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NSTA recognizes that the Nature of Science is a critical component of science literacy. It recognizes that scientific knowledge changes, uses a variety of methods, and other findings listed in the link below.

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Introduction

Nature of science (NOS) is a critical component of scientific literacy that enhances students' understandings of science concepts and enables them to make informed decisions about scientifically-based personal and societal issues. NOS is derived not only from the eight science practices delineated in the Framework for K-12 Science Education (2012), but also from decades of research supporting the various forms of systematic gathering of information through direct and indirect observations of the natural world and the testing of this information by the various research methods used in science, such as descriptive, correlational, and experimental designs. All science educators and those involved with science teaching and learning should have a shared accurate view of nature of scientific knowledge, and recognize that NOS should be taught explicitly alongside science and engineering practices, disciplinary core ideas, and crosscutting concepts.

It is important to know that this new iteration of NOS improves upon the previous NSTA position statement on this topic (NSTA 2000) that used the label "nature of science," which included a combination of characteristics of scientific knowledge (NOS) and scientific inquiry. It demonstrated the common conflation of how scientific knowledge is developed and its characteristics. Since the recent NSTA position statement on science practices, previously referred to as "inquiry" (NSTA 2018), clearly delineates how knowledge is developed in science, a more appropriate label for the focus of this position statement would be "nature of scientific knowledge" (NOSK). This would clarify the difference between how knowledge is developed from the characteristics of the resulting knowledge. Clearly the two are closely related, but they are different (Lederman & Lederman 2014). However, introducing a new label (i.e., NOSK), given that the NGSS refers to the characteristics of scientific knowledge as NOS, would create more confusion. It will be clear that the discussion of NOS here is about the characteristics of scientific knowledge. Additionally, the word "the" is removed preceding NOS to avoid implying that a single set of knowledge characteristics exists.

Why Learn About Nature of Science?

Understanding of NOS is a critical component of scientific literacy. It enhances students' understandings of science concepts and enables them to make informed decisions about scientifically-based personal and societal issues. Although NOS has been viewed as an important educational outcome for science students for more than 100 years, it was Showalter's (1974) work that galvanized NOS as an important construct within the overarching framework of scientific literacy. Admittedly, the phrase scientific literacy had been discussed by numerous others before Showalter (e.g., Dewey 1916; Hurd 1958; National Education Association 1918, 1920; National Society for the Study of Education 1960; among others), but it was his work that clearly delineated the dimensions of scientific literacy in a manner that could easily be translated into objectives for science curricula. NOS and science processes (now known as inquiry or practices) were clearly emphasized as equally important as "traditional" science subject matter and should also be taught explicitly, just as is done with other science subject matter (Bybee 2013). The attributes of a scientifically literate individual were later reiterated and elaborated upon by the National Science Teachers Association (NSTA 1982).

Declarations

The National Science Teaching Association endorses the proposition that science, along with its methods, explanations, and generalizations, must be the sole focus of instruction in science classes to the exclusion of all nonscientific or pseudoscientific methods, explanations, generalizations, and products.

NSTA makes the following declarations for science educators to support teaching NOS. The following premises, as well as the terminology (e.g., tentative, subjective, etc.) of nature of science, are critical and developmentally appropriate (for precollege students). They should be understood by all students by the time they graduate high school. The understandings are elaborated slightly beyond the items listed in the Next Generation Science Standards ( NGSS).

Scientific knowledge is simultaneously reliable and subject to change. Having confidence in scientific knowledge is reasonable, while also realizing that such knowledge may be abandoned or modified in light of new evidence or a re-conceptualization of prior evidence and knowledge. The history of science reveals both evolutionary and revolutionary changes. With new evidence and interpretation, old ideas are replaced or supplemented by newer ones. Because scientific knowledge is partly the result of inference, creativity, and subjectivity, it is subject to change (AAAS 1993; Kuhn 1962).

Although no single universal step-by-step scientific method captures the complexity of doing science, a number of shared values and perspectives characterize a scientific approach to understanding nature. Among these are a demand for naturalistic explanations supported by empirical evidence that are, at least in principle, testable against the natural world. Other shared elements include observations, rational argument, inference, skepticism, peer review, and reproducibility of the work. This characteristic of science is also a component of the idea that "science is a way of knowing" as distinguished from other ways of knowing (Feyerabend 1975; Moore 1993; NGSS Lead States 2013).

In general, all scientific knowledge is a combination of observations and inferences (Chalmers 1999; Gould 1981). For example, students of all ages pay attention to weather forecasts. Weather forecasters make observations, and their forecasts are inferences. All science textbooks have a picture of the atom, but the picture is really an inference from observable data of how matter behaves.

Creativity is a vital, yet personal, ingredient in the production of scientific knowledge. It is a component of science as a human endeavor (Bronowski 1956; Hoffman & Torrence 1993; Kuhn 1962).

Subjectivity is an unavoidable aspect of scientific knowledge. Because "science is a human endeavor," it is subject to the functions of individual human thinking and perceptions. Although objectivity is always desired in the interpretation of data, some subjectivity is unavoidable and often beneficial (Chalmers 1999; Gould 1981; Laudan 1977).

Science, by definition, is limited to naturalistic methods and explanations, and as such, is precluded from using supernatural elements in the production of scientific knowledge. This is a component of the recognition that scientific knowledge is empirically based (Hoffman & Torrence 1993).

A primary goal of science is the formation of theories and laws, which are terms with very specific meanings:

1. Laws are generalizations or universal relationships related to the way that some aspect of the natural world behaves under certain conditions. They describe relationships among what has been observed in the natural world. For example, Boyle's Law describes the relationship between pressure and volume of a gas at a constant temperature (Feynman 1965; Harre 1983; National Academy of Sciences 1998).

2. Theories are inferred explanations of some aspect of the natural world. They provide explanations for what has been stated in scientific laws. Theories do not become laws even with additional evidence; they explain laws. However, not all scientific laws have accompanying explanatory theories (Feynman 1965; Harre 1983; Mayr 1988; National Academy of Sciences 1998; Ruse 1998).

3. Well-established laws and theories must

be internally consistent and compatible with the best available evidence;

be successfully tested against a wide range of applicable phenomena and evidence; and

possess appropriately broad and demonstrable effectiveness in further research (Kuhn 1962; Lakatos 1983; Popper 1968).

Contributions to science can be made and have been made by people the world over. As a consequence, science does not occur in a vacuum. It affects society and cultures, and it is affected by the society and culture within which it occurs (AAAS 1993; Showalter 1974).

The scientific questions asked, the observations made, and the conclusions in science are to some extent influenced by the existing state of scientific knowledge, the social and cultural context of the researcher, and the observer's experiences and expectations. Again, scientific knowledge is partially subjective and socially and culturally embedded (Lederman & Lederman 2014; NSTA 2000).

These premises combined provide the foundation for how scientific knowledge is formed and are foundational to nature of science. The NGSS (2013) lists the following eight components of NOS. Given the previous discussion about the differences between how knowledge is developed and what is done with that knowledge as scientific practice, items 1, 5, and 6 are arguably more aligned with science practices (or inquiry) than characteristics of scientific knowledge. Practices and knowledge are obviously entangled in the real world and in classroom instruction, yet it is important for teachers of science to know the difference between science practices and the characteristics of scientific knowledge to best lead students to a comprehensive understanding of nature of science. Items 5 and 7 are a bit vague for concrete use in K-12 classrooms. Consequently, a more concrete discussion of what these items mean was provided in the previous section.
NSTA recommends that by the time they graduate from high school, students should understand the following concepts related to NOS:

Scientific Investigations Use a Variety of Methods;

Scientific Knowledge Is Based on Empirical Evidence;

Scientific Knowledge Is Open to Revision in Light of New Evidence;

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena;

Science Is a Way of Knowing;

Scientific Knowledge Assumes an Order and Consistency in Natural Systems;

Science Is a Human Endeavor; and

Science Addresses Questions About the Natural and Material World.

Concluding Remarks

NOS (i.e., the characteristics of scientific knowledge as derived from how it is produced) has long been recognized as a critical component of scientific literacy. It is necessary knowledge for students to make informed decisions with respect to the ever-increasing scientifically-based personal and societal issues. The research clearly indicates that for students to learn about NOS, it must be planned for and assessed just like any of the instructional goals focusing on science and engineering practices, disciplinary core ideas, and crosscutting concepts (Lederman 2007; Lederman & Lederman 2014). It is not learned by chance, simply by doing science. NOS is best understood by students if it is explicitly addressed within the context of students' learning of science and engineering practices, disciplinary core ideas, and crosscutting concepts. "Explicit" does not mean that the teacher should lecture about NOS. Rather, it refers to reflective discussions among students about the science concepts they are learning (Clough 2011).All aspects of NOS cannot and should not be taught in a single lesson, nor are all aspects developmentally appropriate for all grade levels. For example, understandings of the differences between theories and laws or the cultural embeddedness of science are not developmentally appropriate for K-5 students. Nevertheless, NOS should be included at all grade levels as a unifying theme for the K-12 science curriculum. All too often, NOS is only taught explicitly at the beginning of a science course, independent of any of the science content that will subsequently follow. Instead, NOS should be taught as a unifying theme with the expectation that students' knowledge will progressively become more and more sophisticated as they progress through the K-12 curriculum.
-Adopted by the NSTA Board of Directors, January 2020
Research and Theoretical References

Abd-El-Khalick, F., and N.G. Lederman. 2000. Improving science teachers' conceptions of the nature of science: A critical review of the literature. International Journal of Science Education 22 (7): 665-701.

American Association for the Advancement of Science (AAAS). 1993. Benchmarks for science literacy. New York: Oxford University Press.

Bronowski, J. 1956. Science and human values. New York: Harper & Row Publishers, Inc.

Bybee, R.W. 2013. Translating the NGSS for classroom imstruction. Arlington, VA: NSTA Press.

Chalmers, A.F. 1999. What is this thing called science? Queensland, AU: University of Queensland Press.

Dewey, J. 1916. Democracy and education. New York: The Free Press.

Feyerabend, P.F. 1975. Against method: Outline of an anarchistic theory of knowledge. Great Britain: Redwood, Burn Limited.

Feynman, R.P. 1965. The character of physical law. Cambridge, MA: MIT Press.

Gould, S.J. 1981. The mismeasure of man. New York: W.W. Norton & Company.

Hoffman, R., and V. Torrence. 1993. Chemistry imagined: Reflections on science. Washington, DC: Smithsonian Institution Press.

Hurd, P.D. 1958. Science literacy: 16 (1): 13-16.

Kuhn, T.S. 1962. The structure of scientific revolutions. Chicago: The University of Chicago Press.

Lakatos, I. 1983. Mathematics, science, and epistemology. Cambridge, UK: Cambridge University Press.

Laudan, L. 1977. Progress and its problems: Towards a theory of scientific growth. Berkeley, CA: University of California Press.

Lederman, N.G. 2007. Nature of science: Past, present, and future. In Handbook of research on science education, ed. S.K. Abell and N.G. Lederman, 831-880. Mahwah, NJ: Lawrence Erlbaum Associates.

Lederman, N.G., and J.S. Lederman. 2014. Research on teaching and learning of nature of science. In Handbook of research on science education, Volume II, ed. N.G. Lederman and S.K. Abell, 600-620. New York: Routledge.

Mayr, E. 1988. Toward a new philosophy in biology. Cambridge, MA: Harvard University Press.

Moore, J. 1993. Science as a way of knowing: The foundation of modern biology. Cambridge, MA: Harvard University Press.

National Education Association. 1918. Cardinal principles of secondary education: A report of the commission on the reorganization of secondary education. (U.S. Bureau of Education Bulletin No. 35). Washington, DC: U.S. Government Printing Office.

National Education Association. 1920. Reorganization of science in secondary schools: A report of the commission on the reorganization of secondary education. (U.S. Bureau of Education Bulletin No. 20). Washington, DC: U.S. Government Printing Office.

National Research Council (NRC). 2012. A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press. National Science Teachers Association. 1982. Science-technology-society: Science education for the 1980s. Washington, DC.

National Science Teachers Association. 2018. Transitioning from scientific inquiry to three-dimensional teaching and learning. Arlington, VA.

National Science Teachers Association. 2000. The nature of science: NSTA Position Statement. Arlington, VA.

National Society for the Study of Education. 1960. Rethinking Science Education: Yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press 59: 113.

NGSS Lead States. 2013. Next generation science standards: For states, by states. Washington, DC: National Academies Press. www.nextgenscience.org/next-generation-science-standards.

Popper, K.R. 1968. The logic of scientific discovery. New York: Harper & Row Publishers.

Ruse, M. (Ed.) 1998. Philosophy of biology. New York: Prometheus Books.

Showalter, V.M. 1974. What is unified science education? Program objectives and scientific literacy. Prism 2(3-4): 1-6.

References of Teaching Resources

Bell, R.L. 2008. Teaching the nature of science through process skills: Activities for grades 3-8. New York: Pearson.

Clough, M.P. 2011. Teaching and assessing the nature of science: How to effectively incorporate the nature of science in your classroom. The Science Teacher 78 (6): 56-60

Clough, M.P., and J.K. Olson. 2004. The nature of science: Always part of the science story. The Science Teacher 71 (9): 28-31.

Lederman, N.G., and F. Abd-El-Khalick. 1998. Avoiding de-natured science: Activities that promote understandings of the nature of science. In The nature of science in science education: Rationales and strategies, ed. W.F. McComas, 83-126. The Netherlands: Kluwer Academic Publishers.

McComas, W.F., ed. 2019. Nature of science in science instruction: Rationales and strategies. Dordrecht, The Netherlands: Springer Publishing.

National Academy of Sciences. 1998. Teaching about evolution and the nature of science. Washington, DC: National Academies Press.

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NSTA approves the use of live animals in the classroom as long as it is done responsibly. NSTA is researching the effectiveness of in-class dissections and encourages using alternatives.

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Introduction

NSTA supports the decision of science teachers and their school or school district to integrate live animals and dissection in the K-12 classroom. Student interaction with organisms is one of the most effective methods of achieving many of the goals outlined in the National Science Education Standards ( NSES). To this end, NSTA encourages educators and school officials to make informed decisions about the integration of animals in the science curriculum. NSTA opposes regulations or legislation that would eliminate an educator's decision-making role regarding dissection or would deny students the opportunity to learn through actual animal dissection.

NSTA encourages districts to ensure that animals are properly cared for and treated humanely, responsibly, and ethically. Ultimately, decisions to incorporate organisms in the classroom should balance the ethical and responsible care of animals with their educational value.

While this position statement is primarily focused on vertebrate animals, NSTA recognizes the importance of following similar ethical practices for all living organisms.

Including Live Animals in the Classroom

NSTA supports including live animals as part of instruction in the K-12 science classroom because observing and working with animals firsthand can spark students' interest in science as well as a general respect for life while reinforcing key concepts as outlined in the NSES.

NSTA recommends that teachers

Educate themselves about the safe and responsible use of animals in the classroom. Teachers should seek information from reputable sources and familiarize themselves with laws and regulations in their state.

Become knowledgeable about the acquisition and care of animals appropriate to the species under study so that both students and the animals stay safe and healthy during all activities.

Follow local, state, and national laws, policies, and regulations when live organisms, particularly native species, are included in the classroom.

Integrate live animals into the science program based on sound curriculum and pedagogical decisions.

Develop activities that promote observation and comparison skills that instill in students an appreciation for the value of life and the importance of caring for animals responsibly.

Instruct students on safety precautions for handling live organisms and establish a plan for addressing such issues as allergies and fear of animals.

Develop and implement a plan for future care or disposition of animals at the conclusion of the study as well as during school breaks and summer vacations.

Espouse the importance of not conducting experimental procedures on animals if such procedures are likely to cause pain, induce nutritional deficiencies, or expose animals to parasites, hazardous/toxic chemicals, or radiation.

Shelter animals when the classroom is being cleaned with chemical cleaners, sprayed with pesticides, and during other times when potentially harmful chemicals are being used.

Refrain from releasing animals into a non-indigenous environment.

Dissection

NSTA supports each teacher's decision to use animal dissection activities that help students

1. develop skills of observation and comparison,

2. discover the shared and unique structures and processes of specific organisms, and

3. develop a greater appreciation for the complexity of life.

It is essential that teachers establish specific and clear learning goals that enable them to appropriately plan and supervise the activities.

NSTA recognizes science educators as professionals. As such, they are in the best position to determine when to use-or not use-dissection activities. NSTA encourages teachers to be sensitive to students' views regarding dissection, and to be aware of students' beliefs and their right to make an informed decision about their participation. Teachers, especially those at the primary level, should be especially cognizant of students' ages and maturity levels when deciding whether to use animal dissection. Should a teacher feel that an alternative to dissection would be a better option for a student or group of students, it is important that the teacher select a meaningful alternative. NSTA is aware of the continuing development and improvement of these alternatives.

Finally, NSTA calls for more research to determine the effectiveness of animal dissection activities and alternatives and the extent to which these activities should be integrated into the science curriculum.

Regarding the use of dissection activities in school classrooms, NSTA recommends that science teachers

Be prepared to present an alternative to dissection to students whose views or beliefs make this activity uncomfortable and difficult for them.

Conduct laboratory and dissection activities with consideration and appreciation for the organism.

Plan laboratory and dissection activities that are appropriate to the maturity level of the students.

Use prepared specimens purchased from a reputable and reliable scientific supply company. An acceptable alternative source for fresh specimens (i.e., squid, chicken wings) would be an FDA-inspected facility such as a butcher shop, fish market, or supermarket. The use of salvaged specimens does not reflect safe practice.

Conduct laboratory and dissection activities in a clean and organized work space with care and laboratory precision.

Conduct dissections in an appropriate physical environment with the proper ventilation, lighting, furniture, and equipment, including hot water and soap for cleanup.

Use personal safety protective equipment, such as gloves, chemical splash goggles, and aprons, all of which should be available and used by students, teachers, and visitors to the classroom.

Address such issues as allergies and squeamishness about dealing with animal specimens.

Ensure that the specimens are handled and disposed of properly.

Ensure that sharp instruments, such as scissors, scalpels, and other tools, are used safely and appropriately.

Base laboratory and dissection activities on carefully planned curriculum objectives.

- Adopted by the NSTA Board of Directors, June 2005
Revised: March 2008

References

National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.

Additional Resources

Cross, Tina R. 2004. Scalpel or mouse: A statistical comparison of real and virtual frog dissections. The American Biology Teacher, 66(6): 408-411.

Institute of Laboratory Animal Resources, Commission on Life Sciences, National Research Council, National Academy of Sciences, National Academy of Engineering. 1989. Principles and Guidelines for the Use of Animals in Precollege Education. dels.nas.edu/ilar/prin_guide.asp.

Kinzie, M. B., R. Strauss, and J. Foss. 1993. The effects of an interactive dissection simulation on the performance and achievement of high school students. Journal of Research in Science Teaching 30(8): 989-1000.

Kwan, T., and J. Texley. National Science Teachers Association. 2002. Exploring safely; A guide for elementary teachers. Arlington, VA: NSTA Press.

Kwan, T., and J. Texley. National Science Teachers Association. 2003. Inquiring safely; A guide for middle school teachers. Arlington, VA: NSTA Press.

Madrazo, G. 2002. The debate over dissection: Dissecting a classroom dilemma. The Science Educator (NSELA). EJ64162.

National Science Teachers Association. 2000. Safety and School Science Instruction, an NSTA Position Statement. www.nsta.org/nstas-official-positions/safety-and-school-science-instruction.

Texley, J., T. Kwan, and J. Summers. National Science Teachers Association. 2004. Investigating safely; A guide for high school teachers. Arlington, VA: NSTA Press.

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Responsible Use of Live Animals and Dissection in the Science Classroom | NSTA

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Download PDF NSTA supports the decision of science teachers and their school or school district to integrate live animals and dissection in the K-12 classroom. Student interaction with organisms is one of the most effective methods of achieving many of the goals outlined in the National Science Education Standards ( NSES).

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Learn About Bees

Enjoy this fascinating video that explains more about bees. Learn about the honeybee hive, queen bee, worker bees and drones. Marvel at how they all work together doing their individual roles for the good of the group. As the queen bee lays thousands of eggs a day, foragers that are around 3 weeks old set out to gather nectar and pollen. When a honeybee finds a good source of food it will return to the hive and communicate this information to other bees by performing a special type of dance.

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Bees Video - Honeybee Hive, Queen Bee, Worker Bee, Drones

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Learn About Bees Enjoy this fascinating video that explains more about bees. Learn about the honeybee hive, queen bee, worker bees and drones. Marvel at how they all work together doing their individual roles for the good of the group.

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From Flower to Fruit will transform curious readers - children and adults - into budding botanists. The book draws you in with the twin charms of rich illustrations and an engaging narrative.
But this is more than just a pretty storybook. It sparks curiosity about the parts of a flower and the vital roles of bees and seeds in plant reproduction.

Six kid-friendly activities and background information for parents and teachers complement the text. The authors also encourage you to explore several mysteries:

How does a seed change as it sprouts into a plant?

Why do scientists call a tomato a fruit?

Can some fruits really fly, float, and stick to your socks

Richard Konicek-Moran and Kathleen Konicek-Moran are a husband-and-wife team of naturalists. Richard is the author of the popular NSTA Press series Everyday Science Mysteries, and Kathleen has had her artwork published in a number of online and print publications. Both believe in advancing the importance of botany in children's education. After reading this book, no child will ever look at a flower or fruit in the same way again-and no grown-up will, either!

NSTA Press produces classroom-ready activities, hands-on approaches to inquiry, relevant professional development, the latest scientific education news and research, assessment and standards-based instruction.
Learn More

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From Flower to Fruit (e-book) | National Science Teaching Association

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From Flower to Fruit will transform curious readers - children and adults - into budding botanists. The book draws you in with the twin charms of rich illustrations and an engaging narrative. But this is more than just a pretty storybook.

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Bees have amazing communiation and organisational skills. When a bee finds a good source of nectar it will share this with the hive by performing a 'waggle' dance. Once the nectar is deposited in the honeycomb, a bee will then fan it with its wings until it has reached the perfect consistency for honey. Watch beekeeper Becky Chadd realease her bees in the New Forest and explain the many intricate talents of the much-loved honey bee.

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Michael Thomas Jones, Marissa Keating; music by Dale Berning, Source: Guardian

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Bees have amazing communiation and organisational skills. When a bee finds a good source of nectar it will share this with the hive by performing a 'waggle' dance. Once the nectar is deposited in the honeycomb, a bee will then fan it with its wings until it has reached the perfect consistency for honey.

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Building Bee Houses: Designing and Constructing Solitary Bee Houses for Scientific Investigations | NSTA

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Engineer a habitat for pollinators that will increase their numbers and diversity-and answer a student-generated research question.

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Students will role-play the various roles of a bee in a hive.

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By having students role-play the responsibilities of bees to create a simulation of a honeybee hive. Students will be able to understand the structure of a honeybee hive and how different types of bees help the hive function. This sample chapter also includes the Table of Contents, Preface, Introduction, How to Use this Book, Educating With Insects in the Classroom and Field, Safety Practices for Outdoors and in the Classroom, Lessons for Prekindergarten Learners, and Index.

NSTA Press produces classroom-ready activities, hands-on approaches to inquiry, relevant professional development, the latest scientific education news and research, assessment and standards-based instruction.
Learn More

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Bee Factory | National Science Teaching Association

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By having students role-play the responsibilities of bees to create a simulation of a honeybee hive. Students will be able to understand the structure of a honeybee hive and how different types of bees help the hive function.

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Getting Started With Student Discourse: Talk Moves

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Getting Started With Student Discourse: Talk Moves

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NSTA offers tailored packages of onsite presentations and workshops, online experiences, and books on popular topics-including three-dimensional instruction-for schools, districts, or states. Using a blended approach, NSTA combines a face-to-face component with additional online opportunities to extend learning. Implementing this approach promotes sustained change in classroom practice.

A Framework for K-12 Science Education and the Next Generation Science Standards ( NGSS) encourage students to engage in science and engineering practices to develop deeper understanding of disciplinary core ideas and crosscutting concepts. As a partner in the development of the NGSS, NSTA has been at the forefront of the shift toward improving the quality of science instruction for all students. Let us support your school or district efforts to implement three-dimensional standards and transform classroom instruction, with programs for

NSTA aims to increase teacher, school, and district capacity to implement three-dimensional programs, with innovative instructional strategies that model the student learning experience. Participants have opportunities to engage in and observe three-dimensional activities-then reflect on and discuss what they experienced and saw.

NSTA professional learning is customizable, and each workshop can be tailored by grade and discipline.

NSTA Professional Learning aligns to the "Science Professional Learning Standards," a set of guidelines released by the Council of State Science Supervisors in 2017 to ensure high-quality teacher experiences.

NSTA Now Offers OpenSciEd Professional Learning!

Is your district implementing OpenSciEd open-source instructional materials? NSTA is an official provider of OpenSciEd professional learning. Let us support your implementation efforts with professional learning that can be adapted to meet your specific district needs. Contact us to find out how: professionallearning@nsta.org.

Virtual Mentoring and Instructional Coaching

Virtual mentoring and coaching models help districts and schools increase their capacity for strong science instruction.

Programs

Making Sense of Three-Dimensional Teaching and Learning Workshop

This workshop develops deep understanding of the three-dimensions of science and engineering practices, disciplinary core ideas, and crosscutting concepts. Participants engage in professional learning using high-quality instructional materials paired with a powerful toolkit of resources to implement the three-dimensional learning centered on phenomena and design solutions in the classroom. Facilitators model instructional strategies and use of curricular materials consistent with the innovations in A Framework for K-12 Science Education.

Best For: Educators implementing or working to implement three-dimensional learning in the classroom

Workshop Time: Two full days (These hours may be spread out over multiple days to meet individual school or district needs.)
Recommended Materials:

Learning Objectives: At the end of this workshop, participants will be able to

Designing Three-Dimensional Lessons and Units Workshop

This workshop supports the design and implementation of three-dimensional units of instruction that focus on students explaining phenomena or designing solutions to problems. The workshop also prepares participants to facilitate professional learning around the new science standards and implement three-dimensional units of instruction. The learning activities center on using the elements of the dimensions to inform instructional design and assessment of classroom learning, integrating the three dimensions to plan a unit of instruction, and choosing phenomena that drive teaching and learning.

Prerequisite: This workshop requires a solid foundation in understanding three-dimensional learning and the organization of storylines. Potential participants who lack these understandings should consider attending "Making Sense of Three-Dimensional Teaching and Learning" prior to this professional learning.

Best For: Educators designing or supporting others in developing three-dimensional units of instruction and educators supporting three-dimensional professional development.

Workshop Time: Two full days (These hours may be spread out over multiple days to meet individual school or district needs.)
Recommended Materials:

Learning Objectives: At the end of this workshop, participants will be able to

EQuIP Rubric Workshop

The EQuIP Rubric is a tool for examining the alignment and overall quality of lessons and units with respect to three-dimensional standards such as the NGSS. This workshop deepens educators' understanding of the NGSS while also increasing their proficiency in applying the EQuIP Rubric for Science, version 3.0. Educators will gain the knowledge and experience needed to review science lessons and units, provide effective feedback and suggestions for improvement of instructional materials, identify model lessons and units, and inform the development of new instructional materials. In addition, this professional learning also helps educators understand the NGSS, identify shifts in instruction that may be needed to better target the NGSS, and transition science teaching and learning.

Best For: Educators charged with selecting or designing instructional materials.

Workshop Time: Two full days (These hours may be spread out over multiple days to meet individual school or district needs.)
Learning Objectives:

Conduct an investigation where participants actively engage in the science and engineering practices in the context of explaining a phenomena or designing a solution to a problem in order to understand the essential features of all three-dimensions (science and engineering practices, disciplinary core ideas and crosscutting concepts) and why all three dimensions must be integrated for effective instruction.

Analyze the elements of the science and engineering practices, disciplinary core ideas, and crosscutting concepts to support the development and evaluation of coherent lessons and units.

Evaluate a lesson or unit using criteria focused on NGSS 3D Design, Instructional Supports, and Monitoring NGSS Student Progress; and provide feedback to developers.

At the end of this workshop, participants will be able to

Make sense of three-dimensional teaching and learning in the classroom

Participate in a collegial process that centers on the use of a criteria-based rubric for evaluating lessons and units

Understand the shifts embodied in the NGSS and how to identify them in instructional materials

Evaluate instructional materials for their alignment to the NGSS and provide criterion-based feedback

Administrators Institute

This institute focuses on developing an understanding of three-dimensional teaching and learning and offers guidance on how to support teachers' professional learning as part of district implementation of standards based on A Framework for K-12 Science Education, such as NGSS.

Best For: Administrators (such as principals, assistant principals, science department chairs, district science supervisors, curriculum coordinators, or professional learning coaches) charged with supporting teachers' implementation of three-dimensional standards.

Workshop Time: One Day
Recommended Materials:

Learning Objectives: At the end of this workshop, participants will be able to

Additional Learning Modules

Customize your professional learning experience by adding an additional learning module to another workshop or institute. Is there another topic you'd like to explore? Contact us to talk about how we could best meet your school or district goals.

Three-Dimensional Lesson Objectives and Learning Performances

Participants examine the need for lesson-level goals that are more targeted than performance expectations but are still three-dimensional in nature. They then learn how to construct such goals from the elements of the three dimensions based on unit storylines. Participants also explore the differences between instruction and assessment.

Best For: Educators who want to construct goals to guide instruction and assessment.

Workshop Time: Two hours

Exploring the Science and Engineering Practices

Participants receive an overview of three-dimensional standards with specific emphasis on the science and engineering practices. They then break into small groups and take a deep dive into one of the practices by reading excerpts of A Framework for K-12 Science Education and studying K-12 progressions of the practice while using a set of guiding questions. Finally, the groups come together and share what they learned about each of the practices.

Best For: Educators who want a better understanding of the science and engineering practices.

Workshop Time: Two hours
Recommended Materials:

Instructionally Productive Phenomena Module

Participants focus on the questions "What are phenomena?" and "How are phenomena related to three-dimensional teaching and learning?" Participants explore various phenomena as purposeful means of driving instruction in the classroom, and determine what makes a particular phenomenon effective.

Best For: Educators who want to deepen their understanding of the role of phenomena in three-dimensional teaching and learning, and how to choose phenomena that drive instruction.

Workshop Time: Three hours

Personalized Web Seminars

Add a series of tailored web seminars to extend your onsite learning, help deepen understanding, and offer educators a virtual space for collaboration via the Learning Center.

Integrating Science, Math and ELA Standards

One of the innovations of the NGSS is that they align with Common Core State Standards for English Language Arts and Mathematics. Educators learn how to take advantage of the knowledge and skills gained in ELA and math to authentically support students in figuring out science ideas, including examining frameworks and organizers to support this integration.

Frequently Asked Questions

Download a brochure

How do we partner with NSTA to develop a professional learning package that is right for our school district?
We discuss your needs and go into detail about the content that we can provide in a series of communications involving e-mail, phone, and face-to-face contact, so that we can better understand your goals and how we can help.

In addition to onsite professional learning, do you also offer online courses?
Yes! Our online courses offer additional opportunities to explore three-dimensional teaching and learning. These courses can enhance a face-to-face training or provide a standalone professional learning experience.

Are these packages customizable in any way?
Our professional learning can be tailored by grade and discipline.

Who are the professional learning facilitators?
All NSTA professional learning has been developed by nationally recognized experts Ted Willard and Tricia Shelton, and influenced by notable national partners. Our NGSS facilitators are competitively selected, high-quality educator-presenters who receive ongoing training from NSTA to continually deepen their own understanding of three-dimensional instruction and adult learning strategies.

How is pricing determined?
Pricing for face-to-face professional learning varies based on the number of participants and facilitators, as well as the number of training days. Typical pricing begins at $6,000 and includes all needed materials, books, and travel.

Do you come to me, or do I bring my teachers to you?
Our authors and expert trainers can come to you to offer training tailored to your needs, but other face-to-face workshops, as well as online courses and webinars, are available as well.

What grade levels are these appropriate for?
We have professional learning packages available for teachers of all grade levels-as well as administrators.

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NSTA District Professional Learning Packages

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NSTA offers tailored packages of onsite presentations and workshops, online experiences, and books on popular topics-including three-dimensional instruction-for schools, districts, or states. Using a blended approach, NSTA combines a face-to-face component with additional online opportunities to extend learning. Implementing this approach promotes sustained change in classroom practice.

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Implementing STEM Instruction in the Classroom

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Implementing STEM Instruction in the Classroom

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NSTA offers tailored packages of onsite presentations and workshops, online experiences, and books on popular topics-including three-dimensional instruction-for schools, districts, or states. Using a blended approach, NSTA combines a face-to-face component with additional online opportunities to extend learning. Implementing this approach promotes sustained change in classroom practice.

A Framework for K-12 Science Education and the Next Generation Science Standards ( NGSS) encourage students to engage in science and engineering practices to develop deeper understanding of disciplinary core ideas and crosscutting concepts. As a partner in the development of the NGSS, NSTA has been at the forefront of the shift toward improving the quality of science instruction for all students. Let us support your school or district efforts to implement three-dimensional standards and transform classroom instruction, with programs for

NSTA aims to increase teacher, school, and district capacity to implement three-dimensional programs, with innovative instructional strategies that model the student learning experience. Participants have opportunities to engage in and observe three-dimensional activities-then reflect on and discuss what they experienced and saw.

NSTA professional learning is customizable, and each workshop can be tailored by grade and discipline.

NSTA Professional Learning aligns to the "Science Professional Learning Standards," a set of guidelines released by the Council of State Science Supervisors in 2017 to ensure high-quality teacher experiences.

NSTA Now Offers OpenSciEd Professional Learning!

Is your district implementing OpenSciEd open-source instructional materials? NSTA is an official provider of OpenSciEd professional learning. Let us support your implementation efforts with professional learning that can be adapted to meet your specific district needs. Contact us to find out how: professionallearning@nsta.org.

Virtual Mentoring and Instructional Coaching

Virtual mentoring and coaching models help districts and schools increase their capacity for strong science instruction.

Programs

Making Sense of Three-Dimensional Teaching and Learning Workshop

This workshop develops deep understanding of the three-dimensions of science and engineering practices, disciplinary core ideas, and crosscutting concepts. Participants engage in professional learning using high-quality instructional materials paired with a powerful toolkit of resources to implement the three-dimensional learning centered on phenomena and design solutions in the classroom. Facilitators model instructional strategies and use of curricular materials consistent with the innovations in A Framework for K-12 Science Education.

Best For: Educators implementing or working to implement three-dimensional learning in the classroom

Workshop Time: Two full days (These hours may be spread out over multiple days to meet individual school or district needs.)
Recommended Materials:

Learning Objectives: At the end of this workshop, participants will be able to

Designing Three-Dimensional Lessons and Units Workshop

This workshop supports the design and implementation of three-dimensional units of instruction that focus on students explaining phenomena or designing solutions to problems. The workshop also prepares participants to facilitate professional learning around the new science standards and implement three-dimensional units of instruction. The learning activities center on using the elements of the dimensions to inform instructional design and assessment of classroom learning, integrating the three dimensions to plan a unit of instruction, and choosing phenomena that drive teaching and learning.

Prerequisite: This workshop requires a solid foundation in understanding three-dimensional learning and the organization of storylines. Potential participants who lack these understandings should consider attending "Making Sense of Three-Dimensional Teaching and Learning" prior to this professional learning.

Best For: Educators designing or supporting others in developing three-dimensional units of instruction and educators supporting three-dimensional professional development.

Workshop Time: Two full days (These hours may be spread out over multiple days to meet individual school or district needs.)
Recommended Materials:

Learning Objectives: At the end of this workshop, participants will be able to

EQuIP Rubric Workshop

The EQuIP Rubric is a tool for examining the alignment and overall quality of lessons and units with respect to three-dimensional standards such as the NGSS. This workshop deepens educators' understanding of the NGSS while also increasing their proficiency in applying the EQuIP Rubric for Science, version 3.0. Educators will gain the knowledge and experience needed to review science lessons and units, provide effective feedback and suggestions for improvement of instructional materials, identify model lessons and units, and inform the development of new instructional materials. In addition, this professional learning also helps educators understand the NGSS, identify shifts in instruction that may be needed to better target the NGSS, and transition science teaching and learning.

Best For: Educators charged with selecting or designing instructional materials.

Workshop Time: Two full days (These hours may be spread out over multiple days to meet individual school or district needs.)
Learning Objectives:

Conduct an investigation where participants actively engage in the science and engineering practices in the context of explaining a phenomena or designing a solution to a problem in order to understand the essential features of all three-dimensions (science and engineering practices, disciplinary core ideas and crosscutting concepts) and why all three dimensions must be integrated for effective instruction.

Analyze the elements of the science and engineering practices, disciplinary core ideas, and crosscutting concepts to support the development and evaluation of coherent lessons and units.

Evaluate a lesson or unit using criteria focused on NGSS 3D Design, Instructional Supports, and Monitoring NGSS Student Progress; and provide feedback to developers.

At the end of this workshop, participants will be able to

Make sense of three-dimensional teaching and learning in the classroom

Participate in a collegial process that centers on the use of a criteria-based rubric for evaluating lessons and units

Understand the shifts embodied in the NGSS and how to identify them in instructional materials

Evaluate instructional materials for their alignment to the NGSS and provide criterion-based feedback

Administrators Institute

This institute focuses on developing an understanding of three-dimensional teaching and learning and offers guidance on how to support teachers' professional learning as part of district implementation of standards based on A Framework for K-12 Science Education, such as NGSS.

Best For: Administrators (such as principals, assistant principals, science department chairs, district science supervisors, curriculum coordinators, or professional learning coaches) charged with supporting teachers' implementation of three-dimensional standards.

Workshop Time: One Day
Recommended Materials:

Learning Objectives: At the end of this workshop, participants will be able to

Additional Learning Modules

Customize your professional learning experience by adding an additional learning module to another workshop or institute. Is there another topic you'd like to explore? Contact us to talk about how we could best meet your school or district goals.

Three-Dimensional Lesson Objectives and Learning Performances

Participants examine the need for lesson-level goals that are more targeted than performance expectations but are still three-dimensional in nature. They then learn how to construct such goals from the elements of the three dimensions based on unit storylines. Participants also explore the differences between instruction and assessment.

Best For: Educators who want to construct goals to guide instruction and assessment.

Workshop Time: Two hours

Exploring the Science and Engineering Practices

Participants receive an overview of three-dimensional standards with specific emphasis on the science and engineering practices. They then break into small groups and take a deep dive into one of the practices by reading excerpts of A Framework for K-12 Science Education and studying K-12 progressions of the practice while using a set of guiding questions. Finally, the groups come together and share what they learned about each of the practices.

Best For: Educators who want a better understanding of the science and engineering practices.

Workshop Time: Two hours
Recommended Materials:

Instructionally Productive Phenomena Module

Participants focus on the questions "What are phenomena?" and "How are phenomena related to three-dimensional teaching and learning?" Participants explore various phenomena as purposeful means of driving instruction in the classroom, and determine what makes a particular phenomenon effective.

Best For: Educators who want to deepen their understanding of the role of phenomena in three-dimensional teaching and learning, and how to choose phenomena that drive instruction.

Workshop Time: Three hours

Personalized Web Seminars

Add a series of tailored web seminars to extend your onsite learning, help deepen understanding, and offer educators a virtual space for collaboration via the Learning Center.

Integrating Science, Math and ELA Standards

One of the innovations of the NGSS is that they align with Common Core State Standards for English Language Arts and Mathematics. Educators learn how to take advantage of the knowledge and skills gained in ELA and math to authentically support students in figuring out science ideas, including examining frameworks and organizers to support this integration.

Frequently Asked Questions

Download a brochure

How do we partner with NSTA to develop a professional learning package that is right for our school district?
We discuss your needs and go into detail about the content that we can provide in a series of communications involving e-mail, phone, and face-to-face contact, so that we can better understand your goals and how we can help.

In addition to onsite professional learning, do you also offer online courses?
Yes! Our online courses offer additional opportunities to explore three-dimensional teaching and learning. These courses can enhance a face-to-face training or provide a standalone professional learning experience.

Are these packages customizable in any way?
Our professional learning can be tailored by grade and discipline.

Who are the professional learning facilitators?
All NSTA professional learning has been developed by nationally recognized experts Ted Willard and Tricia Shelton, and influenced by notable national partners. Our NGSS facilitators are competitively selected, high-quality educator-presenters who receive ongoing training from NSTA to continually deepen their own understanding of three-dimensional instruction and adult learning strategies.

How is pricing determined?
Pricing for face-to-face professional learning varies based on the number of participants and facilitators, as well as the number of training days. Typical pricing begins at $6,000 and includes all needed materials, books, and travel.

Do you come to me, or do I bring my teachers to you?
Our authors and expert trainers can come to you to offer training tailored to your needs, but other face-to-face workshops, as well as online courses and webinars, are available as well.

What grade levels are these appropriate for?
We have professional learning packages available for teachers of all grade levels-as well as administrators.

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NSTA District Professional Learning Packages

# data[].attributes.attachment_link.description
NSTA offers tailored packages of onsite presentations and workshops, online experiences, and books on popular topics-including three-dimensional instruction-for schools, districts, or states. Using a blended approach, NSTA combines a face-to-face component with additional online opportunities to extend learning. Implementing this approach promotes sustained change in classroom practice.

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Daily Do

Why Do They Visit the Flower?

1. NSTA

2. Why Do They Visit the Flower?

Welcome to NSTA's Daily Do

Teachers and families across the country are facing a new reality of providing opportunities for students to do science through distance and home learning. The Daily Do is one of the ways NSTA is supporting teachers and families with this endeavor. Each weekday, NSTA will share a sensemaking task teachers and families can use to engage their students inauthentic, relevant science learning.We encourage families to make time for family science learning (science is a social process!) and are dedicated to helping students and their families find balance between learning science and the day-to-day responsibilities they have to stay healthy and safe.

Interested in learning about other ways NSTA is supporting teachers and families? Visit the NSTA homepage.

What is sensemaking?

Sensemaking is actively trying to figure out how the world works (science) or how to design solutions to problems (engineering). Students do science and engineering through the science and engineering practices. Engaging in these practices necessitates students be part of a learning community to be able to share ideas, evaluate competing ideas, give and receive critique, and reach consensus. Whether this community of learners is made up of classmates or family members, students and adults build and refine science and engineering knowledge together.

Introduction

Have you ever taken time to sit and watch who visits a flower? You may have noticed bees visiting the lavender, or ants helping to open up a peony bud. But, have you really watched to see what parts of the flower the insect is visiting, or wondered why the insect is there?

In today's task, Why are they visiting the flower?, students investigate the natural world around them as they observe insects visiting a flower for a period of time and record the insects' actions. Students are guided to use structure and function as a thinking tool (crosscutting concept) as they connect the parts of the flower the insects visited to their functions. Students make inferences about the actions of the insects visiting the flower using what they know about the function of each structure on the flower. While students could complete this task independently, we encourage students to work virtually with peers or in the home with family members.

Preparing for the Investigation

Materials you will need:

Choose a day and time where environmental conditions are best:

Temperature above 60 F

Low wind

Sunny or mostly sunny

Investigating Who Visits the Flower

Before we begin to examine a flower, let's determine what things we should notice and record on our Insect-Plant Monitoring Field Study Handout.

Choose a flower, or group of the same flowers, that are blooming in your yard or park. First, examine the flower and become familiar with it. Take several pictures from different angles. Determine what type of flower it is and record that on the handout. If you are not sure, there are several apps for smart phones such as iNaturalist (free), NatureGate (free) or FlowerChecker (fee).

Once you have taken pictures of your chosen flower, set a timer for 10 minutes. During this time, you will observe and record what kinds of insects are visiting the flower. For each insect, record:

1. Which part of the flower it visits.

2. What kind of insect it is.

3. What action the insect is taking. Describe what is observable, so something you could see. For example, this could be:

Walking on a petal

Flying from anther to anther

Flying from flower to flower

Staying at the base of the corolla for more than 2-3 seconds

Perching (or standing still) on a stigma

Describing an action is different from interpreting what the insect is doing. Do not interpret what the insect is doing on your data sheet. Examples of interpretations include:

Pollinating

Drinking nectar

Mating

Relaxing

Enjoying life

If you are unsure of what type of insect it is, there are several apps for smart phones such as Picture Insect (free) or Audubon Butterflies, Insects and Spiders (fee).

Making Sense of What We Observed

Engage students in making sense of what they have observed by having them explore what the function of the different parts of the flower are. Give students the Why are they visiting the flower? Making Sense Handout. Allow students time to research the different structures of the flower and their functions before beginning to discuss what they figured out.

Use the following prompts to allow students to share what they have figured out:

What did you figure out about the different structures of the flower?

Did the function of the structures relate to their shapes?

Students may share that:

The pistil helps move pollen in the flower so it can fertilize seeds in the ovaries.

The petals in the corolla are modified leaves and are brightly colored to attract pollinators to the flower.

Have students connect what they observed about where the insects visited on the flower to the function of that structure on the flower. Allow students some time to Stop-and-Jot down their ideas on their Handouts before asking them to share their thinking. Encourage students to use evidence and prior knowledge to explain their thinking.

NSTA Collection of Resources for Today's Daily Do

NSTA has created a Why are they visiting the flower? collection of resources to support teachers and families using this task. If you're an NSTA member, you can add this collection to your library by clicking ADD TO MY LIBRARY located near the top of the page (at right in the blue box).

Check Out Previous Daily Dos from NSTA

The NSTA Daily Do is an open educational resource (OER) and can be used by educators and families providing students distance and home science learning. Access the entire collection of NSTA Daily Dos.

Acknowledgments

This lesson was adapted from the Insect-Plant Monitoring Field Study created by Negin Almassi, Naturalist at the Sagawau Environmental Learning Center part of the Forest Preserves of Cook County, Illinois. She based the lesson on Xerces Society Citizen Science Bee Monitoring Protocol.

To reach Negin email her at: Negin.Almassi@cookcountyil.gov

Background photo courtesy of Paul Dacko, Andrena zizia (Golden Alexander Mining Bee) nectaring on Zizia aurea(Golden Alexander).

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Daily Do NSTA Why Do They Visit the Flower? Welcome to NSTA's Daily Do Teachers and families across the country are facing a new reality of providing opportunities for students to do science through distance and home learning. The Daily Do is one of the ways NSTA is supporting teachers and families with this endeavor.

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Science & Children Magazine: "Theme Bee"

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Science & Children Magazine: "Theme Bee"

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A second-grade class follows honeybees throughout the season in this integrated study which explores the relationship between honeybees and fruit trees They cover life cycles, bee and plant anatomy, and seasons. This article highlights those teaching activities, from fall harvest to spring pollination.

Level

Elementary School

Details

Type Journal Article Pub Date 4/1/2006 Volume 043 Issue 07

NSTA Press produces classroom-ready activities, hands-on approaches to inquiry, relevant professional development, the latest scientific education news and research, assessment and standards-based instruction.
Learn More

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"Theme" Bee | National Science Teaching Association

# data[].attributes.attachment_link.description
A second-grade class follows honeybees throughout the season in this integrated study which explores the relationship between honeybees and fruit trees They cover life cycles, bee and plant anatomy, and seasons. This article highlights those teaching activities, from fall harvest to spring pollination.

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Overall, I liked the NSTA website. The most beneficial thing I found were "collections", where someone had made a topic and had linked articles, lesson plans, and books related to it. I also appreciated that there were free resources. I did not like that books were somewhat difficult to find. I wish there had been an easier way to find children's books related to my topics.

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This book will get young readers buzzing about bees! Next Time You See a Bee reveals the big impact these little insects have on the world. It shows how the physical features of bees make them pros at collecting and spreading pollen. It explains how bees pollinate flowers, allowing the plants to produce delicious foods such as apples, almonds, and peaches. It also introduces readers to the wide variety of North America's native bee species, discusses why bees are threatened, and shares what readers can do to help. After reading Next Time You See a Bee, curious kids can partner with adults to observe these remarkable creatures without fear-and take bee-friendly measures to protect the insects for the benefit of us all.

Level

Elementary School

Details

Type e-book Pub Date 4/1/2019 Pages 32 ISBN 978-1-68140-653-4

NSTA Press produces classroom-ready activities, hands-on approaches to inquiry, relevant professional development, the latest scientific education news and research, assessment and standards-based instruction.
Learn More

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Next Time You See a Bee (e-book) | National Science Teaching Association

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This book will get young readers buzzing about bees! Next Time You See a Bee reveals the big impact these little insects have on the world. It shows how the physical features of bees make them pros at collecting and spreading pollen.

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Career of the Month: An interview with Honey Bee Scientist Eric Mussen

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Career of the Month: An interview with Honey Bee Scientist Eric Mussen

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Career of the Month: An interview with Honey Bee Scientist Eric Mussen

by: Megan Sullivan

It's common knowledge that honey bees collect nectar from flowers to make honey. But did you know honey is the only food we consume that is produced by insects? In addition, bees pollinate (fertilize) a staggering one-third of what we eat every day, including fruits and vegetables. Further, products of bees and their hives-such as honey and venom-are used internationally for antibiotic activity, bee-sting therapy, treating burn injuries, beauty products, and more. As an apiculturist, Eric Mussen studies honey bees and their relationships with the environment, people, and other organisms.

Level

High School

Details

Type Journal Article Pub Date 3/1/2007 Volume 074 Issue 03

NSTA Press produces classroom-ready activities, hands-on approaches to inquiry, relevant professional development, the latest scientific education news and research, assessment and standards-based instruction.
Learn More

# data[].attributes.attachment_link.title
Career of the Month: An interview with Honey Bee Scientist Eric Mussen | National Science Teaching Association

# data[].attributes.attachment_link.description
by: Megan Sullivan It's common knowledge that honey bees collect nectar from flowers to make honey. But did you know honey is the only food we consume that is produced by insects? In addition, bees pollinate (fertilize) a staggering one-third of what we eat every day, including fruits and vegetables.