Course Details

After successfully completing this course, students will:

1. Analyze recent trends in science education policy and goals. (WVPTs 1A ;CAEP 1.1; NSTA 1a)
2. Evaluate the compatibility between science studies (history, philosophy, and sociology of science), constructivist learning theory, and practices that promote science literacy. (WVPTS 1B; CAEP 1.1; NSTA 1a)
3. Evaluate a range of curricular approaches available to elementary science educators, including environmental, STS, inquiry, and interdisciplinary curricula. (WVPTs 1B; CAEP.1.1; NSTA 3a)
4. Create science lessons and units that are developmentally appropriate and sensitive to the needs, values, and interests of a diverse group of students. WVPTs 2A; CAEP 1.1; NSTA 2a).
5. Create assessment plans that are compatible with teaching goals and methods and that allow for multiple ways of representing knowledge. (WVPTS 1E; CAEP 1.1; NSTA 3c).
6. Apply diagnostic observation skills, instructional strategies, and classroom management techniques to promote science learning in small group or whole-class settings. (WVPTs 2B; CAEP 1.1; NSTA 3a).
7. Apply multimedia technologies and trade books to support meaningful learning. (WVPTs1D; CAEP 1.1; NSTA 2b).
8. Apply rules and procedures that ensure the physical safety of children. (WVPTs 2F; CAEP 1.1; NSTA 3d).
9. Apply STEAM (STEM + the Arts) approaches and resources to lesson planning.(WVPTs 1A; CAEP 1.1; NSTA 1b)
10. Analyze the role of reflection in professional development and lifelong learning. (WVPTs 4C; CAEP 1.1; NSTA 6a).

Lab Reports
Throughout the term you will complete science experiments. For each experiment you will complete a lab report. The lab report rubric, posted in the assignment area of the course, will be used to assess each lab report. Please use the rubric as a guide for your lab report.

Forum Postings
Each week includes required forum discussions about content and/or lab activities. Topics addressed will relate lab activities to classroom praxis. You are expected to actively engage in these activities and acquire a philosophical and practical understanding of effective inquiry based elementary science methods. The forum discussion rubric, posted in the forum area of the course, will be used to assess discussion postings and interactions.

Major Activities, Midterm, and Final Project
You will be required to engage in some activities related to the development and analysis of lesson plans and topics related to teaching science. Lesson plans should clearly address the application of a theory of your choice germane to the content of this course that can be gainfully explored within the inquiry framework of science education for elementary students. The lesson plan should become part of your program/professional portfolio. Rubrics are provided in the assignment area of the course In addition, the professor may return lesson plans to students asking for more information or clarification prior to final grading as lesson plans and some key assignments require satisfactory mastery in order to meet state and national expectations, program requirements, etc.

Activities:
Week 3 – Inquiry Lesson Analysis
Week 4 – Teaching Science
Week 6 – Safety Brochure
Week 10 – Lesson Modifications Activity
Week 11 – Diversity Analysis
Week 13 – Science Literacy Activity

Midterm Assessment – Science Lesson Plan
The midterm assessment requires creating a lesson plan related to course topics studied during the first half of the course. For your midterm, develop an elementary science lesson plan on one of the topics (i.e. life science) covered thus far in the course. If you select a lower grade (K-2nd) for this midterm, you will need to select an upper grade (3rd-6th) for the final lesson unit. If you select 3rd -6th for this midterm, you will need to select K-2nd for your final lesson unit. A template, rubric and guiding questions are provided in the Assignments area of the course.

Final Assessment – Science Mini Unit
The final assessment will consist of developing a mini lesson plan unit related to one or more science areas covered during the last half of the course (i.e. earth science). The mini unit should include 1-3 elementary science experiments. Lessons should include children’s literature, technology, and all aspects required by the template provided. The mini unit should include at least 3 lessons created by you. The mini unit should cover 3-5 days of science instruction time.

In this course, as in all others in your program, document important milestones of achievement as evidence of your learning and experience in the school community and as a graduate learner. In addition to important professional projects or artifacts, a narrative - also called a reflection - describes who, what, why, where, and when and will supplement the artifacts. An artifact can be a lesson plan, a PowerPoint presentation or other media that provide a record of your K-12 involvement. Please give special attention to issues and experiences with a diverse population, to include students at risk, English language learners, students with special needs or learning disabilities, and students and professionals who represent different ethnic groups. This documentation will be added to your ePortfolio throughout the program.
To ensure the portfolio’s success, ask faculty members in the program to help you identify strong pieces of work that represent and document your journey as a professional educator.

The success of this course depends on our ability to have read the assigned readings closely, to have thought carefully about the points raised or ignored by authors, and to bring to the group your questions and concerns about their theses and positions into the discussions groups. Having prepared the readings prior to class ensures your productive participation.

In all participation and assignments I am looking for evidence of:
• demonstration of substantial knowledge and higher order thinking and analytic skills and application of facts, concepts, terms, and processes learned/read/discussed;
• critical contemplation, i.e., "grapple" with issues and topics;
• appropriate use of knowledge learned;
• imaginative thinking and responses to challenges/problems/issues;
• exploring underlying assumptions about education and schooling;
• clarity of expression and logical connection among ideas expressed;
• writing that reflects precise and concise thinking;
• excellent grammar, syntax, and spelling.

Optional Textbook

Sousa, D.A..; & Pilecki, T.J. (2013). From STEM to STEAM: Using brain-compatible

strategies to integrate the arts. Thousand Oaks, CA: Corwin.

Required Readings

Week 1

Standards, Standards, Standards

Why science?

Fink, J.L.W. (n.d.). Blast off: The Next Generation Science Standards.

https://www.scholastic.com/teachers/articles/teaching-content/blast-next-generation-science-standards/

Huff, K. L. (2016). Addressing three common myths about the Next Generation Science

Standards. Science and Children, 53(5), 30-33.

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Lederman, N. G. (2014). Nature of science and its fundamental importance to the vision of the

Next Generation Science Standards Science and Children, 52(1), 8-10.

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National Science Teachers Association. (NSTA). NSTA Position Statement- Elementary School

Science.

http://www.nsta.org/about/positions/elementary.aspx

Next Generation Science Standards. (n.d.). Three Dimensional Learning. Retrieved from

http://www.nextgenscience.org/three-dimensions

Next Generation Science Standards. (n.d.). The Need for Standards. Retrieved from

http://www.nextgenscience.org/need-standards

Palincsar, A. S. (2013). The Next Generation Science Standards and the Common Core State Standards: Proposing a happy marriage. Science and Children, 51(1), 10-15.

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Pruitt, S. L. (2015). The Next Generation Science Standards. Science and Children, 52(9), 7-9.

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President’s Council of Advisors on Science and Technology (PCAST). (2010). Report to the President-Prepare and Inspire K-12 Education in Science, Technology, Engineering, and Math (STEM) for America’s Future.

https://nsf.gov/attachments/117803/public/2a--Prepare_and_Inspire--PCAST.pdf

Willard, T. (2013). A look at the Next Generation Science Standards. Science and Children, 50(7), 16-17.

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Willard, T.. Pratt, H.; & Workosky, C. (2012). Exploring the new standards. Science and

Children, 50(2), 13-17.

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Workosky, C.; & Willard, T. (2015). Answers to teachers' questions about the Next Generation Science Standards. Science and Children, 53(1), 6-8.

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Wysession, M. (2015). Schools should teach science like sports. Retrieved from

https://www.scientificamerican.com/article/schools-should-teach-science-like-sports/

Week 2

STEM/STEAM

Anonymous. (2012). Adding arts to STEM. Science and Children, 49(5), 19-21.

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Brock, P.; Dunifon, S.; & Nagel, L. (2016). Start with a story. Science and Children, 53(6), 48-53.

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Cook, K.; Bush, S.; & Cox, R. (2017). From STEM to STEAM. Science and Children, 54(6), 86-93.

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Delaney, M. (2014). Schools shift from STEM to STEAM. Retrieved from

http://www.edtechmagazine.com/k12/article/2014/04/schools-shift-stem-steam

Froschauer, L. (2016) STEAM: Beyond the acronym. Science and Children, 53(6), 5.

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Grinnell, S.; & Angal, S. (2016). Luminous lighting. Science and Children, 53(6), 54-59.

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iTEAMChicago. (2015). From STEM to STEAM: Using brain-compatible strategies to integrate the arts. Retrieved from

https://iteamchicago.wordpress.com/2015/09/29/from-stem-to-steam-using-brain-compatible-strategies-to-integrate-the-arts-a-review/

John Hopkins University School of Education Department of Interdisciplinary Studies in Education Neuro-education Initiative. (2009). Neuroeducation: Learning, Arts, and the Brain. Retrieved from http://dev.steamnotstem.com/wpcontent/uploads/2010/11/Neuroeducation.pdf

Kurson, R. (2016). Learning about plants with STEAM. Science and Children, 53(9), 58-63.

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Maeda, J. (2012), STEM to STEAM: Art in K-12 Is Key to Building a Strong Economy.

Retrieved from

https://www.edutopia.org/blog/stem-to-steam-strengthens-economy-john-maeda

Morgan, E.; & Ansberry, K. (2016). The science of art. Science and Children,53(6), 15-21.

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Tate, K.J. (n.d.). Arts-based teaching in elementary schools. Retrieved from

http://www.ednewsdaily.com/arts-based-teaching-in-elementary-schools-tate/

Optional reading

Sousa & Pilecki Chapters 1-3

Week 3

Learning Cycle

Brown, P. L; & Abell, S. K. (2007). Examining the learning cycle. Science and Children, 44(5), 58-59.

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Counsell, S.; Peat, F.; Vaughan, R.; & Johnson, T. (2015). Inventing mystery machines. Science and Children, 52(7), 64-70.

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Duran, E., Duran, L., Haney, J., & Scheuermann, A. (2011). A learning cycle for all students. Science Teacher, 78(3), 56-60.

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Goldston, M Jenice , D.; Allison, E.; Fowler, L.; & Glaze, A. (2013). The dynamic earth:

Recycling naturally. Science and Children, 50(8)38-45.

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Lottero-Perdue, P.; Bolotin, S.; Benyameen, R.; Brock, E.; & Metzger, E. The EDP-5E. Science and Children,53(1), 60-66.

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Marek, E. A. (2008). Why the learning cycle? Journal of Elementary Science Education, 20(3), 63-69.

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Week 4

Inquiry

Nature of Science

Pedagogy

Environmental Science

Physical Science

Life Science

Bybee, R. W. (2013). The Next Generation Science Standards and the life sciences. Science and

Children, 50(6), 7-14.

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Colson, M.; & Colson, R. (2016). Planning NGSS-based instruction. Where do you start?

Science and Children, 53(6), 23-25.

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Gillani, B.; & Gillani, R. (2015). From droughts to drones. Science and Children, 53(2), 50-54. http://ezproxy.apus.edu/login?url=https://search.proquest.com/docview/1720293128?accountid=8289

Gooding, J.; & Metz, B. (2012). Folding inquiry into cookbook lab activities. Science Scope, 35(8), 42-47.

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Hanuscin, D, L; & Lee, E. J. (2009). Helping students understand the nature of science. Science and Children, 46(7), 64-65.

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Hawkins, S,; & Rogers, M. P. (2014). THREE, TWO, ONE…BLAST OFF! Science and

Children, 52(1), 53-59.

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Hoisington, C.; & Winokur, J. (2015). Tools for science inquiry that support life science

investigations. Science and Children, 52(6), 24-25.

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Jones, R. (2012). What were they thinking?. Science Teacher, 79(3), 66-70.

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Krajcik, J. (2015). Three-dimensional instruction: Using a new type of teaching in the science classroom. Science and Children, 53(3), 6-8.

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Krajcik, J. (2013). The Next Generation Science Standards: A focus on physical science. Science and Children, 50(7), 7-15.

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Kuhn, M.; McDermott, M. (2017). Using argument-based inquiry strategies for STEM infused science teaching. Science and Children, 54(5), 80-87.

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Miranda, R. J., & Hermann, R. S. (2012). An integrated instructional approach to facilitate inquiry in the classroom. Science Scope, 35(8), 66-72.

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Meyer, D. Z.; Kubarek-Sandor, J.; Kedvesh, J.; Heitzman, C.; Yaozhen, P.; & Faik, S. (2012). Eight ways to do inquiry. Science Teacher, 79(6), 40-44.

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Peers, S. (2011). How to make science inquiry happen in your classroom. Primary & Middle Years Educator, 9(2), 11.

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Richards, J; Johnson, A.; & Nyeggen, C. G. (2015). Inquiry-based science and the Next

Generation Science Standards: A magnetic attraction. Science and Children, 52(6), 54-58.

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Sterling, D. R; & Hargrove, D. L. (2014). How healthy is our pond? Science and Children, 51(7), 45-51.

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Wilcox, J., & Kruse, J. (2012). Springing into inquiry. Science Scope, 35(6), 26-31.

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Week 5

Collaborative Learning

Constructivism

Gallardo-Virgen, J. A.; & DeVillar, R.A. (2011). Sharing, talking, and learning in the elementary school science classroom: Benefits of innovative design and collaborative learning in computer-integrated settings. Computers in the Schools, 28(4), 278-290.

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Kruckeberg, R. (2006). A Deweyan perspective on science education: Constructivism, experience, and why we learn science. Science & Education, 15(1), 1-30.

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Lamanauskas, V. (2010). Integrated science education in the context of the constructivism theory: Some important issues. Problems of Education in the 21St Century, 25, 5-9. Retrieved from

http://oaji.net/articles/2014/457-1404980232.pdf

Ransdell, M. (2003). Using cooperative learning in elementary science classrooms. Professional Educator, 26(1), 23-35.

https://eric.ed.gov/?id=EJ842388

Week 6

Advanced Organizers

Concept Maps

Science Safety

Barrier, R. (2005). Making sense of safety. The Science Teacher, 72(6), 30-33.

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Hodgson-Drysdale, T.; & Rosa, H. (2015). Go with the flow. Science and Children, 52(6), 32-38.

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Jackson, J.; & Durham, A. (2016). Put your walls to work: Planning and using interactive word walls to support science and reading instruction. Science and Children, 54(3), 78-84.

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Jackson, J.; & Narvaez, R. (2013). Interactive word walls. Science and Children,51 (1), 42-49.

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Longfield, J. (2006). Safety first! Science and Children, 43(5), 26-27.

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Lott, K.; & Read, S. (2015). Map it then write it! Science and Children, 53(3), 46-52.

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Roy, K. (2012). Modeling safety in clay use. Science and Children, 50(4), 84-85.

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Roy, K. (2013). Getting wired on safety. Science and Children, 50(7). 80-81.

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Roy, K. (2013). Safety: The elementary mission. Science and Children, 51(2), 86-87.

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Roy, K. (2014). Feather, feet, and fin safety in the classroom. Science and Children, 52(1), 72-74.

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Roy, K. (2015). Safer science explorations for young children. Science and Children, 52(7), 26-

28.

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Roy, K. (2015). Safety at first sight. Science and Children, 53(2), 93-95.

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Roy, K. (2016). Safety picks up “STEAM.” Science and Children, 53(6), 28-29.

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Williams-Rossi, D.; & Campbell, L. O. (2012). Sparking old and new ideas. Science and Children, 50(3), 63-67.

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Week 7

Assessment

Froschauer, L. (2013). Seamless assessment. Science and Children, 51(3), 6.

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Keeley, P. (2011). How far did it go? Science and Children, 48(5), 24-26.

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Keeley, P. (2011). The mitten problem. Science and Children, 48(7), 26-28.

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Keeley, P. (2012). Birthday candles: Visually representing ideas. Science and Children, 50(3), 32-35.

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Keeley, P. (2013). Is it a rock? Continuous formative assessment. Science and Children, 50(8), 34-37.

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Martin, R. A. (1997). Everything I ever needed to know about assessment I can learn in

kindergarten. Science and Children, 35(1), 50-53.

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Miranda, R. J; & Hermann, R. S. (2015). Teaching in real time. Science and Children, 53(1), 80-85.

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Schussler, E.; & Winslow, J. (2007). Drawing on students’ knowledge. Science and Children, 44(5), 40-44.

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Varelas, M.; Pappas, C. C; Kokkino, S.; & Ortiz, I. (2008). Students as authors. Science and Children, 45(7), 58-62.

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Week 8

Midterm Project

Week 9

Families, Community, and Professionalism

Earth’s Systems

Connors, L M. (2011). Trail blazers. Science and Children 49(4), 46-50.

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Froschauer, L. (2016). Creating meaningful products. Science and Children, 54(1), 5.

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Gillan, A. L.; & Hebert, T. (2014). It’s a zoo out there! Science and Children, 51(9), 59-65.

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Kelly, J.; Stetson, R.; & Powell-Mikel, A. (2002). Science adventures at the local museum.

Science and Children, 39(7), 46-48.

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Maurer, M. J. (2010). Lessons learned. Science and Children, 47(9), 32-35.

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Miele, E.; & Bennett, S. (2014). Collaborating for success. Science and Children, 51(6), 70-76.

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McCubbins, S.; Thomas, B.; & Vetere, M. (2014). Family science day. Science and Children, 51(9), 41-47.

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National Science Teachers Association. (NSTA). (n.d.). NSTA Position Statement: The Role of eLearning in Science Education.

http://www.nsta.org/about/positions/e-learning.aspx

Nelson, T. H.; LeBard, L.; & Waters, C. (2010). How to create a professional learning

community. Science and Children, 47(9), 36-40.

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Ogens, E. M; & Padilla, C. (2012). It’s tradition! Science and Children, 49(6), 47-49.

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Pittman, J. (2016). Celebrating science with the community. Science and Children, 54(1), 46-51.

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Reese, J.; & Miller, K. (2017). Crowdfunding for elementary science educators. Science and Children, 54(6), 55-59.

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Schon, J. A.; Eitel, K. B; Bingaman, D.; Miller, B. G.; & Rittenburg, R. A. (2014). Big project, small leaders. Science and Children, 51(9), 48-53.

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Thomas, J.; & White, K. (2012). Aligning the Stars. Science and Children, 49(6), 42-46.

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Weiser, B. (2012). Collegiality and better science teaching. Science and Children, 49(5), 52-55.

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Videos

https://www.teachingchannel.org/videos/collaborative-teaching-ntn

-video needs closed captions for 508 compliance

Week 10

Students with Special Needs

Giftedness

Differentiated Instruction

Personalized Learning

Adams, C.M.; & Pierce, R. L. (2003). Teaching by tiering. Retrieved from

http://www.nsta.org/publications/news/story.aspx?id=48723

Brown, T. (2015). A teacher’s guide to using the Next Generation Science Standards with gifted and advanced learners. Science and Children, 52(8), 74.

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Dill, M. (2012). Differentiation in science class to reach all learners. Retrieved from

http://www.brighthubeducation.com/teaching-methods-tips/70502-using-differentiation-in-science-to-teach-every-student/

Sondergeld, T. A.; & Schultz, R. A. (2008). Science, standards, and differentiation. It really can be fun! Gifted Education Today, 3(1), 34-40. Retrieved from http://files.eric.ed.gov/fulltext/EJ781689.pdf

Steele, M. M. (2007). Science success for students with special needs. Science and Children, 45(2), 48-51.

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Taylor, J; & Villanueva, M G. (2014). The power of multimodal representations. Science and Children, 51(5), 60-65.

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Week 11

Diversity

Science and Culture

Carlone, H.; & Smithenry, D. (2014). Creating a “We” culture. Science and Children, 52(3), 66-71.

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Januszyk, R.; Miller, E. C.; & Lee, O. (2016). Addressing student diversity and equity. Science and Children, 53(8), 28-31.

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Keeley, P. (2014). Assessment for all. Science and Children, 51(5), 32-35.

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Keenan, S. (2004). Reaching English language learners. Science and Children, 42(2), 49-51.

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Madden, L.; & Joshi, A. (2013). What does culture have to do with teaching science? Science and Children, 51(1), 66-69.

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Miller, E.; & Januszyk, R. (2014). The NGSS case studies: All standards, all students. Science and Children, 51(5), 10-13.

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Miller, E.; Lauffer, H. B.; & Messina, P. (2014). NGSS for English language learners. Science and Children, 51(5), 55-59.

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Pang, V. O; Lafferty, K. E.; Pang, J. M; Griswold, J.; & Oser, R. Culture matters in science

education. Science and Children, 51(5), 44-49.

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Yarema, S.; Grueber, D.; & Ferreira, M. (2014). Learning science in cultural context. Science and Children, 51(5), 66-69.

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Week 12

Technology, Robotics, and Engineering

Dare, E. A; Childs, G. T; Cannaday, E. A.; & Roehrig, G. H. (2014). Blasting off with engineering. Science and Children, 52(3), 60-64.

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French, J. L; & Hilleary, P. (1999). Virtual field trip to Antarctica. Science and Children, 36(7), 27-31.

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Hansen, A. K.; Iveland, A.; Dwyer, H.; Harlow, D. B.& ; Franklin, D. (2015). Programming digital stories and how-to animations. Science and Children, 53(3), 60-64.

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Jensen, J. (2012). The science of safety. Science and Children, 50(4), 40-45.

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Kruse, J; & Wilcox, J. (2017). Building technological literacy with philosophy and nature of technology. Science and Children, 54(7), 66-73.

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Lott, K.; Wallin, M.; Roghaar, D.; & Price, T. (2013). Catch me if you can! Science and Children, 51(4), 65-69.

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Lottero-Perdue, P.; Bowditch, M.; Kagan, M.; Robinson-Cheek, L.; Webb, Tedra; et al. (2016). An engineering design process for early childhood: Trying (again) to engineer an egg package. Science and Children, 54(3), 70-77.

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Maguire, C.; Kang, E. J. S.; Hogan, T.; & McCarthy, M. J. (2016). Robots, bookmarks, and guitars, oh my! Science and Children, 54(4),70-75.

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Milano, M. (2013). The Next Generation Science Standards and engineering for young learners: Beyond bridges and egg drops. Science and Children, 51(2), 10-16.

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Morgan, E.; & Ansberry, K. (2014). The science and technology of sound. Science and Children, 51(6), 20-25.

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Wang, H.; Billington, B. L.; & Chen, Y. (2014). STEM in a hair accessory. Science and Children, 52(3), 54-59.

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Week 13

Science and Literacy

Earth’s Systems

Adams, K. L; & Phillips, K. B. (2016). Read all about it. Science and Children, 54(3), 32-39.

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Anonymous. (2014). Outstanding science trade books for students K-12. Science and Children, 51(7), 67-74.

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Baldwin, K.; & Wilson, A. (2017). Acting like rain. Science and Children, 54(6), 29-35.

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Clary, R. (2016). Science storybooks. Science and Children, 54(1), 76-79.

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Froschauer, L. (ed.). (2012). The importance of visual literacy. Science and Children, 50(3), 6.

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Froschauer, L. (2011). From whimsy to literacy. Science and Children, 49(3), 8.

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Morgan, E.; & Ansberry, K. (2014). The poetry of plants. Science and Children, 51(8), 18-20.

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Novakowski, J. (2010). Nonfiction literacy in Kindergarten. Science and Children, 48(3), 40-43.

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Royce, C. A. (2015). The earth’s changing surface. Science and Children, 52(8), 16-22.

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Royce, C. A. (2005). Teaching through trade books: Antarctic adaptations. Science and Children, 42(4), 16-18

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Van Meeteren, B. D.; & Escalada, L.T. (2016). Science and literacy centers. Science and Children, 47(7),74-78.

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Vick, M. (2016). Beyond the textbook-but not just “hands on.” Science and Children, 53(7), 76-80.

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Werderich, D.; Farris, P.; & McGinty, A. (2014). Biography as mentor. Science and Children, 52(2), 66-69.

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West, A.; Sullivan, K.; & Kirchner, J. (2016). How about teaching literacy with science. Science and Children, 53(8), 47-53.

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Wysession, M. E. (2013). The Next Generation Science Standards and the earth and space sciences. Science and Children, 50(8), 17-23.

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Week 14

Science and the Arts

Chemistry

Hendrix, R.; & Eick, C. (2014). Creative sound dramatics. Science and Children, 51(6), 37-43.

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Lee, M.; Lostoksi, M.; & Williams, K. (2000). Diving into a schoolwide science theme. Science and Children, 38(1), 31-35.

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McGregor, D.; Precious, W. (2010). Dramatic science. Science and Children, 48(2), 56-59.

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Robertson, B. (2014). Q: What determines the quality of musical notes? Science and Children, 51(6), 77-81.

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Schaffer, L.; Pinson, H.; & Kokoski, T. (1998). Listening to rain sticks. Science and Children, 35(5)22.

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Sullivan, P. T.; Conner, L D C.; Guthrie, M.; Pompea, S.; Tsurusaki, B. K; et al. (2017). Colorful chemistry. Science and Children, 54(8), 34-40.

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Thompson, W. J. (1998). A moving science lesson. Science and Children, 36(3), 24-27, 70.

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Worch, E. A; Scheuermann, A. M; & Haney, J. J. (2009). Role-play in the science classroom. Science and Children, 47(1), 54-59.

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Week 15

Integrated, Thematic Instruction

Unit Planning

Cook, K.; & Block, C. (2016). Complementing curricula. Science and Children, 54(2), 36-42.

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Constible, J.; Williams, L.; Faure, J.; & Lee, R. E, Jr. (2012). Bringing Antarctica home. Science and Children, 49(6), 32-36.

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Gopal, J. (2015). Eating the alphabet. Science and Children, 52(9), 50-58.

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Sneider, C.; Stephenson, C.; Schafer, B.; & Flick, L. (2014). Exploring the science framework and the NGSS: Computational thinking in elementary school classrooms. Science and Children, 52(3),10-15.

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Tank, K.; Pettis, C.; Moore, T.; & Fehr, A. (2013). Hamsters, picture books, and engineering design. Science and Children, 50(9), 59-63.

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Tate, K. (2007). Tiny, powerful, awesome ants! Science and Children,45(3), 30-33.

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Week 16

Final Project

Measurement

Ashbrook, P. (2016). Preparing for spring gardening. Science and Children, 54(4), 16-17.
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Book Title:	Melvin & Muffin: Physics on the Playground: (Exploring Newton's 3rd Law) Vol. 1
ISBN:	9781722244392
Publication Info:	CreateSpace Independent Publishing Platform
Author:	Tate, K.J.
Unit Cost:	$14.99