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https://drive.google.com/file/d/1q_3GHOrpAqv_6tWNHKERypeR8IbcDspr/view

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https://drive.google.com/file/d/19RWmgwKn7b2q0R1UhmeV-hlZ1zmIbwDd/view

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https://static.nsta.org/extras/practices/investigating/video1.htm

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Can’t see this HTML5 video? Time to upgrade your browser!

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INSTRUCTIONAL LEADERSHIP FOR SCIENCE PRACTICES

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INSTRUCTIONAL LEADERSHIP FOR SCIENCE PRACTICES

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https://www.sciencepracticesleadership.com/

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Instructional Leadership for Science Practices

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Instructional Leadership for Science Practices

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This website includes resources to support the successful integration of the 8 Science Practices in NGSS into K-8 classrooms. This includes descriptions of the 8 practices, case studies, and tools such as a continuum for the eight practices.

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The Power of Circuits! | Technology for Kids | SciShow Kids

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THE BOY WHO HARNESSED THE WIND: READ ALOUD

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THE BOY WHO HARNESSED THE WIND: READ ALOUD

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https://www.youtube.com/watch?v=stjOzn1etjc

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The Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer

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Three Dimensions of the Next Generation Science Standards (NGSS) 

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Three Dimensions of the Next Generation Science Standards (NGSS) 

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https://docs.google.com/document/d/148zOyHIBNQVJs6c7CauOX03jXGzDko2BcLaht1_y0Eg/edit

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https://drive.google.com/drive/folders/1tHay77fGvmn289BpW2XF1bj51wK2Ut5-

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https://docs.google.com/document/d/1IDPfOrqTxHHYdtSM4WvHFP575bmgUTbl4guG0eDDHhM/edit

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Human Circuits - Energy Ball - Building Circuits

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https://docs.google.com/document/d/11iV7K2x6jLAxRgp-_m06Si3sShoWaVSIDZNubRVLnNY/edit

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https://sites.google.com/sdale.org/springdale-science-public/home

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ATTENTION Educators: Due to a recent Google Drive security update the majority of the links on this webpage including the curriculum guides are currently not working. Our team is working on developing a solution, please be patient as we work to restore access to curriculum materials.

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https://www.exploratorium.edu/snacks

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https://www.getepic.com/options?utm_source=google&utm_medium=cpc&campaignid=17366923422&adgroupid=144041407184&device=c&creative=601065422283&gclid=CjwKCAiA-dCcBhBQEiwAeWidtRdIOnrFl7GqbBfxurQfysO9WsNyVa-R7_-VD6Id_0oHiLdCUaecjxoCOe8QAvD_BwE

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Instantly access over 40,000 of the best books & videos for kids on Epic

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Get unlimited access to 40,000 of the best books, audiobooks, videos, & more for kids 12 and under. Try it free.

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https://mysteryscience.com/

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Open-and-go lessons that inspire kids to love science.

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Mystery Science offers open-and-go lessons that inspire kids to love science. The hook, visuals, and activity have all been prepared for you. Less prep, more learning.

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FINAL PRESENTATION: HOW TO STOP A WILDFIRE/KINDERGARTEN

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FINAL PRESENTATION: HOW TO STOP A WILDFIRE/KINDERGARTEN

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https://docs.google.com/presentation/d/1yxxkE39Yb-b0-3Xhw6tPQlH7n-K7j3VwqV9JZqktg4s/edit#slide=id.p

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https://www.stemmaterials.org/wp-content/uploads/2019/07/PatternsintheSky.pdf

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https://docs.google.com/presentation/d/1VGJIBFynU5YfJJvQRimpprV-Al0Lm2HT8N2m-WjbpfU/edit#slide=id.g16611e37350_0_39

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https://www.generationgenius.com/science-videos-for-kids/

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NEW K-8 Math Lessons Now Available

Get instant access to hours of fun, standards-based videos, reading material, quiz games, simple DIY activities & more.

Get instant access to hours of fun, standards-based videos, reading material, quiz games, simple DIY activities & more.

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Our science videos for kids cover all major topics in grades K-8 and come with lesson plans, activities, quizzes, vocabulary & more. Try it free.

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https://docs.google.com/presentation/d/1D4hCVa6Y2MY-d1K3nS5Y7m9Shmeqxg3myDB5-xUqa1k/edit#slide=id.gb5a9011748_0_24

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https://docs.google.com/presentation/d/1pfD03NbWTnqcG1Q7_UEJIpPL92GX5ZAXzYCBVrC5l2w/edit#slide=id.gbafe3f6207_0_78

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https://docs.google.com/presentation/d/1aU17QnAvA6AE3sJ1tLTR7EiAu78k4scfJEYwb37z_ZY/edit#slide=id.p21

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https://www.youtube.com/watch?v=ATGatKK1icU

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CHILDREN'S BOOK | Orion and the Dark by Emma Yarlett | READ ALOUD

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https://docs.google.com/spreadsheets/d/1GLliwFTU2lzZqDvBAm_DRAHcdvKG9KqD106umvTNIIE/edit#gid=775441476

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https://ambitiousscienceteaching.org/tools-scaffolding/

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Scaffolds for writing and talking are supports for communicating in science-specific ways that may seem unnatural for students. We mean for example that writing causal explanations, talking in small groups about how evidence can be used to back up a claim, or critiquing the ideas of one's peers in a whole class setting, are not the kinds of communication that students engage in outside of school. Tools can help-these take the form of sentence frames, guides for how to help ELL students practice final explanations, norms for whole class discussion that are developed by students, roles that students can take up in small group activity, and others. We provide a small sample of the types of scaffolding that are used during ambitious teaching.
Scaffolds for talk Norms for whole class conversations
Classrooms should have norms for civil discussions that are developed-with help from your students-from the first day of school, that are explicitly modeled by the teacher (i.e. the teacher "names" the norm as she/he uses it) and reinforced on a regular basis. Here are some samples of these norms-there are many possibilities:

Anyone can ask questions if they don't understand an idea that is being talked about

We (students and teacher) can critique ideas of others, but personal attacks are out of bounds

Don't talk over your classmates

The teacher will give "think time" before asking for students' ideas

In small group work, everyone will contribute to the conversations

It is helpful to re-visit these norms periodically, asking your students: "How did we do today in our discussion? What do we need to work on?"
Sentence starters to sustain productive whole class conversations
Some students don't participate because they are so unfamiliar with critiquing the ideas of others or adding onto a peer's comments. They don't know how to publicly disagree and some students even feel uncomfortable agreeing with others in class.

For these reasons some of our teachers have developed, with students, a list of sentence starters (structures for student talk) to help them accomplish what seems unnatural. The tool we show is just one of a set of 4 posters that a teacher made, with her students, on the first day of class. This one shows "How do I respectfully disagree with a classmate?" There are three others, including agreeing and adding to another person's ideas, asking a probing question (often asking for evidence) or asking a peer for clarification of an idea or claim.
Role cards for small group interaction
To foster group participation, it is helpful to assign roles to students. Roles should not be simply about managerial duties, such as the note-taker, the supply-getter, the procedure-reader. Roles should be about different students taking responsibility for different parts of the science talk that moves everyone's thinking forward. Here are some examples of roles for intellectual work. We list more here than you would assign to a group of students, and you might combine these roles in some cases. What we show below is not "the list" but some suggestions based on our experience in classrooms. To the right is one of the kinds of cards that we place on tables to help students know what to ask their peers.

Big ideas person. The BI person pulls the group (occasionally) back to the scientific purpose of the activity (often a group will get too wrapped up in the rote execution of the directions).

Asks "How does X (something we are studying, reading, investigating, observing, etc.) relate to the anchoring event?"

Asks: "How does X change the way we're thinking about the anchoring event?"

Asks: "What is the big idea we are trying to understand? Why are we [watching ice melt]?"

Clarifier. This is a role of monitoring everyone's comprehension about one or two key science terms.

Asks: "Do we know what the word ____ refers to?"

Asks: "Can we put it into our own terms?"

Questioner. This person asks probing questions during the activity. These folks listen for questions posed by other group members and then re-voice the questions to make sure that the whole group takes a moment to hear and entertain questions from everyone. This is not a role that students find easy, so it helps to provide them with question stems such as :

Asks: "What does it mean that ____?"

Asks: "How do we know that_____?"

Paraphrases what other have said: "So, what I think you are saying is... Is that right?"

Asks: "What would happen if we changed ____?"

Asks: "What's your evidence?"

Skeptic. This person tries to strengthen the group's work by probing for weaknesses in the developing explanation or model.

Says: "Here's an alternative explanation-is this just as good as the one we have now?"

Asks: "Does it always work this way (the explanation)?"

Asks: "How does our idea match up with what we've just learned?"

Progress monitor. This person ask others to periodically take the measure of the group's progress.

Asks: "What can we say we've accomplished so far?"

Asks: "What do we still need to know/do to accomplish this task?"

Asks: "What can we now add to our explanation that we didn't have before?"

When you stop by a table to listen in on a group, you should expect this person to be able to communicate the ideas of the group members AND attribute ideas to particular people (giving credit where it is due).
"Talk to your partner" routines
Sometimes a tool can be more like a routine a teacher enacts to help students interact. The "A-B partner" routine is one of these. We found in many classrooms that when students were asked to talk in pairs before offering comments in whole class discussion, that most students were not really listening to their partners. Or they viewed their partner's talk as just something to politely sit through until it was their turn to talk. This is where "A-B partners" came in. We asked students in pairs to talk about something substantive, like a hypothesis, or some evidence or an everyday experience that related to the science ideas being taught.

After the pairs talk, the teacher asks a student in the class to express the ideas that their partner had expressed. The difference in this routine from just "turn and talks." In addition, the teacher presses the student to say more than a cursory few words about their partner's idea. We found that this compels students to actively listen to one another and to ask follow up questions of their partners in order to understand their viewpoints. This works particularly well with English Language Learners.
Scaffolds for writing Drafting evidence-based claims
The tool we show below is to support students' writing of evidence-based explanations. This is core to the science practice of argumentation. The tool is accompanied by a routine. The tool is used near the end of a unit where the students have been studying a complex puzzling event (the anchoring event for the unit). They have also done several investigations that have provided data that can support various parts of the final explanation for the anchoring event.

Students work in small groups when using this tool. In the left hand column of the tool, the groups negotiate a claim about a part (just a part) of the full explanation for the event. They then cite evidence from one of the activities they'd done that applies to this claim. In the bottom cell they state the reasoning that links the evidence to the claim. You can see in the cells that there is a designated space to write and there are sentence frames, both of which help students.

But this is not the end of the work. The claim-evidence-reasoning is only the first step. Next the students give their sheet to another group. This group's goal is to look at the argument and try to give feedback so that it strengthens the clarity and credibility. The group giving feedback has drafted their own argument of course, but they may be attempting to explain and provide evidence for a very different part of the anchoring event. In this way, the second group is learning a bit about how the first group is constructing evidence-based arguments for a different aspect of the phenomenon.

Finally, the second group meets with a member of the first group and explains their comments. The first group then takes those comments into consideration and revises their argument.
Upper elementary example of scaffolded writing
The tool below has a number of scaffolds built into it that support young learners in constructing explanations with evidence. At the top there are clear instructions that are explicit about what should be written-this is more than "explain the skateboarder's jump." Below is a checklist of ideas that need to be included (this is more than a vocabulary list!), there are sentence frames below that, and at the bottom there is a rubric that challenges students to achieve a "why" level explanation. These are only a few examples of tools that can support writing, there are many others.

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Tools | Scaffolding for writing & talking science | AST

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Scaffolds for writing and talking are supports for communicating in science-specific ways that may seem unnatural for students. We mean for example that writing causal explanations, talking in small groups about how evidence can be used to back up a claim, or critiquing the ideas of one's peers in a whole class setting, are not the kinds of communication that students engage in outside of school.

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https://udlguidelines.cast.org/

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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https://goalbookapp.com/toolkit/v/strategies

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https://www.calacademy.org/educators/science-notebook-corner

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Sample our easy-to-implement strategies and lessons to bring science notebooking into your classroom or home!

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HOW TO GET ELEMENTARY STUDENTS TO THINK LIKE A SCIENTIST WITH NOTEBOOKS

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HOW TO GET ELEMENTARY STUDENTS TO THINK LIKE A SCIENTIST WITH NOTEBOOKS

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https://www.teachingchannel.com/blog/science-notebooks

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I'm obsessed with keeping notebooks. I have drawers full of them for collecting thoughts and ideas generated during faculty meetings, conferences, and workshops. So many treasures: lists of things to do, illustrations to remind me how to replicate, questions, unfamiliar terms, and examples of strategies I want to remember.

So it's hardly a surprise that notebooking is a key practice in my elementary science instruction! I've tried fancy hardcover notebooks with lines, formatted templates with space for drawing, and lined paper. But do you know what works best? The simplest option: blank papers stapled inside of a file folder. Why? Blank pages allow for flexibility and freedom.

Science notebooks evolve throughout the year along with students, becoming more complex as students gain a better understanding of how data is collected and recorded. For example, a kindergarten class starts off with a general notebook for gathering and recording information, then gradually to specific-topic notebooks. A second grade class starts with general observations, then moves towards formal data recording.

Here are four ways to use science notebooks:

1. Help students create their own reference sheets.

I use a direct approach sometimes, asking students to write down definitions or copy a specific diagram. These entries serve as references for students.

2. Guide students in recording their discoveries.

I use a guided approach and model how to record data and experiences, but leave it up to students to create their own entry.

Open-ended notebook entries are my favorite and the most authentic. Students have total freedom over what they record in their notebooks and how. These entries provide a window to students' thinking and understanding of concepts -- they tell me where and how I can contextualize our experiments.

3. Capture evidence of student learning and understanding.

I often use notebooks to check for students' understanding of concepts and new content vocabulary.

4. Document student growth over time.

Science notebooks provide a permanent record of students' activities and learning and can be included in their portfolios. Notebooks can be used to document student growth and development in science (and literacy) from the beginning of the year.

As a teacher who works with many English language learners and students with disabilities, I appreciate how well all students respond to the opportunities to share their own illustrations, graphs, charts, and words. This improves their ability to organize and explain their ideas and learning. Illustrating a concept in their notebooks can provide a boost of confidence for students who might not otherwise speak up in an oral discussion.

Science notebooks are a powerful way for students to demonstrate understanding of science experiences, and provide teachers with evidence for assessing students' written language development and science learning.

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Four Ways to Think Like a Scientist with Science Notebooks

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I'm obsessed with keeping notebooks. I have drawers full of them for collecting thoughts and ideas generated during faculty meetings, conferences, and workshops. So many treasures: lists of things to do, illustrations to remind me how to replicate, questions, unfamiliar terms, and examples of strategies I want to remember.

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https://www.youtube.com/watch?v=qQBZbinoOrI

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Scientific Method for Kids | Learn all about the Scientific Method Steps

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PADLET SHARE WITH THE ENTIRE CLASSROOM (IT HAS AMAZING RESOURCES THAT WILL VERY USEFUL AS A TEACHER)

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PADLET SHARE WITH THE ENTIRE CLASSROOM (IT HAS AMAZING RESOURCES THAT WILL VERY USEFUL AS A TEACHER)

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https://padlet.com/lgates9/elementaryNGSS

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THE WONDERS OF SCIENCE (SPANISH RESOURCES )

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THE WONDERS OF SCIENCE (SPANISH RESOURCES )

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https://thewonderofscience.com/graphics

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Graphic Organizers - Practices

(Spanish Versions Below)

Asking Questions - Google Draw or PDF
Developing and Using Models - Google Draw or PDF
Planning and Carrying Out Investigations - Google Draw or PDF
Analyzing & Interpreting Data - Google Draw or PDF
Using Mathematics & Computational Thinking - Google Draw or PDF
Constructing Explanations - Google Draw or PDF
Engaging in Argument from Evidence - Google Draw or PDF

Graphic Organizers - Concepts

Cause and Effect - Google Draw or PDF
Cause and Effect (version 2) - Google Draw or PDFPatterns - Google Draw or PDF
Systems and System Models - Google Draw or PDF
Structure and Function - Google Draw or PDF
Structure and Environment - Google Draw or PDF
Energy and Matter - Google Draw or PDF
Scale, Proportion, and Quantity - Google Draw or PDF
Stability and Change - Google Draw or PDF

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Graphics and Tools - The Wonder of Science

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(Spanish Versions Below) Asking Questions - Google Draw or PDF Developing and Using Models - Google Draw or PDF Planning and Carrying Out Investigations - Google Draw or PDF Analyzing & Interpreting Data - Google Draw or PDF Using Mathematics & Computational Thinking - Google Draw or PDF Constructing Explanations

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https://drive.google.com/drive/my-drive

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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https://kidsparkeducation.org/?utm_source={google_cpc}&utm_medium={ad_grant}&utm_campaign=&utm_term=free%20science%20resources&utm_campaign=cBC+-+Awareness+MXC&utm_source=adwords&utm_medium=ppc&hsa_acc=7234793169&hsa_cam=2065099322&hsa_grp=76897846712&hsa_ad=486381490698&hsa_src=g&hsa_tgt=kwd-741541452&hsa_kw=free%20science%20resources&hsa_mt=b&hsa_net=adwords&hsa_ver=3&gclid=Cj0KCQiAnNacBhDvARIsABnDa6_SRzTywSHB4_idwwC6PPOXd9R4QtWDC_DYMasHc1lMGrRVsHKvQy4aAkElEALw_wcB

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Elementary & Middle School Applied STEM Education Programs | Kid Spark Education

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Kid Spark Education’s fun, hands-on STEM education programs and kits will prepare your students for a lifetime of interest in science and technology.

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https://www.educatorstechnology.com/2014/02/the-25-must-have-resources-for-science.html

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Educational Technology and Mobile Learning

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February24 , 2014
Here is what I have been preparing for you over this weekend. Below is a list featuring some great resources for science teachers. These resources provide a wide variety of materials for teaching science from lesson plans, printables, activities, technology resources and many more. I invite you to have a look and share with your colleagues.

This is a periodic table of chemical elements ( around 180 ) with an illustrative video around each element. This wonderful work has been realized by The University of Nottingham.

The Understanding Science site was produced by the UC Museum of Paleontology of the University of California at Berkeley, in collaboration with a diverse group of scientists and teachers, and was funded by the National Science Foundation. This platform provides a wide variety of science sources for teachers and students.

This is a wonderful Pinterest board that is packed full of science resources for teachers.

This is one of the most popular science channels in YouTube. SciShow discusses science news and history and concepts.

5- Discovery Education

Discovery Education offers a broad range of free classroom resources that complement and extend learning beyond the bell. This page features a number of science lesson plans and other materials to use in class.

This page features a list of scientists from Smithonian and provides videos on each one of them about their work and what they do.

7-National Science Teachers Association

This is the official page of NSTA where you will have access to an array of free science resources for you and your classroom.

8- Science Netlinks

Science NetLinks is a premier K-12 science education resource produced by the American Association for the Advancement of Science. At Science NetLinks, you'll find teaching tools, interactives, podcasts, and hands-on activities, and all of it is free!

10-Teachers Guide to Science Projects

The Teacher's Guide to Science Projects was developed to provide teachers with everything they need to assign, manage, and evaluate a science project program in the classroom, including lots of tips to make a science project a fun educational experience. While this guide was designed for teachers who have never assigned a science project, it also offers a variety of tools and tips that seasoned teachers will find useful.

PlantingScience is a learning community where scientists provide online mentorship to student teams as they design and think through their own inquiry projects. Engaging in the science process and becoming familiar with science practices enhances science learning.

12-Technology Resources for Teaching Science

This page from Edtech Teacher provides different resources for teachers of science from websites on biology and chemistry to those providing teaching materials on medicine and nanoscience.

13- Laura Candler's Science Resources

This is laura's Science File Cabinet. Here you'll find dozens of free printables and helpful website links for the upper elementary or middle school science classroom.

Edheads is an online educational resource that provides free science and math games and activities that promote critical thinking. Choose from Simple Machines, Virtual Knee Surgery or Stem Cell Heart Repair, among others. All activities meet state and national standards.

15-Ted Talks on Science
Here are five interesting TED talks on science curated and shared by Mashable.

This portal provides thousands of pages of activities, workshops, course descriptions and more.The work of hundreds of geoscience educators and over a dozen projects.

Find here fun, interactive, research-based simulations of physical phenomena from the PhET™ project at the University of Colorado.

SienceDaily is one of the Internet's most popular science news web sites. With over 65,000 research articles, 15,000 images, 2,500 encyclopedia entries, 1,500 book reviews, and hundreds of educational videos, there is something for everyone on ScienceDaily.

19-The Periodic Table of Comic Books

In The Periodic Table of Comic Books, you can click on any element to see a list of comic book pages involving that element. Click on a thumbnail on the list to see a full comic bookpage. For technical information about an element, follow the link to Mark Winter's WebElements.

20-Biology in Motion
BiologyInMotion! Here you will find animations, interactive activities, and cartoons designed to make learning biology a richer, more engaging experience.

Sumanas develops animated tutorials in a variety of formats for many scientific disciplines

Developed by teams of scientists and educators, the Earth Exploration Toolbook (EET) is a collection of online Earth system science activities. Each activity, or chapter, introduces one or more scientific data sets and analysis tools that enables users to explore some aspect of the Earth system.

Learn more about the human body. Information is provided on the skeleton, the heart, the brain, and the digestive tract, and how they function.

Kineticcity is developed by the American Association for The Advancement of Science . Kineticcity provides some of the amazing collection of science experiments, games, activities, and challenges.

Scitable is a free science library and personal learning tool brought to you by Nature Publishing Group, the world's leading publisher of science. Scitable currently concentrates on genetics and cell biology, which include the topics of evolution, gene expression, and the rich complexity of cellular processes shared by living organisms.

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The 25 Must Have Resources for Science Teachers

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February24 , 2014 Here is what I have been preparing for you over this weekend. Below is a list featuring some great resources for science teachers. These resources provide a wide variety of materials for teaching science from lesson plans, printables, activities, technology resources and many more.

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https://ca.pbslearningmedia.org/subjects/science/

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Resources For Lesson Plan For Science | PBS LearningMedia

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Discover free resources designed for your lesson plan for science. Explore natural phenomena and scientific practices with videos, games, and activities for all grades.

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https://www.canr.msu.edu/news/the_shape_of_science

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4-H Science, Technology, Engineering & Math (STEM)

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Discover how cool and interesting science can be.

Photo 1. Science Process Model. Illustration courtesy of Patrick Bird.

Have you ever taken the time to think about science? Most people have not, but if they did they might be surprised to find science is very interesting and fun. What they would discover is that science is a process. It has a progression of seven steps:

1. Ask a question (I wonder...)

2. Research (I search, investigate...)

3. Hypothesis (I predict...)

4. Experiment (I try, do...)

5. Collect data (I observe, measure...)

6. Explain data (I interpret, tell...)

7. Ask new questions (I wonder...)

As a visual and hands-on learner, this description only gets me so far. If I am going to really understand this process, I need a model I can see and touch, and Photo 1 is that model. The process of science, modeled as a climbing vine, is living, growing, expanding and adapting. It is rooted in the past, but extends into the present and future. It starts with wonder and comes back to wonder with lots of exploration and discovery in between. It is a model of how we learn.

Thinking about and playing with this model allows us to discover even more about science itself. If you look at the climbing vine and the first leaf (ask a question) and the seventh leaf (ask new questions), you begin to see a shape of a coil or spring-a spiral. New questions are built on the older questions and all the research, experimenting and discovery that came with the first question. As more questions are asked, we build our knowledge and understanding. So, science has a shape! How cool is that?

Photo 2. The shape of science - a spiral! (Or a slinky, if you prefer.)

Exploring this with kids can be problematic, however. For most kids, spiral is not a normal word in their vocabulary until late elementary, middle or even high school. An example or analogy that is more familiar to kids is a slinky, a toy that when placed on the top step of a stairway and given a little push, will "walk" down the steps.

This discovery, that science has a shape, gives us all a new way to look at science, a new appreciation and connection to how cool and interesting science can be.

If you think about and examine the process of the science model just a little bit further, there are other interesting questions you can ask about science.

What color is science?

What is the sound of science?

What type of fertilizer should we give science to keep it growing?

What type of support does science need?

How long will science grow?

Suddenly, science has new meaning and connections. It starts to come alive. If you look just under the surface, you see that science is part of everything we do. It is part of our daily lives.

Science has a shape, a spiral or slinky that builds knowledge on what we already know. It grows. It is pretty cool and interesting. We should tell everyone about the shape of science and how cool and interesting science is.

Let's celebrate science!

Michigan State University Extension and the Michigan 4-H Youth Development program help to create a community excited about STEM (Science, Technology, Engineering, and Mathematics). 4-H STEM programming seeks to increase science literacy, introducing youth to the experiential learning process that helps them to build problem-solving, critical-thinking and decision-making skills. Youth who participate in 4-H STEM are better equipped with critical life skills necessary for future success.

To learn more about MSU Extension, visit the MSU Extension website. For more ways to share science with youth in your life, please explore the MSU Extension Science and Engineering website. For more information about 4-H learning opportunities and other 4-H programs, contact your local MSU Extension office.

The Michigan 4-H Children's Garden is funded through the Michigan 4-H Foundation.

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Your Learning Connection is packed with lessons, activities, and resources to support at-home learning, empower children to investigate nature, and help families find respite from today's challenges.

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Your Learning Connection - Seacoast Science Center

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Your Learning Connection is packed with lessons, activities, and resources to support at-home learning, empower children to investigate nature, and help families find respite from today's challenges. Simply follow the links to one of our weekly issues and look for your favorite themes: Get Outside!, Our Ocean, STEM Activities, and Art & Nature.