Thoughts on Elementary Science

Hands On Science

2009-06-03T17:35:00.000-07:00

What does 'hands on' mean?

The drive for more 'hands on' activities in science has been a largely misunderstood cliché for decades.
The notion may come from the old saying 'idle hands, idle minds', but really isn't reflective of
the processes of much of science. Is there a 'hands on' cosmology, DNA strand or bacteria? Much of what we know is from models of what we can't see or encompass and from extrapolations based on inferential experiments. At the least, very elaborate instruments are needed to enhance our senses so we can observe the micro and macro scale. So, what is the bridge between the obscure realities of hard science and the most basic introductions to understanding the world that we face in elementary science? My sense, after many years experimenting on students, is that a person needs a real solid grounding in the skills of sensing, observing, and measuring at the most basic level so that one can make the leap to the inferential and abstract world of science models. I would prefer to refer to my lessons as 'directed multi-sensory engagements' (a bit cumbersome) rather than 'hands on' . I've always tried to engage my students with projects, challenges, and unusual experiences. Some of them may have accidentally qualified as 'hands on'. On reflection, the best experiences have been the closest to
a real world situation, condition or scenario. Challenging students in this way provides a lasting
framework for thinking which persists for a long time. Sensory stimulation of this sort involves all of the senses, skills involving design and fabrication, and artistic rendering. Reducing all this to 'hands on'
is akin to teaching math by only using worksheets. How about 'senses on'?

2009-02-03T09:26:00.001-08:00

Returning to full time work has kept me from writing until a bit of forced convalescence provided some time!

There are stirrings of real change in the way that science education will proceed in the
next few years. There is a recognition that STEM (science-technology-engineering-math) is crucial to recovering our leadership in the world economy and to solving critical environmental challenges. Restoring funding to primary research will provide an incentive for our students to be on STEM tracks in high school and college. Funding ‘green’ initiatives will provide an economic pull which will hopefully get curricular juices flowing at all levels.

With all this excitement, I’m hoping the K-5 realm will be remembered in the deliberations of where to expend resources. Science is a natural complement to the native exploratory bent of elementary students. Piggybacking literacy, writing, and math on this native interest only helps streamline the complicated curricular challenge of the teacher. Did I mention the natural rhythms of sound, or the skills of drawing and design? There is huge potential in STEM as a focus for what we do with early learners.

In order to achieve some of this potential, K-5 teachers deserve the same intense support that NCLB has engendered. A regional model for supporting teachers is the Maine Math and Science Alliance which as its name implies, provides a wide range of workshops and leadership support to teachers and administrators. The past director of MMSA, Dr. Francis Ebersole, is now the Exec. Director of the NSTA, and another MMSA leader is President of NSTA this year! Bringing experienced STEM educators into the planning, inservicing, and modeling of good teaching practice requires resources
and support from administrative leadership at district, state, and national levels. There is a huge talent pool capable of providing the support K-5 teachers need.

Science can no longer be considered a vestigial appendix - I hope losing mine will be a harbinger of STEM curricula
becoming part of the core of elementary education!

Maine Math and Science Alliance http://www.mmsa.org/index.php

At the national level, the NSTA has begun a campaign to promote ‘Leadership, Learning, and Advocacy’ http://www.nsta.org/involved/cse/learningcenter.aspx

The World is Flat

2008-05-24T16:00:00.000-07:00

Thomas Friedman’s book about the convergence of technologies changing the nature of
the world has been revised three times since it was published early in 2005. The ‘flattening’ Friedman refers to is the leveling of the economic ‘playing field’ between the developed west and the growing powers of rapidly developing economies like India and China. ‘Flattening’ is characterized by faster communication worldwide, the development of alternative ways of sourcing and producing goods and services, and the shifting of expertise to a mobile and highly educated cadre of knowledge workers from the second world. During the past eight years, most of the effort in education has been focused on
the tool of literacy as if it were the reason that the United States was falling behind
economically and technically. Friedman points out that the lead the United States had in producing engineers during the post Sputnik years has evaporated and that we are actually not keeping up with the demand for highly trained STEM workers. The average age of practicing engineers in the US is over 50, while India is turning out tens of thousands of highly qualified engineers every year. No Child Left Behind has sucked the air out of any efforts to prioritize science in elementary schools, even though this is a critical period for students becoming excited about career paths. I recommend every STEM educator read The World is Flat (ed 3) and try to get the information in this book disseminated to administrators and colleagues ASAP.

Friedman, Thomas. The World is Flat. Farrar, Straus and Giroux, 2005-7. ISBN 978-0-312-42507-4

The Climate Change 'Debate'

2008-05-12T06:18:00.000-07:00

As an Earth Science teacher for many years before becoming involved in elementary science, I have always been interested in long term climate change. I have steered away from the term 'global warming' and have shuddered when the term 'greenhouse effect' was used to describe insolation trapping gases. I am a fan of James Lovelock and his 'Gaia' feedback mechanisms, which make the issue of climate change more complex but still understandable in a fundamental way. The political issue revolves around whether humans are in some way responsible for climate change, and therefore obligated to put it right. I don't care for that reasoning, because even if we do make a short term change, the global feedback mechanisms will correct those changes in non-human time scales. But, this begs the question of whether humankind should pillage fossil fuel resources, terraform for precious metals, and produce radioactive waste for our own short term excesses. In the US, it is clear that the consumption path is not a good economic choice, and beyond that, the impact on daily city life of carbon pollution may spoil the Olympics in China. It is rather self serving to suggest that climate change isn't an issue: us humans need to respect that we are 1. part of a greater bio/geochemical system 2. in need of the flexibility to change our lifestyles to accommodate cooling or warming 3. in need of greater understanding of climate feedback systems like el Nino/la Nina 4. becoming ignorant of the basic sciences necessary to deal with changing weather and climate. As a teacher of elementary students, I feel it is more important to give them the tools to understand weather and climate than to burden them with the politics of the issue. Climate variability has been a culture changing event for the Anasazi, North Africans, Romans, Vikings, Easter Islanders, and potentially many other groups. Climate change is a historical and present reality which needs our student's attention free from pay per view polemics and popular hype. The 'debate' is over how society should behave with regard to using resources: do we use them sparingly and in a respectful manner for the benefit of future generations, or do we justify their exploitation for immediate consumption with little regard for any future humans or other living things on Earth?

'No brainer' for me.

Teaching Climate Change

2008-05-05T06:32:00.001-07:00

Now that the IPCC has cleared much of the smog from the climate change stage, moving it from debate to issue status, its time for US schools to begin the process of integrating weather and climate change into our curricula. The developmental window for this is upper elementary school, when students are beginning to become interested and aware of the greater world. California has already begun the process of developing materials for elementary teachers, and the UK has one of the best sites for teachers and kids on the topic of climate change (http://www.climatechoices.org.uk/index.htm). The teachable moment for this effort is as early as possible, allowing for later challenges and enhancements in middle and high school curricula. The goal of climate education is not to strike fear in the hearts of our students, but to give them knowledge and tools for understanding the tasks which lie ahead for them as citizens of the world. Learning about climate requires observation, data collection, math analysis, graphical interpretation, and geography to name a few related topics. These are not static skills, but tools which can be used in teaching and learning science throughout the K-12 experience. I call upon the educational leaders in our public and independent institutions to incorporate climate change and weather studies in their science curriculum frameworks.

Full Circle

2008-04-03T10:16:00.000-07:00

At the NSTA conference I had the opportunity to hear Barbara Morgan speak about her
flight on STS 118 last summer. She was still full of enthusiasm and awe of the experience
which brought some closure to the tragedy of the Challenger so long ago. One of the things which struck me about her experience was her persistence in achieving her goal of getting to space. Another is how fresh and exciting it was to her after such a long process. The potential for spaceflight to engage our students is still there, and clearly it has some amazing ‘engagement’ potential – it kept Barbara going for 22 years! I encourage teachers to promote what astronomers and space travelers do, especially because it combines so many areas, from engineering design to ecology. Having such a multi-disciplinary magnet is a great advantage to upper elementary and middle school teachers looking for ways to do science while hitting other areas like writing and math. Watch the International Space Station go over your house – check out http://spaceflight.nasa.gov/realdata/sightings/index.html for the best viewing times. Share the excitement with your students!

Kits are not the best answer...

2008-03-21T07:39:00.000-07:00

“If the only tool you have is a hammer, you tend to see every problem as a nail.” Abraham Maslow

I was interested to observe a vigorous discussion of kits on the NSTA list serve which left me with the impression that using kits was inevitable for many school districts, despite the cost and difficulty of using the kits as they were designed. I see the issue of kits as one which demands that they are tailored to a district’s curriculum, are maintained and stored in a central area, and come with proper inservice time before they go out to teachers. Having custom kits for your curriculum presupposes that a comprehensive and integrated curriculum development process has been undertaken in the recent past. When was the last time that happened in your district or state? I’m concerned that many of the pre-teaching components and vocabulary for science are non-existent in a kit based culture of teaching elementary science. Developing a rich language and culture of science can't wait until the kit comes on the scene. I do give FOSS credit for having a coherent internal curricular flow in their kits, but they are only meant to supplement a comprehensive and pervasive science curriculum. What is the answer? Ideally, science specialists should be as prevalent as art and PE teachers to provide continuity, expertise, and depth to a comprehensive program. Relying on kit based science is akin to solving all of our medical problems with handy pharmaceuticals rather than getting in shape and improving our diet. Why get caught up in the fine points of kit based education when a cadre of science specialists could do the job with expertise, passion, and creative use of real science tools?

Teaching elementary science in Belize

2008-03-04T05:04:00.000-08:00

Belize is the size of New Hampshire but is its opposite in many ways. First, its culture is a mix of Maya, Garifuna, Creole, mestizo, middle eastern, Chinese and latin people. While english is usually understood, most people are tri-lingual. The population is less than 300,000, most centered in a few large towns on the coast. Its warm, with a hot, dusty dry season in winter and a humid wet season which parallels the arrival of hurricanes. Many people are quite poor, eking out a subsistence living in a village or working as a laborer in agriculture or shrimp farming. Schools are in every area, combining a small tuition with meagre government subsidies to provide a thin but pervasive educational program. I was in Stann Creek district with the UNH-Belize Teacher Program. New Hampshire teachers are afforded a look at life in the tropics and the challenges of teaching with minimal supplies or central support. In return, they model their own skills to a few Belizean teachers. My second trip with the program had me asking lots of questions about the administration of curriculum in the schools and looking at science in particular. First, with 37+ students in many classrooms, the task is daunting for teachers. Many teachers are young and started to teach the fall after finishing high school. Supplies for teaching elementary science are non-existent and overcoming ESL challenges takes up much of a teacher's time. One of the most obvious problems is the rote pedagogy of mandated science curriculum. In most of the observations I made, the biggest problem was presenting material which children were developmentally unprepared to comprehend. Because of the large differences in between village and town resources, some village children are at a disadvantage in terms of exposure to the world at large. The result is that comprehension of science content is very low and the ability to engage in inquiry style thinking is not modeled. My travels to other Central and South American countries indicates a similar pattern in terms of resource allocation and poor pairing with developmental readiness. For Belize, the science gap is particularly acute, since the country's economy relies heavily on its eco-tourism resources in the cayes and reefs of the coast and the highland jungles of the Maya mountains. In many developing countries, Belize included, resource decisions are made by a few wealthy and educated families with little regard for the overall well being of the majority of citizens. With so much at stake environmentally, science education will be a test of education policy and priority.

Observation: Tool of Science

2008-02-04T05:09:00.000-08:00

"You can observe a lot just by watching." Yogi Berra

Elementary age children are just gaining a scaffold for understanding the world. They have a temporary ability to see the world through fairly clear glasses and without the encumbrances of learned biases and tastes. Try remembering the first surprising detail you noticed as a child - its not easy! Our brains are so needy for data that the first observations are snapped up into our personal observational framework almost instantly. This capacity of our students forces a large responsibility on those of who teach to be very careful about what bias we transfer to our charges. A teacher who models good observational skills and an enthusiasm for direct (also called 'hand on') learning will reap the benefits of seeing their students build their observational toolkit very quickly. The opposite will be true for the teacher who dreads science as a hopelessly complex and dead topic. I believe observation skills have amazing transferability to teaching expressive writing since the vocabulary of observation needs to be rich to be effective. Many observational tools have direct transferability to social studies and art curricula as well. The subset of observation which asks for measurement and data analysis is of course complementary to the math curriculum. A few things to try with students: Do a nature walk in the woods where two students travel in teams, one with hands on the shoulders of another. The lead student looks down, and the follower only looks up. After a few minutes of careful walking, the journals come out and the partners share what they have seen. Another good technique is to limit the field of view with a toilet paper tube. By reducing the stimuli coming in, a student can focus on the detail of a few things.

What is that floating in your soup?

Rhino sketch: Albrecht Durer was a German engraver and nature observer .....

Curiosity, Sir Edmund, Mr. Wizard and Kids

2008-01-11T06:05:00.000-08:00

Why did Ed Hillary climb Mt. Everest? Sir John Hunt, who organized the successful 1953 expedition, said “it was the possibility of entering the unknown… to solve a problem which has long resisted the skill and persistence of others”. They were, in a word, curious. The death of Sir Edmund at age 88 reminded me of why I owned Sir John Hunt’s 1954 book: Everest and its conquest stimulated my curiosity and later my own interest in outdoor activities and the natural world. Now, as a teacher who is passionate about science, I am reminded of the power of one person to stimulate curiosity, a career, or even a theory. Another curious person was Don Hebert, aka Mr. Wizard, who enthralled families in the early days of television with his inquiry based, kid friendly demonstrations and demystifications of the physical and natural world. Like me, Dr. Frank Wilczek, MIT physicist, watched hundreds of Mr. Wizards. His thanks to the great stimulators of curiosity can be found on page 8 of the January, 2008 ‘Physics Today’. Curiosity may have killed a few cats, but think of all the lucky ones who got a meal!

Finding An Education President

2008-01-04T05:09:00.000-08:00

New Year's resolution: decide on a presidential candidate who will make education a priority, particularly STEM education.

The end of 2007 brought a terrible holiday present to the science community in the United States. Almost all research venues were handed budgets which will reduce the ability to fund primary research across the board. Living in a college town and working with many graduate students as a volunteer has made me aware of the tenuous nature of life as a professional student. Years of low pay and long hours devoted to a very small slice of the science question may lead to a poorly paid job in a grant funded project. This treatment of our STEM elite is not a good model to present to children who will inherit the responsibilities and challenges of the competitive future. My choice for president will have the following as fundamental tenets:

1. Eliminate NCLB and its 'lower the bar' mentality. Replace it with targeted support for failing schools and increased support for magnet schools in science and the arts.
2. Make research in the sciences a national priority. Innovation is our greatest asset!
3. Provide incentives for our best and brightest to become and remain teachers.
4. Reduce the burden of higher education for the middle class. Provide incentives for students selecting STEM majors.
5. Include elementary educators in efforts to integrate STEM topics into the curriculum. If the soil is not prepared, the seeds will not grow!
6. Connect an emphasis on education to solutions for Global Climate change and promoting sustainable practices.

I recommend reading Bill Richardson's white paper 'Making America's Schools Work'. If you agree with anything I've said so far, you will find many points I agree with.

One resolution done!

Huckabee is a huckster disguised as a huckleberry..

2007-12-14T07:16:00.000-08:00

Gov. Huckabee is a photogenic and sweet tongued fellow who will surely charm many people who are looking for an excuse not to engage in the tough work of observing and thinking about the world. I respect any person's right to believe what they wish. However, I do not think that belief in pseudoscience qualifies one to be in any sort of leadership role which touches on education. While a sitting president has little to do with educational policy, he/she sets the tone for discourse on the topic and can be a cheerleader for initiatives to improve what we are doing. We have had seven long years where decisions were not made using the data at hand. It has been said that the current president has relied largely on guidance based on his beliefs. The result is that we are reviled by over a billion muslims and laughed at by our EU peers. In science, we have let ourselves drop to the bottom third of the developed barrel. I would propose to Gov. Huckabee that if there ever is/was an intelligent designer, he/she/it used good old data driven scientific method to guide things to where they are. I also suspect that the designer might have already finished and is observing us to see if we have the intellect to be included in further experiments. The only candidate with an actual track record on education is Gov. Bill Richardson who helped pump 700Million$ into New Mexico's educational system. Money isn't the only answer, but you don't need to do an experiment to realize that lack of monetary support does not work at all. I am appalled that my own teacher's organization, NEA-NH has endorsed Huckabee. He is a populist candidate with nothing in his experience for science, education, or the combination of the two!

BTW: credit to the Charlotte Conservative News for the 'holy mike' image

2006 PISA Science Assessment Results

2007-12-07T05:42:00.000-08:00

On December 4, the OECD released the 2006 PISA assessments which focused on science and math. Sadly, the summary results placed the US below the average for the 57 countries taking the test. At 29th overall, it doesn’t appear that we will be relinquishing our love for creationism and astrology any time soon. China and India were not included in the assessment, but they are the two countries which have benefited the most by the failure of our system to entice students into STEM careers. The complete OECD US briefing can be found at http://www.oecd.org/dataoecd/30/17/39703267.pdf
and does have some important nuancing for policy makers. Apologists for the bad results are claiming that other countries ‘hide’ their poor students in vocational pools which aren’t included in the sampling. One valid point is the fact that high scoring countries tend to be small, homogeneous entities in the developed cadre of countries. Countering that fact is the idea that the US is really 50 such entities – why can’t we get our act together? New Mexico is one state which has pulled itself up some distance with a 700 million dollar educational investment pushed by former governor and presidential candidate Bill Richardson. It can be done. Here in New Hampshire, we still rely on the shrinking resources of property owners and lottery tickets to prop up the system. We do OK, primarily by being a great place to live and attracting good teachers willing to be paid poorly. Unfortunately, our higher ed system is languishing with the same number of full professors now as in the 1960s, but triple the student load. The University of New Hampshire has a nationally recognized athletic program which loses a million a year, but has a shrinking number of students enrolling in STEM fields which get grants and outside funding. Maybe we are counting on a quarterback to be able to throw a satellite into orbit?

What is Technology (elementary)?

2007-11-24T17:54:00.000-08:00

As I prepare for the Christa McAuliffe Technology Conference, I have been thinking about the appropriate emphasis for technology in the K-5 years. Wikipedia defines technology as “…a broad concept that deals with a species' usage and knowledge of tools and crafts, and how it affects a species' ability to control and adapt to its environment.” A New Caledonian crow has been observed using technology for the first time (National Geographic 2002). It was observed bending a wire to get food from a hard to reach location. The old adage, necessity is the mother of invention, is appropriate to the process of developing and applying technology. Paper is one of the technologies an elementary student must master early in the educational process. There are tools related to using the paper such as, pens, pencils, crayons, scissors and glue. Each tool represents its own technology. Paper can be folded into artwork, airplanes, and booklets. All of these are obvious in their necessity to the learning process. As I observe students struggling with scissors in the fourth grade, I wonder about the place of electronic gadgetry at that age. Before using the electric pencil sharpener, the old hand crank type must be used to appreciate the consistency achieved with the electric one. The same goes for an electric stapler, calculator, and computer. Spell check is great, but not until a student knows the alphabet inside and out and the basic rules of spelling. A calculator saves time, but ignorance of multiplication facts could lead to a compounding of errors. I would make the case that an invention looking for a use is really a toy. The process of inventing based on need is one which must be learned, and the earlier the better. Perhaps the process of developing and implementing technology is where the emphasis should be for our K-5 students, saving the expensive electronic toys for a time where the necessity is obvious.

Integrating Knowledge

2007-11-07T08:36:00.000-08:00

One of the daunting tasks for anyone purporting to be a teacher is the process of distilling what you know to a form which is appropriate for your audience. Mahesh Sharma, Chancellor of Cambridge College in Boston, states that a teacher should have two years of mastery beyond the grade they wish to teach. But mastery of a subject area is only part of the equation for stimulating growth of thinking. The other piece is what I call the integration process with the whole of what we experience. The ability to integrate knowledge allows insightful questions to be asked, disparate pieces to be collected into a creative whole, and a deep appreciation for the complexity of being. I recently went on a 'walk in the woods' with a person who has expertise encompassing the field of ecology and many subjects connected with understanding how ecological processes work. The person is Tom Wessels, associated with Antioch NE College, and the location was Crawford Notch. Tom displays the depth of kowledge which comes with sustained inquisitiveness and long experience. It goes beyond wisdom, in a sense, in that Tom's insights also have a bit of ground truth from data built into them. Integrating knowledge with experience is a goal for an elementary teacher, but my observation is that teachers who embody that tendency in their thinking unconsciously transfer integrative principles through modeling. Tom has a few of his musings available as books. is latest "The Myth of Progress" is appropo of this year of electioneering and decisions driven by advertising rather than data. Check it out!

Parent Involvement In Science Education

2007-10-23T09:08:00.000-07:00

While teachers in most elementary schools see their students for four to five hours per day, parents influence the remaining eight to ten 'awake' hours. Parents have many choices for dealing with these hours, from day care to sports teams, but for the pre-school to primary age group, parents are still the main event in many cases. A recent trip to Italy highlighted the different attitude to parental involvement in early childhood education, which is heavily subsidized. To offset the cost and improve the experience, parents are an integral part of the early school day. Parents are exposed to trained educators who model appropriate teaching and behavioral techniques, and children get to socialize and learn from a developmentally correct curriculum. Exploring the natural world is an integral part of the process. Without early experiences, later observations will be meaningless and the ability to make generalizations and extend concepts will be limited. The Italian model won't be coming soon to the US, but there are many excellent science and natural history activities available to parents who know where to find them. I hope the interested reader will check out our page which begins to catalogue some of the many cool things you can do with your child which will support their natural talents as budding scientists!

Technology must add value in the classroom!

2007-09-24T04:34:00.000-07:00

The word 'technology' when used in the educational setting, is viewed almost as a longstanding and vital piece of curriculum. Its true that word processing has revolutionized the way high school and college students write papers, and that data logging in the sciences is easier with digital adjuncts. For primary children, struggling to get the basics of reading and math operations seems to make more sense than struggling with a keyboard and a mouse. For upper elementary students, compiling a powerpoint presentation or learning to make a video can be a powerful enrichment activity, but can't replace the wonder of walking in the woods or the excitement of performing a skit for classmates. The demands of an elementary curriculum require that each added piece in the day must add value to the experience of the student. One of the main benefits of what we refer to as technology is enhanced communication. E-mail, texting, IM, and cell phones have changed the culture of an entire generation. But in a closed classroom of twenty odd students, enhancing communication may be more effectively accomplished with a lapel mic and amplifier for the teacher. The real value of technology in the elementary classroom may actually be to the teacher in the access to information which may be valuable to his/her students. The challenge is that the average age of most elementary teachers is well above that of the generation for which electronic communication is ubiquitous. I've heard the complaint many times from administrators that the information is there if the teachers would only get it. I'm discovering the hard way how many obstacles there are to achieving the access which is assumed by our electronically connected culture. The simplest function, e-mail, is hampered by filters for spam and worse. The filters are so good, they filter legitimate communication and information from the average teacher. Adult-adult e-mail means that a teacher must have their back turned on their students to access it. Before they can even take that hazardous step, the mail must be pulled up - of course it times out while you are answering zillions of questions about the day. When the mail is finally received, it must be printed or copied elsewhere to be retained for use. The utility of the medium is lost in the maelstrom of a typical elementary classroom. the vital information, like great ways to teach science to your students, is assumed to be far more difficult to access than the cantankerous e-mail. The one exception for my generation: shopping! Surfing for a book, clothes, or acccesories is simple. My goal is to make surfing for science curriculum almost as easy.

Christa McAuliffe and Barbara Morgan - Teaching Pioneers

2007-09-13T04:57:00.000-07:00

The desire to try something new for their students got Christa McAuliffe and Barbara Morgan out of the classroom and into the rigors of astronaut training. It makes triathlon training seem a bit feeble! Christa made the ultimate sacrifice for the chance to stimulate her students. I see echoes of that drive in the lengths that my elementary colleagues go to reach their students. Elementary teachers in particular spend thousands of dollars of their own money to supplement teaching supplies. They spend their vacation time at inservices and conferences, and meet after the school day to support IEPs and 504 plans. This spirit kept Barbara Morgan in the program for 20 years until her successful flight with STS 118 this summer. I honor both of these women for their courage and Barbara in particular for her persistence. The following link will take you to the mission website:
STS 118 link

Tri new things - keep fresh for your students!

2007-09-12T07:25:00.000-07:00

Upper elementary students are amazing innovators, natural scientists, and explorers. They are still excited about learning new ideas and skills, unlike their older middle school brethren. Adults can fall into a rut of busy schedules and obligations which can stifle the inner light of enthusiasm students can detect in us adults. For those of us just starting a family, plenty of new things are happening every day. Sharing a bit of that with your students will involve them in the growth and excitement you are experiencing. With my two sons off to college, I can tackle bigger new things. My latest challenge is a competition known as a triathlon, combining swimming, cycling, and running. I can only compete with myself, being athletically challenged. I'm also learning how to swim for real - not just floating or splashing around. The sport has spurred my wife into bigger challenges, and has involved my son as well. He's coaching me on my swimming, and doing a great job of it. Like many things, I didn't know I could do it until my first race. I survived to race again, and have some great new things to keep me motivated and fresh.My science side has been investigating diet, heart rates, gear ratios, and hydrodynamics. Personally, I'm getting into better shape with more energy for my students!

Why elements?

2007-09-04T06:45:00.000-07:00

All of our science education relies on a solid foundation in inquiry based science and accurate general knowledge of science principles gained in the elementary years. For young girls in particular, this is also crucial time for developing a love of science which will carry them through their high school science experience with confidence and pleasure. Sadly, the importance of this foundation is not reflected in our teacher training process. While I am continually amazed at the mastery of subject and technique that my elementary colleagues must maintain, they are also honest in the fact that science was not an area of adequate focus. The result has been that my background as a science educator in an elementary setting has kept me busy sharing both science content and technique in my school.
Just as the elements of the periodic table are key to understanding matter as we experience it, a good science education is the elemental foundation for understanding how things work . The LMNTS website is an attempt to collect useful teaching materials and ideas for elementary teachers.

Whiteash

Getting Started

2007-08-23T17:11:00.000-07:00

This year is dedicated to making life for my elementary colleagues a bit easier when they consider teaching science. If you've gotten here from the eLeMeNTS website, you already know that. If you are surfing blogs and know an elementary teacher, pass the word along that a forum is available for discussing science for kids. If you have ideas about what students K-5 need to know, share them here. If you have ideas for lessons, curricula, or rants about the system of teachig science, let us know.
I've been teaching for more htan 25 years, mostly in science. Most of my early time was spent with HS and MS students who had serious holes in their understanding of the natural and physical world. It wasn't until I reached the elementary crowd that I realized how important laying a good foundation is to future science insight or understanding. I also quickly realized that my elementary colleagues were overwhelmed by the breadth of curriculum they had to master, overlain with the wet blanket of testing and NCLB. I'm hoping to tap into some of the incredible wisdom of those who have been teaching young scientists for as many or more years than I have. Thank you to those of you who choose to share that wisdom!

Whiteash

BTW: the white ash is the tree of knowledge in Norse mythology, also known as Yggdrisil!