This article discusses geologic misconceptions held by teachers and students and provides resources for formative assessment and teaching correct concepts.

This article lists common misconceptions about states and changes of matter and the water cycle. It provides formative assessment probes and information about teaching for conceptual change.

This article describes common misconceptions about the Arctic and Antarctica and how to test and teach for student understanding.

This article discusses misconceptions about birds (and penguins in particular). It provides tools for formative assessment and ideas for teaching correct scientific concepts.

This article describes some common misconceptions that elementary students may have about energy, heat, and insulation. It also includes suggestions for formative assessment and teaching for conceptual change.

This article describes some common misconceptions that elementary students may have about icebergs and glaciers (including density and buoyancy). It also includes suggestions for formative assessment and teaching for conceptual change.

This article lists common misconceptions about light, heat, and the sun. It provides formative assessment probes and information about teaching for conceptual change.

This article lists common misconceptions about mammals. It provides formative assessment probes and information about teaching for conceptual change.

This article lists common misconceptions about weather, climate change, and the polar regions. It provides formative assessment probes and information about teaching for conceptual change.

This article lists common misconceptions about weathering, erosion, volcanoes, and earthquakes. It provides formative assessment probes and information about teaching for conceptual change.

This article describes six collaborative and real data projects that engage elementary students in collecting and sharing local data and communicating with students across the country and world.

The author explains heat transfer and how it applies to living in extremely cold environments.

In this classroom activity, students use recycled materials to construct a polar creature that's ideally suited to life in Antarctica. They then document their creation with a field guide entry. The printable four-page handout includes a series of inquiry-based questions to get students thinking about what organisms need to survive in extreme environments, illustrated activity directions and a worksheet that includes brainstorming questions, areas for recording their answers, and directions for creating a field guide entry.

After brainstorming a list of essential businesses and/or points of interest, each student will create a building from recycled cardboard. They will then decide a location to house the building in the city. There will also be waterways included.  Then in teams of 2-3 the students will use recycled materials to build a bridge to carry the ozobot through the city giving tours of important locations. The ozobot will need to be able to cross the bridge which will allow students to work through issues with force and motion.

Students will choose a landform to research. Using NC Wise Owl they will complete the Research form.They will use the information they learned to write an oral report as if they are a newscaster reporting from the landform.  They will record the report using Do Ink (Greenscreen app). Next they will create a diorama of the landform in a shoebox. Using the ipad, they will take a picture of the diorama and use Do Ink to make the greenscreen video.

In episode seven of the Beyond Penguins and Polar Bears podcast series, learn how scientists can get a first-hand look at changing polar icebergs and glaciers and what these changes can teach us about density.

This article provides an overview of differentiated instruction and resources for teachers looking to differentiate science and literacy content in the elementary classroom.

This article describes how to use art projects to help students learn science concepts and how this integration helps students with language-based learning disabilities.

The purpose of this resource is to use a land cover type map to make environmentally sound decisions.

Dolphins and other marine mammals have pretty big brains compared to the size of their bodies. That?s one indication of high intelligence, and anyone who has seen them perform at an aquarium or zoo can attest to that fact. This Science Update introduces us to one scientist who?s trying to find out how dolphins got so brainy.