This blog post shared on the Wisconsin Fast Plants website is a …
This blog post shared on the Wisconsin Fast Plants website is a guest post by Daniel Murphy, author of the weekly blog Awkward Botany. In this post, Daniel shares his firsthand account of his experiences growing plants and becoming "a bona fide plant nerd." This post is a great example of the value in letting learners know plants by growing them. Thank you Daniel for letting us share this story!
This blog post on the Fast Plants website shares content from podcaster, …
This blog post on the Fast Plants website shares content from podcaster, Matt Candeias, host of the In Defense of Plants podcast. In an interview with Mary Williams of the American Society of Plant Biologists, Matt discusses the important connection fostered between physical experiences and development of important mental skills.
This 5-page handout aims to help students and their adult mentors explore …
This 5-page handout aims to help students and their adult mentors explore topics and questions about the natural world and/or Fast Plants growth and development that could be investigated through research and experimentation. The handout is intended to inspire scientific question development that can lead to either independent investigations (e.g. for special projects, science fairs, etc.) and small group or class investigations.
Download and print this colorful "Science Inquiry Map" Poster featuring the web …
Download and print this colorful "Science Inquiry Map" Poster featuring the web of inquiry processes as described by the Five Essential Features of Inquiry from the National Science Education Standards. In addition, the model of inquiry described by the Five Essential Features aligns directly with the Science Practices described in the Next Generation Science Standards. Generally, this poster is used by elementary and middle-school teachers to support learners in being metacognitive about what science practices are in the foreground of their current work during an investigation.
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