Author Archives: Gabe Kraljevic

Food for Thought

I recently came across an activity where a spinal cord was represented using candy.  I can only imagine how excited the students must feel while completing this project, but I am wondering if it truly led to a better understanding … Continue reading

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Wordsmithing

How do you keep students from losing attention when you’re teaching difficult science terminology? —M., Iowa Regardless of the grade, you should approach science vocabulary just like teaching another language. It is very important that you teach new words in … Continue reading

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Mole Hills Out of Mountains

I would like to find some time-efficient way to have students share their learning or their observations with me (individually) without having to take in two classes of science notebooks. —J., Ohio “School should not be a place where young … Continue reading

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Branches and STEM

I want to know if there are ways to incorporate [science, technology, engineering, and mathematics (STEM)] into more or all subjects? How would a teacher begin to integrate English or social studies with STEM? —M, Arkansas Children do not come … Continue reading

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Privacy and Social Media

I use social media but I am not sure of the best way to incorporate it into teaching. Do the rules for student confidentiality vary from school to school, and is it best to create a page focused entirely for … Continue reading

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“Where did we leave off?”

I was wondering how to reintroduce a lesson interrupted by unexpected days off (such as due to weather). Also, if the majority of the class is absent do you do an alternative lesson and finish the planned one when all … Continue reading

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Reading a Class

A quarter of my grade 7 students are at a beginning reading level. None are on grade level for reading. Can you help me help them? — K., Alaska Unfortunately, this is not uncommon. To answer your question, I consulted … Continue reading

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Tackling Tall Tales

I am looking for some opinions how handle situations where there are misconceptions on the material. I was wondering how to know the amount of time that is needed to clear up a misconception and when to move on to … Continue reading

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Star Light, Star Bright

I was planning a lesson for fifth grade about constellations. If you have any ideas, I would love to hear them. —B., Illinois Students often develop the misconception that constellations are two-dimensional. It’s like looking at a road map and … Continue reading

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Test Woes

If a student receives a bad test score, how do you interpret it? Would you allow the student to retake a modified version of the test? — B. , Ohio There are many possible interpretations of a poor score on … Continue reading

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