"A Framework for K-12 Science Education" identifies eight science and engineering practices for K-12 classrooms. These practices, along with core ideas and crosscutting concepts, define the nation's learning goals for science. The practices outlined in the framework are: (1) Asking questions and defining problems; (2) Developing and using models;…

Presents an activity that uses basketball shoes to introduce the concept of friction. Discusses setting up, friction fundamentals, and fun friction facts. (JRH)

Points out the importance of motivation in student learning and the difficulties of maintaining motivation among students. Makes some suggestions for keeping students motivated. (YDS)

Integrates story telling into a science activity on the density of liquids in order to increase student interest. Shows the relationship between mass and volume ratio and how they determine density. Includes teacher notes. (YDS)

Describes the three phases of the learning cycle (exploration, conceptual invention, and expansion) and explains how they can be used in educational assessment. The use of semantic mapping, concept mapping, and mental modeling in the evaluation of student learning is described. (PR)

Details a project in which students explore and study the poisons in their environment by asking and finding answers to their own research questions. Includes some suggestions for involving students successfully in inquiry-based learning. (DDR)

Indicates the lack of professional development of preservice teachers on student evaluation. Discusses some assessment strategies and performance assessment. (YDS)

Describes an educational program that asks students to attempt to prove that the earth is spherical and that it rotates. Presents tips to pique student interest and charts related to sensing the spin, nonrotation notions, flat earth fallacies, evidence that the earth is spherical and rotates, and the role of watersheds in proving that the earth…

Lists 30 reminders for successfully communicating with students and nurturing their interest in science. Each reminder is accompanied by specific strategies for working with middle school students. (DDR)