Giuliana was a bright seventh grader when we met. She loved science and was curious about everything. I remember wishing her a Happy Solstice early on a December morning and she made a comment about how it was going to get warmer now. I agreed, but added, “Of course it’s going to get colder first since this is the first day of winter.” Giuliana looked at me confused. She tilted her head and said, “But we’re getting closer to the sun now, right?”
“No,” I told her. “We’re not.”
“But isn’t that why we have seasons?”
That’s when I realized that we can’t teach students until we first un-teach some of the misunderstandings they’ve picked up along the way. And a classic misunderstanding that many students believe is that seasons are caused by the changing proximity of the Earth to the sun.
Today’s blog post explains how I teach students the real reason for the seasons.
Why do we have seasons?
The Earth experiences seasons because of its axial tilt and its orbit around the sun. The distance from the sun does not significantly change throughout the year to cause seasons. Instead, it is the tilt of the Earth’s axis—about 23.5 degrees—that plays the crucial role. This tilt causes different parts of the Earth to receive varying amounts of sunlight at different times of the year, resulting in the familiar pattern of seasons.
During the Earth’s orbit, when the Northern Hemisphere is tilted towards the sun, it experiences summer. This means that sunlight hits this hemisphere more directly, causing warmer temperatures and longer days. Simultaneously, the Southern Hemisphere, tilted away from the sun, receives less direct sunlight, leading to winter with cooler temperatures and shorter days. This phenomenon reverses six months later when the Earth is on the opposite side of its orbit.
In spring and autumn, neither hemisphere is tilted directly towards or away from the sun. Instead, both hemispheres receive relatively equal amounts of sunlight. These transitional seasons are characterized by moderate temperatures and roughly equal lengths of day and night. Spring brings gradual warming and new plant growth, while autumn features cooling temperatures and the shedding of leaves from deciduous trees.
How to help students understand seasons
The best way to demonstrate what causes seasons is to use a globe and a flashlight to demonstrate how the tilt of the Earth’s axis affects the distribution of sunlight. This visual aid helps students understand how different areas receive varying amounts of sunlight throughout the year. Do this activity as a demonstration or in small groups and have students compare the amount of light reaching the northern and southern hemispheres throughout one revolution.
One of the best ways to demonstrate the change of the seasons is to graph the amount of daylight at a location throughout the year. Students could research this information or you could provide it to them. One way to do this is to provide students with a link to a spreadsheet that already has the information embedded.
Then, as they calculate the amount of daylight, the graph is automatically created for them.
Enrich this activity by asking different groups of students to complete the activity for locations at different latitudes.
By explaining that it is the Earth’s axial tilt and its orbit around the sun that cause the seasons, we can help students gain a clearer and more accurate understanding of this fundamental phenomenon.
Through interactive models, graphing daylight hours, and engaging activities, we can make learning the science behind what causes seasons both comprehensible and enjoyable for our students. Whether it’s using a globe and flashlight to demonstrate sunlight distribution or having students create graphs of daylight hours, these hands-on experiences reinforce the concept that it’s the tilt of the Earth’s axis that leads to the seasonal changes we observe.
To further support this learning, consider incorporating seasonal activities into your lessons, such as the color-by-number PDF activity or the interactive slides for virtual learning. These tools provide additional practice and self-checking opportunities, ensuring students grasp key terms like equinox and solstice while seeing the practical application of their knowledge.
Review and reinforce seasons, solstices and equinoxes with this simple to use color by number PDF activity – great for early finishers or enrichment or sub plans. Students read 9 multiple choice questions (see preview for sample questions) and choose the correct answer. Then, they color in the picture using the correct colors.
This is a great self-checking activity to review how the revolution of the earth causes the seasons with terms such as equinox and solstice. For each question they get correct, part of the puzzle is revealed. Once all the questions are answered correctly, students will see the whole puzzle.
9 Interactive slides that allow students to drag and drop correct answers instead of OR in addition to taking notes. While teaching virtually, this allows students to pay attention without struggling to keep up with copying notes yet they still have the interactive notes to use later as a study tool.
The code will only work for you, so, sorry, you can’t share it with your friends. And your $3 coupon expires on New Years Eve, 2024, so you better hurry!
At JustAddH2O, we’re thankful for YOU and so we celebrate every November tradition is here! Get ready for our Thankful for YOU Thanksgiving sale!
All Thanksgiving resources are on sale for 25% off from October 31st to November 30th, 2024!
This is a great no prep self-checking activity to review protons, neutrons and electrons. Students need to answer 10 questions. For each question they get correct, more of the Thanksgiving dinner table is set.Activity allows student choice by providing 6 sets of 3 questions which increase in difficulty. Students must choose 2 questions from each set. Digital activity prompts students with a Thanksgiving themed “skip” card after they’ve correctly answered 2 questions in a set. As each question is answered, students receive immediate feedback – the box automatically changes to purple if the answer is correct, and the score at the top of the page is automatically updated.Engage your students with interesting informational text about Thanksgiving. Used as a jigsaw activity, groups of students each read a short article about the science of Thanksgiving and answer Discussion Questions. Then, each person in the group shares what they learned. Articles included in this resource: White Meat or Dark? Cranberries Does Turkey Make you Sleepy? Sweet Potatoes and Yams Changing Leaves This resource can be printed and used as worksheets or can be used as a Google Slide Show on which students can type their answers.Students rotate through 7 hands on lab stations to learn about the science of Thanksgiving. Suitable for 1-2 class periods for middle school science students working in groups.This is a great no prep self-checking activity to review solar system vocabulary with a Thanksgiving theme. Students need to answer 10 questions. For each question they get correct, another part of a Thanksgiving joke is revealed. (“Why did the turkey go to Mars? Because the leftovers are out of this world.”)This is a great no prep self-checking activity to review the states of matter and phase changes with a Thanksgiving theme. Students need to answer 10 questions. For each question they get correct, another part of a Thanksgiving joke (“Which side of the turkey has the most feathers? The outside.”)This is a great no prep self-checking activity to review the vocabulary of plate tectonics with a Thanksgiving theme. Students need to answer 10 questions. For each question they get correct, another part of a Thanksgiving image.This is a great no prep self-checking activity to review the parts of a cell with a Thanksgiving theme. Students need to answer 10 questions. For each question they get correct, another part of the Thanksgiving riddle is revealed (“How do turkeys travel? On the gravy train.”)This is a great no prep self-checking activity to review the vocabulary of the water cycle with a Thanksgiving theme. Students need to answer 10 questions. For each question they get correct, another part of the Thanksgiving riddle is revealed (“What did the turkey say to the computer? Google Google.”)If your students know the vocabulary associated with food chains, they will be rewarded with a magic picture of a turkey!This is a great no prep self-checking activity to review absolute age calculations. Students need to answer 15 questions to reveal the Thanksgiving themed image. For each question they get correct, pixels of an image are revealed. Once all the questions are answered correctly, students will see the whole image.
If you’ve ever found yourself struggling to convey the concept of balancing chemical equations to your students, you’re not alone. Balancing equations is a fundamental skill in chemistry, but it can be a challenging one for middle school students to grasp. Enter poker chips—a simple, colorful, and effective tool that can transform your lessons and make balancing equations a breeze.
If you’ve ever found yourself struggling to convey the concept of balancing chemical equations to your students, you’re not alone. Balancing equations is a fundamental skill in chemistry, but it can be a challenging one for middle school students to grasp. Here’s what happened to me.
Last summer, I was tutoring two rising 9th graders in chemistry. They had very little background knowledge and, with lots of visuals and manipulatives, had just mastered counting atoms. Given 8H2SO4, for example, they could tell me how many atoms there were of hydrogen, sulfur and oxygen.
Lots of practice later, I thought they were ready to try to balance an equation.
I wrote H2 + O2 -> H2O on the board and we counted how many hydrogens were in the reactants and how many were in the product. “That’s called balanced,” I told them. “That means that we didn’t break the law of conservation of mass. But look at the oxygens.” They were able to see that there was only 1 oxygen in the products but 2 in the reactants, but were unable to see how to fix the problem.
I drew pictures – circles for hydrogen and squares for oxygen. That didn’t help. Finally, as a last resort, I handed out poker chips.
To say that solved all my problems is, of course, overly simplistic. But it was an absolute lightbulb moment for these two boys. Suddenly, they were working independently, balancing equations like superstars.
Why poker chips?
I suppose I could have used colored paperclips or marbles. But using a manipulative like a poker chip helped transform an abstract concept into a tangible activity that students can easily grasp. The different colors of the poker chips can represent different atoms, allowing students to physically manipulate and count them, which enhances their understanding of the conservation of mass. This visual and tactile approach caters to various learning styles, particularly for those who benefit from kinesthetic and visual learning methods. Additionally, using poker chips adds an element of fun and engagement to the lesson, which can boost students’ enthusiasm and participation.
Setting Up
When you’re ready to try this with your own students, you’ll need a bunch of poker chips in different colors. Depending on the equations you want your students to balance, you’ll need 10-20 chips of each color.
I also provided my students with large poster paper and markers. You could substitute with an individual white board, or even use washable markers directly on your desks to write the equations.
Have a copy of a balancing equations worksheet available for each student.
Modification: For beginning students or students who are visual learners, I draw a line under the “invisible 1” coefficient for each compound in the equation so that students know where they can write numbers.
How it works
First, have students use markers to write the unbalanced equation on their paper, white board, or desk.
Then, ask students to assign a different color poker chip to each element. Place piles of poker chips under each element in the equation to represent the atoms that are present and count to see if the equation is balanced.
If the equation is unbalanced, change the coefficient of the element that is unbalanced and adjust the poker chips to compensate.
Count again to see if the equation is balanced.
Repeat until you have balanced the equation!
Don’t forget to write the correct coefficients in your worksheet.
I do, We do, You do
A great way to teach balancing equations with poker chips is to use the I do, We do, You do method. First, demonstrate the skill yourself. Use poker chips to represent the different atoms in your equation. Identify which atoms are balanced and which are not balanced. Model brainstorming how to balance the equation, then change coefficients as you add chips to the equation. Finally, model counting the atoms in the reactants and in the products to demonstrate checking your work.
After you demonstrate at least one or two times, hand out materials and complete one or two equations with your students. There probably will be a few students who are ready to run on their own, and there probably will be a few students who need a little more hand holding. Adjust as needed until everyone is ready to practice on his or her own.
Hello, fellow science teachers! With Halloween just around the corner, it’s the perfect time to add a little spooky flair to your science lessons. Integrating Halloween-themed activities into your middle school science curriculum can captivate your students’ imaginations and make learning even more fun. From eerie experiments to ghoulish games, there are countless ways to bring the spirit of the season into your classroom while reinforcing important scientific concepts.
We’re adding a bunch of Halloween themed worksheets to the store this week, and offering 25% off every Halloween Resource from now until October 31, 2024!
A lot of what we teach in middle school science – carbon cycle, soil formation, recycling of matter, nitrogen cycle – relates to decomposition. Autumn present the perfect opportunity. Use your autumn leaves to teach about decomposition and get your students hooked with the real world applications.
Autumn leaves
Decomposition in autumn leaves is a vital process that recycles nutrients back into the ecosystem. As leaves fall to the ground, they create a rich layer of organic material known as leaf litter. Microorganisms, fungi, and invertebrates such as earthworms and insects break down this organic matter, releasing essential nutrients like nitrogen, phosphorus, and potassium back into the soil. This decomposition process not only enriches the soil, promoting plant growth in the spring, but also supports a diverse array of soil organisms that contribute to a healthy and balanced ecosystem. Understanding the role of decomposition in autumn leaves highlights the intricate cycles of nature and the importance of every season in maintaining ecological harmony.
Decomposition lesson plans using autumn leaves
It helps to start the unit with a brief unit explaining how things decompose and how that fits into the ecosystem.
My students have no idea what compost is. We’re a suburban upper middle class school district. Perhaps they have a tomato plant or two in their garden, but compost is foreign to them. So I start the year with some facts about compost.
Turns out every one of those statements is true. (TBH I was a little surprised about the masking tape.)
Here are some ways you can use autumn leaves to teach about decomposition:
Bring in some autumn leaves or take students on a walk if you have an appropriate area accessible to your school. Point out the various degrees of decomposition visible. Some leaves are still intact and others are falling apart. Lead students to question how that happens and how broken down leaves affect the ecosystem. Get down on the ground with magnifying glasses and see if you can find anything living in the leaf litter. Look for snails, slugs, worms, and centipedes as well as insects.
Use microscopes to examine decomposing leaves and identify the microorganisms and fungi responsible for breaking down the organic matter. Have students draw or photograph what they see and research the organisms’ roles in decomposition.
Take the exploration above and extend it by comparing what you see in a section of leaf litter to what you can see in a section of well-maintained lawn. Teach students about the benefits of biodiversity.
Collect different types of leaves and place them in separate containers with soil. Add moisture and observe which leaves decompose the fastest. Discuss factors that might affect the rate of decomposition, such as leaf thickness and moisture levels.
Conduct an experiment with various compostable objects and non-compostable into zipper bags. Put them away for a few weeks and then check them out to see how they change. Every middle schooler loves to watch things decompose.
Use a fish tank or other clear container to bury various objects in soil for a few weeks to months. Try to include something organic like a carrot or apple core and something petroleum based like a plastic spoon. Try soft objects like stuffed toys and hard objects like laminated playing cards. Let students make predictions then wait a few weeks or months and then uncover the buried objects. Don’t forget to take before and after pictures!
Create a mini-ecosystem in a terrarium in your classroom using autumn leaves, soil, and small decomposers like earthworms and pill bugs. Observe and document the decomposition process over time.
If you have access to an outdoor classroom, start a classroom compost bin with autumn leaves, food scraps, and other organic materials. Visit it often to monitor the composting process, noting how the leaves break down and contribute to the formation of nutrient-rich compost.
Last spring, my husband took his telescope out to the driveway where he has a decent southern sky and, night after night, he photographed Comet C/2022 E3 (ZTF). In the news, this comet had been called The Green Comet and it got quite bright before dimming. My students were fascinated and asked for updates on the comet every day. Teachable moment, amiright? The Green Comet reached naked eye brightness in 2023 when it made its closest approach to Earth at a distance of 0.3 AU, which is about 110 times the distance from our planet to the Moon.
What are comets?
Comets are often described as “dirty snowballs” or “icy dirtballs.” They are small Solar System bodies that, when passing close to the Sun, heat up and begin to outgas, displaying a visible atmosphere or coma, and sometimes a tail. This process is known as sublimation, where the ice changes directly from a solid to a gas.
The nucleus is the solid, central part of the comet, composed primarily of water ice, frozen gases, dust, and organic compounds. Despite being the heart of the comet, the nucleus is relatively small, typically ranging from a few hundred meters to tens of kilometers across. It’s often irregular in shape and dark in color because it contains a lot of dust and rocky material.
When a comet gets close to the Sun, the heat causes the ice and other volatile substances in the nucleus to vaporize and form a cloud of gas and dust around the nucleus. This is what we call the coma. The coma can grow to be tens of thousands of kilometers across, making it much larger than the nucleus. The sunlight reflected off the coma is what makes the comet visible to us here on Earth.
One of the most striking features of comets is their tails. Comets can have two types of tails: an ion tail and a dust tail. The ion tail, also known as the gas tail, is made up of charged particles or ions. This tail always points directly away from the Sun, no matter which direction the comet is moving, due to the influence of the solar wind. The solar wind is a stream of charged particles emitted by the Sun that sweeps the ion tail away from the comet’s nucleus.
The dust tail, on the other hand, is made up of small solid particles. Unlike the ion tail, the dust tail is curved and follows the comet’s orbit. The sunlight pushes these particles away from the nucleus, creating a broad, diffuse tail. Sometimes, the dust tail can be seen with the naked eye, especially when the comet is bright and close to Earth.
Comets, Asteroids, and Meteoroids
Comets are rich in volatile compounds like water, ammonia, and methane. These help form their spectacular comas and tails when heated by the Sun. Asteroids, on the other hand, are mostly rocky or metallic and do not exhibit the same outgassing behavior. They tend to remain relatively inert and are mostly found in the asteroid belt between Mars and Jupiter. Meteoroids are much smaller fragments of comets or asteroids that become meteors when they enter Earth’s atmosphere and burn up.
Where do comets come from?
Comets originate from two main regions in the Solar System: the Kuiper Belt and the Oort Cloud. The Kuiper Belt is a vast, doughnut-shaped region beyond Neptune’s orbit, stretching from about 30 to 55 astronomical units (AU) from the Sun. For context, one AU is the average distance between Earth and the Sun, roughly 93 million miles. The Kuiper Belt is home to many icy bodies, including dwarf planets like Pluto and Eris, and short-period comets. These comets have orbital periods of less than 200 years and are thought to have formed in the early Solar System, remaining relatively close to the Sun.
The Kuiper Belt was named after Dutch-American astronomer Gerard Kuiper, who made significant contributions to our understanding of the outer Solar System. Although Kuiper did not predict the existence of the Kuiper Belt himself, his pioneering work in planetary science laid the foundation for its discovery. Kuiper was instrumental in the discovery of several moons of Uranus and Neptune and hypothesized about the existence of icy bodies beyond Neptune, which ultimately led to the identification of the Kuiper Belt.
In addition to his work on the outer Solar System, Gerard Kuiper discovered Miranda, one of Uranus’s moons, and Nereid, one of Neptune’s moons. He also made significant contributions to our understanding of the atmospheres of planets and moons in the Solar System. His work continues to influence and inspire astronomers today.
The Kuiper Belt remains a crucial area of study, as it holds many secrets about the formation and evolution of the Solar System. By studying the icy bodies and comets within the Kuiper Belt, scientists can gain valuable insights into the early stages of our cosmic neighborhood.
The Oort Cloud, on the other hand, is a vast, spherical shell of icy bodies that surrounds the Solar System at distances ranging from about 2,000 to 100,000 astronomical units (AU). This remote region is the source of long-period comets, which can take thousands to millions of years to complete one orbit around the Sun. The Oort Cloud is much farther away than the Kuiper Belt and is believed to be a reservoir of comets that were scattered by the gravitational influence of the giant planets during the formation of the Solar System.
The Oort Cloud is named after Dutch astronomer Jan Oort, who proposed its existence in 1950. Oort’s groundbreaking work revolutionized our understanding of comet origins and the outer reaches of the Solar System. He theorized that the long-period comets observed in the inner Solar System must come from a distant, spherical cloud of icy bodies, which became known as the Oort Cloud. His hypothesis was based on the observation that these comets have highly elliptical orbits, suggesting they originate from a distant, spherical distribution.
Jan Oort made numerous contributions to astronomy beyond the Oort Cloud. He played a key role in advancing our understanding of the Milky Way, mapping the rotation of our galaxy and providing evidence for the existence of dark matter. His work laid the foundation for modern galactic astronomy and influenced generations of astronomers.
The Oort Cloud remains one of the most enigmatic and distant regions of our Solar System, largely. Studying comets that originate from the Oort Cloud allows scientists to gather valuable information about the early Solar System’s conditions and the processes that shaped its evolution. By observing these ancient icy bodies, astronomers hope to unlock secrets about the formation and history of our cosmic neighborhood.
Comets are essentially leftovers from the early Solar System, preserving the primordial materials that existed when the Sun and planets were forming. These icy bodies were formed from the same material as the planets but were ejected to the outer reaches of the Solar System due to gravitational interactions. Occasionally, gravitational nudges from passing stars or the galactic tide can disturb comets in the Oort Cloud, sending them on a long journey toward the inner Solar System.
As these comets approach the Sun, the increased heat causes the ices to vaporize, forming the characteristic coma and tails that we observe. This process not only makes comets visible but also releases ancient material that scientists can study to understand the conditions in the early Solar System. Missions like the European Space Agency’s Rosetta, which studied Comet 67P/Churyumov-Gerasimenko, have provided valuable insights into the composition and behavior of comets.
Comets in History
Throughout history, comets have fascinated and sometimes frightened people, inspiring myths, legends, and scientific inquiry.
In ancient times, comets were often viewed as omens or harbingers of significant events. Their sudden and unpredictable appearance in the sky, often with bright, glowing tails, was interpreted as a sign from the gods or a precursor to major changes. Many cultures associated comets with disaster, war, or the death of important leaders. For example, the appearance of Halley’s Comet in 1066 was believed to have foreshadowed the Norman Conquest of England. This comet was depicted in the Bayeux Tapestry, an embroidered cloth that illustrates the events leading up to and during the Battle of Hastings. The comet’s appearance was seen as an omen that played a role in the fateful battle that changed the course of English history.
Another example is the Great Comet of 44 BC, which appeared shortly after the assassination of Julius Caesar. According to Roman historians, the comet was interpreted as a sign that Caesar’s soul had been taken to the heavens and deified. This event reinforced the belief that comets were divine messengers, and it had a significant impact on Roman culture and politics.
In 1456, Halley’s Comet made another notable appearance, and its passage was linked to the Ottoman Empire’s siege of Belgrade. Pope Callixtus III ordered prayers and church bells to be rung to ward off the comet’s supposed ill effects, reflecting the widespread fear and superstition associated with these celestial events.
Another significant figure in cometary astronomy is Sir Isaac Newton, who applied his laws of motion and universal gravitation to explain the orbits of comets. Newton’s work demonstrated that comets followed predictable elliptical orbits around the Sun, similar to planets, which was a groundbreaking revelation at the time. His theories allowed astronomers to understand the motion and behavior of comets with greater accuracy.
Edmond Halley, a contemporary of Newton, further advanced the field by studying historical records of cometary appearances. He predicted that the comet observed in 1682 would return in 1758, based on its orbital period of approximately 76 years. This prediction was confirmed when the comet reappeared, and it was subsequently named Halley’s Comet in his honor. Halley’s work established the periodic nature of some comets and demonstrated the power of applying scientific principles to celestial phenomena.
In the 20th century, American astronomer Fred Whipple proposed the “dirty snowball” model of comets, suggesting that they are composed of a mixture of ice and dust. This model was revolutionary in explaining the behavior and structure of comets, including the formation of their tails as they approach the Sun. Whipple’s insights have been validated by space missions and remain a cornerstone of our understanding of comets today.
Famous Comets
One of the most famous comets, Halley’s Comet, has been observed and recorded by various civilizations for over two millennia. Named after the English astronomer Edmond Halley, who predicted its return in 1758, Halley’s Comet appears approximately every 76 years.
Another well-known comet is Comet Hale-Bopp, discovered in 1995 by Alan Hale and Thomas Bopp. It became one of the brightest comets of the 20th century and was visible to the naked eye for an unprecedented 18 months. Hale-Bopp’s extended visibility and brilliance captivated skywatchers and provided scientists with a wealth of data to study cometary composition and dynamics.
Comet Shoemaker-Levy 9 is also famous for its dramatic impact on Jupiter in 1994. Discovered by astronomers Carolyn and Eugene Shoemaker and David Levy, the comet broke into multiple fragments that collided with Jupiter, creating massive explosions and leaving scars on the planet’s atmosphere. This event offered a unique opportunity to observe the effects of cometary impacts and underscored the potential hazards comets pose to planets in our solar system.
Some Comet Resources for your middle schoolers
Help your middle school students understand comets with this 17 page workbook including close reading and worksheets to demonstrate understanding. Workbook can be printed OR completed digitally on Google Slides.
Slide Show for middle school science students to learn about asteroids, meteoroids, and comets.
Super activity for sub plans or enrichment and includes a 2 page document about asteroids and asteroid impacts and a 2 page worksheet including analysis questions applying what you’ve learned suggested answer key
Hands on activity for students to use physical and chemical properties to determine if a rock sample is an earth rock or a meteorite.
This hands on lab activity asks students to examine what factors affect crater size. Students will test various projectiles to determine the effect of mass, diameter, and height (velocity) on the size of the crater that is produced.
Take your students on a field trip without leaving your classroom! Learn about Meteor Crater in this Google hyperdoc. Students follow links to watch videos and read about the geology and history of Meteor Crater.
Introducing our newest product line! We’ve developed Bubble Games for each of the major units of middle school science and have launched them over the past few weeks. A Bubble game is a super fun way to review a concept. Start with a game board with bubbles representing each of the questions you want students to answer. Students, or teams, take turns clicking on (or popping) bubbles to answer the questions. Questions are worth various points – some are worth 3, some are worth 2, and some are only worth 1 point. After each question, return to the game board and add points if the player got the question right.
How to play the Bubble Game:
Open the PowerPoint game.
Click “Play” and you’ll be brought to the game board. There are 17 bubbles.
Team (or player) #1 chooses a bubble. Click on the bubble to pop it.
A question will appear.
Read the question and answer aloud.
Click “Check my answer” for the correct answer to appear.
Click “Back to the Game Board.” The bubble is now popped.
Click the score board and add points if they got the question correct.
It’s the next player (or team’s) turn.
The winner is the player (or team) with the most points when all the bubbles are popped.
Bubble Games in the store right now:
How to score a free Bubble Game:
If you’re new here, you might not know this, but more experienced readers will know that we offer a free resource whenever we launch a new product line. You can download a free copy of a Bubble Game that reviews cell organelles by clicking here. Try it out and let us know what you think!
Science teachers have a lot of stuff. Not only do we have text books and regular classroom supplies like paper and pencils, we also have all of those lab supplies. The more content you teach, the more supplies you have, so middle school science classroom often have tons of stuff to cover earth science, life science, and physical science. The good news, of course, is that it’s highly unusual for a science teacher to have to switch classrooms over the summer (unlike our LAL and social studies brethren). The bad news is that you might have inherited a disorganized mess of materials and supplies and are struggling to tame that wild beast. Here are my best classroom organization systems for science.
Daily supplies
Middle schoolers don’t always bring their school supplies to class. (Sorry, didn’t mean to start today’s blog with such a shocking announcement.) I used to fight it – “Go to your locker and get them” or “You have to finish this activity at home” or, even worse, “You get a zero for today.” I don’t fight it any more.
If you haven’t seen the SNL skit “Y’all won,” go see it now – here’s a link!
I have too many important things to take care of that I just can’t worry about things like colored pencils and glue sticks any more. So I used some of my lab supply budget for school supplies – I bought a ton of colored pencils, scissors, glue sticks, tape, paper clips, rulers. Here’s how I organize them to keep a loose grip on my sanity.
Things like colored pencils, glue sticks, and scissors get used several times a week because I use interactive notebooks in my middle school science classroom. For these items, I organize them in a caddy like this one and place a complete set of supplies on each lab table.
To keep the caddies organized and pencils sharpened, I assign a supplies supervisor for each class period on a rotating job list. (Check out my blog on classroom jobs here.)
I create a “Pick up station” near the door of my classroom for items students should pick up when they walk in. That’s where I put handouts and even sometimes lab supplies like magnifying glasses or tubs of play-doh.
Occasional supplies
For classroom items that only get used once in a while – rulers, compasses – I store them in a plastic rolling storage cart like this one. I also store frequently used lab supplies here – things like straws, skewers, magnifying glasses, play-doh.
This is especially handy because it gives me a flat surface on top for larger materials that need to be stored like bins of clipboards or boxes of markers.
Lab Supplies
For most labs, I assemble all of the materials and consumables in a wash basin like this one, a cafeteria tray, or a dish pan. The day before I plan to do the lab, I place the materials each group will need onto a try and students return the tray to its original condition at the end of the lab when I can refill consumables.
I buy enough pans so I can set up for 2 classes at a time. This minimizes the frantic clean up and set up at the end of each period.
Another job in my rotating job list is lab supply coordinator. This person distributes lab trays and collects them at the end of the period.
I like this method because it reduces the amount of walking around in class. With organized systems in place, students are less likely to get injured or fool around.
Storage of lab supplies
Hopefully, you have lots of cabinets to store glassware and larger lab supplies from year to year. One way to organize your cabinets is to have one cabinet for each unit – maybe a cabinet with all of your earth science materials, and another cabinet with your DNA models. Some teachers prepackage each of their labs and store them as a unit but I’ve always found that I need some materials – beakers, for example – for multiple labs and just don’t have the budget to purchase extra.
Filing Cabinets
In days gone by, teachers had giant binders and filing cabinets filled with hard copies of every resource, notes packet, test, and lab. Of course, now we store all that digitally. But I still have my old filing cabinets.
I use the most convenient height drawer for daily handouts. I print a few weeks of handouts at a time and then store them in chronological order in this drawer.
The second drawer holds my laminated docs – task cards, wall signs for scavenger hunts, words for my word wall. I try to keep these in chronological order but I’m not always successful at that.
If you’re lucky enough to have another drawer, its great for file folder games and game pieces and escape room locks.
Keeping it organized
Of course, no organization system works if you don’t put things away when you use them. I label heavily – every cabinet is labeled and many shelves inside the cabinets are labeled. This not only helps me know where everything goes but it also lets me give some responsibility to my students as they learn what’s expected.
There’s nothing worse than coming in to a messy classroom on Monday morning, so I make it a practice to do a quick reorganization every Thursday or Friday just to put things back where they belong. That also gives me time to breakdown labs I’m finished with and begin to set up for next week’s activities.
What did I forget? What other organizing challenge do you have in your science classroom?
Summer is here and living is easy! I’m loving spending early mornings in the garden and evenings on the patio with long stretches of days with good books in between. Something odd happened this year, and maybe you’ve noticed it too. I haven’t seen even one bee or butterfly. No ladybugs landing on my arm, and only 1 or 2 flies annoying us when we have dinner outside. I’ve even had to hand-pollinate my zucchini this year. Where have all the pollinators gone?
What are pollinators?
Pollinators are organisms that assist in the transfer of pollen from the male structures of flowers (anthers) to the female structures (stigmas), facilitating fertilization and the production of seeds.
Examples of pollinators include insects like bees, butterflies, and beetles; birds such as hummingbirds; and even some mammals like bats. These creatures play a crucial role in ecosystems by enabling the reproduction of flowering plants, which are essential for producing fruits, seeds, and vegetables. Pollinators are vital for agricultural productivity, as they are responsible for pollinating crops that constitute a significant portion of the human diet. Additionally, they support biodiversity by helping maintain the health of plant communities, which in turn provide food and habitat for other wildlife. Without pollinators, many plant species would face challenges in reproduction, leading to reduced crop yields and disrupted ecosystems.
Where have all the pollinators gone?
Pollinators have been facing significant declines due to a combination of factors, leading to a worrying reduction in their populations globally. Habitat loss due to urbanization, agriculture, and deforestation has removed many of the natural environments that pollinators rely on for nesting and foraging. Pesticide use, particularly neonicotinoids, has been linked to adverse effects on pollinator health, causing disorientation, weakened immune systems, and death. Climate change is altering the distribution of plants and the timing of flowering, disrupting the synchrony between pollinators and their food sources. Additionally, diseases and parasites, such as the Varroa mite in honeybees, have further exacerbated declines. This combination of habitat destruction, chemical exposure, climate shifts, and biological threats has led to a significant decrease in pollinator populations, raising concerns about the future of biodiversity and food security.
What can we do to help pollinators?
One of the most effective ways individuals can support pollinators is by creating gardens that are friendly to them. This involves planting a variety of native flowering plants that bloom at different times of the year, ensuring a continuous food supply. Native plants are particularly beneficial because they have evolved alongside local pollinators and are better suited to their needs. Including a mix of flowers, shrubs, and trees can provide nectar and pollen for different types of pollinators, such as bees, butterflies, and hummingbirds.
Avoid the use of pesticides to prevent against accidentally killing pollinators. Homeowners and gardeners can use natural pest control methods by encouraging beneficial insects that prey on pests, using physical barriers, and applying biological controls. When pesticide use is necessary, selecting products that are less toxic to pollinators and applying them during times when pollinators are not active, such as early morning or late evening, can minimize harm.
Pollinators need habitats and nesting sites to thrive. Creating habitats can involve leaving areas of the garden undisturbed, providing bare ground for ground-nesting bees, and incorporating features like bee hotels and bat houses. Planting hedgerows, wildflower meadows, and leaving dead wood in place can also offer valuable resources for various pollinators.
Climate change poses a significant threat to pollinators by altering the availability of food sources and suitable habitats. Taking action to mitigate climate change can help protect pollinator populations. This involves reducing greenhouse gas emissions by using energy-efficient appliances, supporting renewable energy sources, and advocating for climate-friendly policies. Planting trees and restoring natural habitats can also sequester carbon and provide additional resources for pollinators. By addressing climate change, we can create a more stable environment for pollinators and ensure their survival for future generations.
Teaching students about pollinators
A unit on pollination aligns with NGSS standards MSLS2-1 [Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem] and MSLS2-2 [Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems].
Important objectives of a pollinator unit:
Knowledge: Students will understand the role and importance of pollinators in ecosystems and agriculture.
Skills: Students will be able to identify different types of pollinators and describe their functions.
Attitude: Students will appreciate the need for pollinator conservation and be motivated to take actions to support pollinator health.
Some classroom activities you can implement to teach students about pollinators:
Graph, analyze, and explain pollinator populations and the availability of flowers as resources.
Pollinators and the plants they pollinate are a great example of coevolution.
Include the development of seeds in your unit on reproduction.
Any ecosystem unit that includes food webs or food chains would benefit from a mini lesson on the role that pollinators play.
Research a specific pollinator and create a poster explaining what people can do to help.
Flower dissection to locate and examine anthers and stigmas.
Extension activities for a pollinator mini unit:
Hold a bake sale/car wash to raise money to buy pollinator friendly wildflower seeds.
Plan a field to a local botanical garden or farm to observe pollinators in action.
Invite a local beekeeper or environmental scientist to talk about pollinator conservation.
Start a pollinator-friendly garden in the schoolyard with the help of students.
Bring in some autumn leaves or take students on a walk if you have an appropriate area accessible to your school. Point out the various degrees of decomposition visible. Some leaves are still intact and others are falling apart. Lead students to question how that happens and how broken down leaves affect the ecosystem. Get down on the ground with magnifying glasses and see if you can find anything living in the leaf litter. Look for snails, slugs, worms, and centipedes as well as insects.
For most labs, I assemble all of the materials and consumables in a 
In days gone by, teachers had giant binders and filing cabinets filled with hard copies of every resource, notes packet, test, and lab. Of course, now we store all that digitally. But I still have my old filing cabinets.
One of the most effective ways individuals can support pollinators is by creating gardens that are friendly to them. This involves planting a variety of native flowering plants that bloom at different times of the year, ensuring a continuous food supply. Native plants are particularly beneficial because they have evolved alongside local pollinators and are better suited to their needs. Including a mix of flowers, shrubs, and trees can provide nectar and pollen for different types of pollinators, such as bees, butterflies, and hummingbirds.