I was recently reading the July-August 2024 issue of Science Scope, a journal published by the National Science Teaching Association, for middle school teachers.

In this issue, I read the “Commentary” section. In the section was an article entitled, “Finding Instructional Resources for Teaching About Scientific Misinformation,” written by Andy Zucker.

The nonprofit Media Literacy Now has developed a first-of-its-kind online database where teachers can find and access instructional materials to help student resists false and misleading information. To access the database, please visit:

https://medialiteracynow.org/science-resources

I was recently reading the July-August 2024 issue of Science Scope, a journal published by the National Science Teaching Association, for middle school teachers.

In this issue, I read the “Citizen Science” section, written by Jill Nugent. She wrote an article entitled “Summer Science With the Secchi Dip-In Project.”

The Robert Carlson Secchi Dip-In Project is a demonstration of the potential of volunteer monitors to gather environmentally important information on our lakes, rivers, and estuaries. For more information, visit:

https://www.nalms.org/secchidipin

I was recently reading the July-August 2024 issue of Science Scope, a journal published by the National Science Teaching Association.

In this issue, I read an article entitled “Phenomena in the Classroom,” written by Patty McGinnis.

An engaging phenomena is determined more by how the students generate compelling lines of inquiry that create real opportunities for learning. Paul Anderson’s “Wonder of Science” website has an extensive list of phenomena organized by grade level and standard. It is available at:

https://thewonderofscience.com/phenomenal