Hello Everyone; First of all forgive me that I do not have any photos of what I am referring to. I am asking because I can find no reference to them anywhere online.

When I was in high school for basic electronic labs we had this sort of pronged breadboard. Except instead of tiny holes to put your wiring through, it had tall columns with holes large enough to insert banana plugs. It also came with several hard plastic pieces that served as connectors. You could use this to perform basic DIY electronic projects. It was useful as it did not require a lot of fine motor control.

Thanks for any help in locating this.

Elodea is illegal where I live. Is there another aquatic plant that would make a good alternative?

I posted this question on the ukulele thread, but people there don't think it would be possible. However, it might also be, that the expectations for the build quality are a bit to high. it is not meant to be used for music lessons. It is a project for science. It should demonstrate how you can create different waves by shortening the string and what could be done with it. So more a proof of principle - a berimbau diy tutorial would also be possible.

I would like to build with my class a ukulele for everyone. Does anybody have a good source or idea how to build the cheapest ukulele together with children?

• Some woodworking could be done, but I would prefer if not.
• It has not not be a perfect instrument but it would be nice if, the students could play happy birthday on it.
• Simplified the design: a simple ukulele design that children can easily understand and work with
• Another important feature is that it has to be Paintable (work for gifted students and struggling students).
• no sharp or toxic material

My thoughts were: Cigar boxes for the body but cigars are not suitable for kids PVC pipe for the neck. Wire for the frets

We sat down with Chris Nitti, Digital Age Coordinator at the Hoquiam School District, who has led a cutting-edge initiative to use XR (Extended Reality) education to revolutionize the learning experiences of his students.

Chris will share his experience with building and deploying a district-wide Virtual Reality "Holodeck" experience for middle and high school students and explain how the district is using this technology to create engaging and hands-on experiences for students.

https://futuclass.com/blog/hoquiam-school-district-wide-holodeck/

How is your school district using technology to engage students?

Ive been toying with an idea for a conjecture, but i have been stalling on writing it because of two statements one being: "standing on the shoulders of giants".

Now dont get me wrong its better then having to go through the whole process from the beginning everytime, however doesnt that just seems that is the only method of providing validity to any theorem. By using someone elses well established idea?!?( Im not saying to abandon the primative and basic rules of arthimatic and geometry)

In that say you discovered a new approach to an idea, lets use Godel in this case, so he found issues within the principa mathematica and elucidated his idea by using the principa mathematica, so by using the work of Bertrand and Hilbert he proved a monumental blind spot within mathematics which was trying to systematize formal rules, a mental shorthand.

But then the statement from Hilbert creeps in "That math is a game, where we created the rules" .. so how do we reconcile the issues that arrive.. remember, as godel found not an error but a limitation of the proposed formal system (of which we still use parts of ), is it because he used their established system to prove his work and thus their error or is it that his idea and subsequent discover was a new approach to a systematized idea?, Again using the universal understanding of arthimatic and eculidian geometry which is a well established collection of axioms and demonstrations of proof, these systems already have been established as the foundation of math itself. But as godel discovered the system of principa mathimatica had an error.. do we continue perpetuating an error or do we solve it but when we do, isit only through the use of an already established idea?

In short, is the validity of an idea rooted in the use of other well established ideas for proof, or can the validity of the idea be established through utility and demonstration reducto ad absurdum?

Hi there, I am teaching high school physics for the first time this year and I am hoping that someone can help me come up with a coherent answer to a question that a student posed to me today. The lesson was introducing thermodynamics, entropy and spontaneous processes. I described spontaneous processes as ones that “would happen on their own, without outside intervention”. I gave the classic example of a ball rolling down a hill as spontaneous and a ball rolling up a hill as being non-spontaneous, requiring outside intervention to roll the ball up the hill. The question posed was “Why does gravity acting on the ball rolling down the hill not count as outside intervention?” Any thoughts fellow science teachers?

It is a great field, the pay is fantastic and it only requires a 2 year degree. Skill sets needed cover a big area all the way from basic mechanics to electrical to networking. In small places you work on everything from patient monitors to lab centrifuges to x ray machines (literally almost anything in a hospital) but in large hospitals you can specialize (usually between imagery/lab/patient/surgical).

Just thought I would throw it out to this sub, thought it might help you help some young people. The field is REALLY hurting new blood right now but they simply cant fill the positions. If you know the right kids this can be a great career path to point them down, it doesnt help that hardly anyone knows it even exists!

Hey y'all, I need some quick help...I gave a kid the option of making a B (79% --> 80%) if he made up an assignment for Early Earth. I don't have creativity in me tonight to create one. Anyone online to help?

It needs to be semi-rigorous because he has been goofing off quite a bit at the end of the quarter but he started so strong and I want to encourage Early Quarter 😂 behavior.

Topics we covered (cursory): Miller & Urey experiment, Origins of the oceans, Early Earth atmosphere, surface, etc..., 4 Biomolecules.

Any tips? TIA!

UPDATE

Solved, I asked for a creative writing activity. I need something fun to read. ☺️

Fruit-Bearing Trees Fructify

https://youtube.com/watch?v=FyxrIBQBSrA

fructify

[ fruhk-tuh-fahy, frook-, frook- ]

verb (used without object), fruc·ti·fied, fruc·ti·fy·ing.

to bear fruit; become fruitful:With careful tending the plant will fructify.

verb (used with object), fruc·ti·fied, fruc·ti·fy·ing.

to make fruitful or productive; fertilize:warm spring rains fructifying the earth.

Teaching a technical discipline is challenging enough, as a science teacher would you use AI powered tools such as ChatGPT and embrace the potential benefits for creating engaging, personalised and effective science lesson plans, grade tests, and assessments?

These tools seem to be evolving at a rapid pace and I'd like to think this is an opportunity for teachers to lead the revolution and change how we work in the classroom rather than wait for changes to trickle down, but understand how some may be a little more hesitant than others.

I've been using ChatGPT and whilst not perfect, have been dabbling with prompt engineering concepts to improve the questions I ask to get some pretty good results for lesson plans. I find it gives me a good foundation I can work off. My personal thought is that as long as I become a better teacher with improved content, that is ultimately the most important thing for the students that I can control.

I’m looking for resources and advice for moving my private middle school towards a more field-based three year curriculum. I’m not really sure what I’m asking - maybe if other schools around the country are doing this, how they went about setting it up? We still are meant to be standards-based, so need to roughly get through the full middle school NGSS in three years. We are a supposedly outdoor-Ed focused school, but our science program oddly does not match that stated vision at all. We just do a lot of ski trips and hiking lol.

How hard is it to make

I was all ready to build a food web lesson around the wolves being reintroduced to Yellowstone, but I think the wolves will work better for a different standard. Any new ideas? Thank you :)

I was wondering what, if any, textbook you use to teach honors physics?

I've only ever used Hewitt for Conceptual Physics and Serway for AP Physics and I'm looking for something kind of in-between.

Also any other cool resources would be awesome! Specially labs and/or cool projects.

Thanks a lot!!

The STEP UP program through the American physical society is looking for teacher advocates to help get more female students involved in physics majors and careers post high school. If you want to make a positive change,get paid, and get fed, consider applying to be a teacher advocate! Link in comments!

We are winding down the quarter and soon heading into spring break. I'm the team lead for our astronomy class and I'd like to do a weird things in space lesson. Any recommendations? This is a group that typically struggles with school and I'm always looking to hook them. Spaghettification was a fun vocab term for our classes.

Any ideas?

My high school is looking to purchase curriculum materials for biology and physical science. Currently we have a messy shared Google drive, Gizmos, Edpuzzle, Blooket etc. and expect new teachers to make some sense of it. Our teacher turn-over is awful and freshman and sophomore scores are plummeting due to the revolving door. We'd like to support new teachers better with more organized resources.

Does anyone use actual text looks anymore? I did some searching and couldn't fine anything more recent than 2011 other than a Miller and Levine Bio book. Does anyone use digital platforms like Savaas or STEMscopes? Recommendatios? Things to avoid?

Hey! I've created this pretty cool (well, I think it's, rsrsrs) Force and Energy Science Quiz. It would be great if you could give me your feedback on it... and of course, feel free to use it with your class - https://app.quizalize.com/view/quiz/force-and-energy-b613d9d8-7a1e-45c1-8e61-ba6dbc0c2f5c

https://i.redd.it/cr4tgs1ptapa1.gif

I have a vague idea I’d trying to explore how phrasing and jargon in research papers have changed as a way to encourage students to think about how the work has been presented in addition to what is being presented.

This blog post talks about increased use of novel to advertise new work, but what else is changing? What buzzwords or “trying too hard” words like utilize are increasing/decreasing?

increasing use of novel

Hey y'all,

​

I'm currently a junior biology education major (I graduate April 2024) going to Southern Utah University with plans to teach in Utah. I would love to teach high school biology, but jobs here are very competitive and hard to come by. In the meantime, I figured I'd teach middle school science. I looked up the secondary science middle school endorsement and I'm confused on what steps I should take to obtain this endorsement before I graduate. Any advice would be appreciated and let me know if there's anything that I should clarify :)

Hello. I am a first year, teaching of middle school life science. As the year as almost 3/4 through, I feel like I havent done nearly enough labs and next year I really want to do more. We also have some money in our budget and the following year might be tight. I'm wondering if anyone has any labs they'd recommend for that age and content area. I'm not opposed to TPT, just wondering what this community could share!

I am currently teaching a pollination unit in my botany class and wanted my students to see how a beehive operates.

Hopefully we're going to get a local beekeeper in as a guest speaker, but until then I found this NOVA episode called Tales from the Hive that is excellent.

If you're covering anything about bees or pollinators in a biology, botany, zoology, etc. course I can't recommend this enough.

https://youtu.be/I6C9th9rO0U

I wrote a study guide which students were to use their science notebooks with to review the answers. I wrote things like

1. Compare and contrast prokaryotes and eukaryotes
2. Describe how fungus-like, plant-like, and animal-like protists are similar
3. Describe how fungus-like, plant-like, and animal-like protists are different
4. Identify a cell given xyz characteristics

I've received heaps of pushback from students and now getting parents emailing me, "Where are the answers?"

Um...in their brains? In their science notebooks? The kids said, "You give us study guides and the answers and we memorize them." Wha?! I don't want to respond because it's like I've entered an alternate universe and I just want to go to bed and see if it's better out there tomorrow.

What do your study guides look like? Am I wrong in my technique? Btw, middle school aged, US school. Also, I am a high school teacher, Grades 11/12. This is my first middle school position.

Update So many great responses, everyone, thank you! I went to bed and got a full night's sleep. I was so frustrated. Everyone gave really great examples of alternate ways y'all approach study guides and I really appreciate the Schoology example. I'm going to work on creating something like that. I think I can do it with Google forms. Until I can develop that (this summer), I will definitely be using a mix of all of your suggestions. Many thanks, everyone!

I currently have a ball python in my 9th grade biology class. Her first two years of life she was handled by younger children often so I trust her to maintain a calm temperament if being held by a student. Most days she stays in her cage, but I do like to bring her out on occasion to demonstrate a science concept or keep students engaged during a table share out (they can pet her as they answer my questions).

I have an opportunity to receive a Mosaic Florida King Snake and/or Albino Corn Snake with all supplies as a donation to our school. This is a fantastic opportunity! I’m excited to be able to compare species during our evolution unit or differentiate ecosystem requirements during our ecology unit. But I’m concerned about them potentially biting a student as I don’t know their past behavior. From research, it seems like the king snake may bite but it’s rare for the corn snake to bite.

Does anybody have experience with these species in the classroom? I would appreciate any insight or recommendations! Thank you.

Hello! I am currently preparing to take the CSET General Science (215) and Chemistry (218) and had a few questions about it! I was wondering if you would recommend taking both at the same time, or taking the general science CSET first and then the Chemistry CSET on a different date? I was also wondering how difficult these tests are, especially the General Science test because of how many topics it covers, and if you had any advice or tips in terms of studying? Are there any prep books you would recommend? It seems super overwhelming based on my research so far...thank you in advance for the help!

Hello! I moved to a different state and I haven’t taught for 20 years but, I got a full time position last year (7th grade) and I need to take the PRAXIS and pass it, as easily as possible. Any suggestions?

I enjoy working with little kids and enjoy science, but there doesn’t seem to be many stable professions that combines the two. Has anyone seen this or become an elementary school science teacher?

7th grade teacher here. I'm about to begin my unit on the human body, specifically the organ systems. I would like to teach it differently this year, in that I don't want to just teach a few systems week, give a test, and move on. That's what the scope and sequence wants, but I don't think it's what the students need.

I've been looking for a sort of study guide or organized packet that students can fill in as we learn new things. In my mind I see pages for each system, a diagram for them to color, some questions about how different systems interact, and perhaps some review at the end. We have several dissection labs next month, so I need them to identify and understand the various systems we will have learned up to that point.

Does such a thing exist? Would it benefit my students? Thank you for reading.

Hello all,

I was kinda duped by my certification program and they are refusing to endorse me for a physics license (depsite my best efforts), so now I have to take a licensure exam to be certified. I want to take the NES 308 since it's a little cheaper and seems to cover the scope of material for high school physics, particularly AP, better than the Praxis.

I am wondering if anyone has taken this exam, and if so what you did to prepare and how it went for you. My plan is to take it in about three weeks.

Thank you!