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For my "Science in the News" spread, I drew inspiration from an NPR News article describing a study in which 81% of females reported having experienced harassment at some point in their lives. It served as a reminder to me that science is integrated so much into our everyday lives and can be used as a tool to raise awareness of unjust practices in our world.

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At the Ducks First Fight field trip, I took part in an exhibit called "A Stick Story," which traced the history of the hockey stick from past to present and endless possible futures. Students engaged in hands-on activities, such as wrapping a stick of their very own with tape, putting a deconstructed hockey stick back together, having the opportunity to touch a real hockey stick mold and the various layers of material that make up the stick, and designing their own interpretation of the future of the hockey stick. I loved this exhibit because, although on the surface it may sound drab, the realia and manipulatives that the students were able to work with are what truly brought the content to life. Reflecting upon the experience, it really brought home the fact that students need to have those tactile experiences in order for learning to take place in a meaningful way, otherwise the things they read about become nothing more than words on a page and a memory.

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For my "Inclusive Education" spread, I included strategies that educators and other faculty can exercise in schools to support all types of students get the most out of their learning experience. Some of the different types of learners I targeted specifically were those with emotional disorders, low-income students, students with learning needs such as ADHD or ASD, and those with physical limitations. Some of the strategies to make learning accessible for these students in terms of science and health included making sure that lessons and experiences are adaptable to meet a variety of student needs (ex: field trips with admission costs are covered or reduced for low-income families, SPED students are allotted additional time to complete tasks when necessary, etc.).

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For my "I Wonder" spread, I began thinking about questions I had about science. Some of the things I thought about included the contents of a black hole, whether or not the phenomena of the aurora borealis and aurora australis could be replicated, and how the truth can be determined if opposing points can be supported by scientific research. Then I started thinking about human responses that are hard to explain, like why we cry and why we are ticklish. The more I thought about these questions, the more related questions started to crop up, leading me into somewhat of a spiral of inquisition.

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For my "NGSS/Inquiry Teaching Reflection" spread, I chose to represent the elements of my group's unit plan and my takeaways from it. Our unit was based off of the second grade life science standards encompassing research and investigation of the needs of plants and animals to survive. In my spread, I wrote out the relevant standards (2-LS4-1 and 2-LS2-1) and the importance of investigation, exploration, and tactile learning in science in order for students to take ownership of their learning and to make learning more meaningful.