Classroom implementation of the "Next Generation Science Standards" (NGSS Lead States 2013) does not necessarily require complete curricular overhaul. In many cases, teachers can review previously used lessons with respect to the "NGSS," evaluate alignment, and make subsequent modifications. One science activity the author has…

The abstract nature of physical science concepts often means that they are the most challenging for elementary students to grasp. Understanding how light behaves allows students to form a foundation for their future understanding. This month's trade books and activities engage students in basic concepts related to light.

Describes a magic show designed to encourage young children in physics and chemistry. Discusses how a little "razzle-dazzle" can effect children positively. Tells how to organize and perform a magic show. Details six tricks that focus on principles of chemistry or physics. (CW)

Describes a lesson in which fifth graders made observations of candles. Discusses the progress of the lesson and the necessity of instructing students in what and how to watch and measure. Stresses that this can be easily accomplished inexpensively with imagination. (CW)

Describes classroom activities to help children determine cause and relate the changes to the substances being changed. Advocates the use of "change jars" and making daily observations to teach the concepts that certain conditions promote change. Includes ideas using temperature, moisture, rotting, and sprouting to teach the concept of change. (CW)

Uses a demonstration done by John Tyndall in 1856 to show that geological processes can produce striking changes, such as slate formation, by slow and incremental means. Explains how Tyndall's demonstration can be replicated in the classroom using paraffin or beeswax to produce the layering change similar to slate. (CW)

Presents a new, high-technology approach to making bulbs light in series and parallel circuits. Contains diagrams that illustrate the circuit patterns. Provides suggestions for applying the electronic principles that were addressed in the activities. (ML)

Describes an activity in which young children explore the concepts of light by predicting the shape of shadows. Different configurations of light sources are used and objects are held in different positions. Sample questions to be asked of the children before, during, and after the activities are included. (TW)

Describes directions for constructing "racing" cars out of simple materials like spools and coffee cans. Discusses procedures for students to build cars, then to test and race them. Stresses that the activity allows for self-discovery of problem solving techniques and opportunities to discuss the scientific concepts related to the activity. (TW)

Presents thirteen concepts about water and suggests science activities for each. Designed as early childhood learning experiences. (MA)

Discusses methodology for several activities which use Alka Seltzer tablets as a source of carbon dioxide gas. (CS)

Described are several activities to be used to help students grasp the concept of floating. The activities include the use of a spring scale to measure the weight of the objects in air, in water, and in salt water, and a discussion of why there are differences in these weights. (DS)

Describes several elementary science learning experiences and activities concerning the concept of space. Activities described include tracing children's shadows at different times of day, moon observations, and planetarium activities. (DS)

Instructions are given for working with a class on building kites. Included are the plans for a bullet kite, a section on the history of kites in America and spin-off activities from the kite exercise. (SA)

Describes a study that included classroom lessons on hydroelectric power, the history and construction of a nearby lake, data recording, the use of field guides, and methods of counting natural populations. The study culminated in a field trip to the lake. (JRH)