirements for successful viewing of streaming videos and audios. (YDS)