"A programme that brings live fish into classrooms to teach the fundamentals of biology not only helps students learn, but improves their attitudes about science, a new study finds.
The study of nearly 20,000 K-12 students, who raised zebrafish from embryos over the course of a week, found that kids at all grade levels showed significant learning gains. They also responded more positively to statements such as "I know what it's like to be a scientist." The results, to be published by the journal PLOS Biology, suggest that an immersive experience with a living creature can be a particularly successful strategy to engage young people in science, technology, engineering and maths."
Welcome to LIVESTRONG at School™! Created by Scholastic and the LIVESTRONG Foundation, the LIVESTRONG at School program uses national standards-based lessons to teach your students about the realities of cancer. While it is a difficult subject to talk about with kids, the LIVESTRONG Foundation believes that it is important for students to understand what cancer is and how it can be treated. In addition, this program informs your students about ways that they can make a difference and help those with cancer. The lessons and printable worksheets below make it easy for you to share this valuable information with your class.
Welcome to STEM-Works, a resource for teachers, mentors, parents, STEM professionals, volunteers, and everyone passionate about getting children eager to learn about science, technology, engineering, and math.
Both of these interactive charts could be useful in starting lessons about energy and natural resource consumption. Have students use both interactives to see how they compare to others. Then ask students to identify opportunities for reducing consumption.
Ed Walsh, Science Advisor for Cornwall Learning, has taken eight of the case studies from the book and turned them into lessons aimed at GCSE level students. The lessons are designed to engage and excite students and encourage them to think for themselves. Pupils in secondary schools are in many cases very capable of understanding the 'Bad Science' approach and making good use of it themselves. Their grasp of scientific concepts and their enquiring minds mean that Bad Science is good for school science.