In our Grade 6 science program, Obtaining, Evaluating, and Communicating Information is not just a standard on paper. It is a habit we intentionally build, starting with projects like Who is Ms. Hart?
During this project, students obtain information by collecting data from videos, classroom observations, student feedback, and clues hidden around the room. They evaluate information as they sort which evidence is relevant, reliable, and strong enough to support a claim about my MBTI type. Finally, they communicate information by writing a Claim, Evidence, Reasoning (CER) paragraph that clearly states their claim and defends it with organized, cited evidence.
Students often find it challenging to move beyond simply stating opinions like "I think Ms. Hart is" to using evidence effectively. By practicing this SEP in a low-stress, engaging context, they learn:

• How to gather data from multiple sources, not just Google or a textbook
  
• How to analyze and filter evidence for relevance and strength
  
• How to construct logical, evidence-based arguments in clear writing
  

Projects like this lay the groundwork for analyzing weather data, evaluating claims in Earth science, and tackling more advanced research tasks later in middle school. They help students see that obtaining, evaluating, and communicating information is a skill for science and for life.

Try This in Your ClassroomAs you plan upcoming units, consider these questions:

• How will your students gather evidence themselves?
  
• What tools will you provide to help them evaluate which data is strongest?
  
• How will they communicate their findings clearly and confidently?
  

Building SEP skills takes time and repetition. Projects like Who is Ms. Hart? make this work engaging, structured, and practical for your students.

The Science and Engineering Practices are intentionally scaffolded across grade levels. This progression ensures students continuously deepen their understanding and application of modeling as their cognitive skills grow.

​The eight SEPs are:

• Asking questions and defining problems
• Developing and using models
• Planning and carrying out investigations
• Analyzing and interpreting data
• Using mathematics and computational thinking
• Constructing explanations and designing solutions
• Engaging in argument from evidence
• ​Obtaining, evaluating, and communicating information

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Models are simplified representations of complex objects, systems, or phenomena. These might include physical replicas, diagrams, graphs, simulations, or conceptual explanations. At the middle school level, students are expected to:

• Develop or revise models based on evidence
• Use models to test cause-and-effect relationships
• Predict outcomes of changes to a system
• Represent unobservable mechanisms, like molecular motion or energy transfer

Importantly, students are also expected to evaluate limitations of their models, reflecting a growing understanding that all models are simplifications.

 Developing and Using Models isn’t just a checkbox on a science standard it’s a powerful lens through which students make sense of the world. Through modeling, students deepen their understanding, apply critical thinking, and engage in authentic scientific practices.
From the chicken wing dissection to weather system models and energy diagrams, students in our classroom learn by doing. They’re not just memorizing facts, they're building explanations, testing predictions, and revising their thinking as they uncover new evidence.
By teaching students to think with models, we equip them with skills that will serve them in high school, in future STEM careers, and as scientifically literate citizens of the world.

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Have you ever wondered why students learn science better when they can get their hands dirty? Hands-on learning is not just fun it’s an essential tool for helping middle schoolers master complex scientific concepts. By actively engaging with the material, students make connections that go beyond textbooks. Here’s a look at three exciting hands-on projects from my classroom that demonstrate why interactive learning is key to deepening understanding in science.

In the Weather Water Tanks experiment, students explore how temperature affects the density of fluids and how fluids with different densities interact. By mixing warm water with cold water, students can directly observe the effects of changing temperatures, helping them better understand concepts such as density, thermal energy, and fluid dynamics.
This hands-on activity makes abstract scientific principles more accessible by allowing students to manipulate variables and see the results for themselves. Instead of just reading about density in a textbook, they experience it firsthand, strengthening their understanding of how temperature affects fluid behavior.

The Save the Penguin project challenges students to design and test insulation structures to protect a “penguin” (a small ice cube) from melting in a cold environment. By experimenting with various materials like foam, cotton, and aluminum foil, students learn about heat transfer, insulation, and thermal energy.
Not only does this project teach students valuable scientific principles, but it also connects to real-world issues, such as climate change and its impact on animal habitats. As students build their insulating structures, they develop an understanding of how rising temperatures affect ecosystems, fostering both scientific and environmental awareness.

In the Who is Ms. Hart? project, students gather evidence to guess my MBTI personality type based on various aspects of my life—such as my teaching style, hobbies, and past student feedback. They work in groups to collect six different forms of evidence, including video clips, readings, and a room walk, and then use the Claim, Evidence, Reasoning (CER) framework to analyze their findings.
The ultimate goal is for students to make an evidence-based claim about what my MBTI type might be. This project is not only a fun and engaging introduction to the scientific method but also teaches students how to collect data, interpret it, and construct arguments based on evidence. By applying the CER framework to guess my MBTI, students practice critical thinking, observation, and scientific reasoning in a personal and relatable way.

These projects highlight why hands-on learning is essential for understanding complex scientific concepts:

• Active Engagement: Students are actively involved in their learning process, whether they’re mixing water, designing penguin shelters, or analyzing personality traits. This active participation keeps students motivated and invested in the material.
  
• Concrete Understanding: Abstract concepts like density, heat transfer, and the scientific method become tangible when students engage in physical experiments. These real-world applications help solidify their understanding.
  
• Real-World Connections: Activities like Save the Penguin connect scientific learning to real-world issues such as climate change, while Who is Ms. Hart? introduces students to how science can be applied to everyday life (and a little bit of mystery!).
  
• Collaboration and Critical Thinking: Many of these projects involve teamwork, which promotes collaboration, communication, and problem-solving skills. Additionally, students learn to think critically and back up their ideas with evidence.
  

By incorporating these hands-on projects, students not only gain a deeper understanding of scientific concepts but also develop essential skills such as critical thinking, teamwork, and scientific reasoning. These experiences empower students to see science as an engaging and practical field, relevant both in the classroom and in the world around them.

​As an American teacher working at an international school in Jeju, South Korea, I’ve come to appreciate the unique blend of cultures that surrounds me daily. Teaching 6th-grade science is an exciting adventure on its own. Still, the international setting offers me new perspectives that continually shape my outlook on life. With the Chuseok holiday break just around the corner, I’ve found myself thinking more about gratitude—both in the context of this Korean holiday and my personal journey here.

Chuseok, often described as Korea’s Thanksgiving, is when families come together to celebrate the autumn harvest and honor their ancestors. It’s a major holiday in Korea, and its anticipation is palpable in the air, even in our international school. Students talk about going home to visit family, helping prepare traditional foods like 송편 songpyeon (rice cakes), and paying respects to their ancestors.

​In my 6th-grade science class, teaching gratitude isn’t on the syllabus, but it finds its way into our lessons. Whether we’re studying ecosystems, discussing energy cycles, or completing experiments, I often see my students express their own forms of gratitude—sometimes, it’s for the opportunity to learn something new. Other times, it’s in small gestures, like sharing materials with classmates or helping one another solve a tricky problem.

As a teacher, these moments remind me to be grateful for the curiosity and enthusiasm my students bring to the classroom. We’re constantly learning from one another, whether through science or simply through everyday interactions. I’m grateful for the opportunity to witness these moments of growth and collaboration, which make the classroom a richer environment.

One of the greatest sources of gratitude for me comes from my students. Sixth graders are at an age where they are beginning to understand more about the world and their place in it. Teaching science allows me to fuel their sense of wonder and curiosity, something I consider a privilege. When they get excited about an experiment or ask a question that makes me think, it reminds me why I became a teacher in the first place.
As Chuseok approaches, I’m filled with gratitude for this chapter of my life. Teaching 6th-grade science in an international school on Jeju Island has been a life-changing experience that I wouldn’t trade for anything. The students, the school, and the island itself have all left a lasting impact on me, and I feel fortunate to be part of this community.

As my students head home to celebrate with their families, and I take some time to reflect on my own journey, I’ll be thinking about the lessons that gratitude and Chuseok have taught me—lessons that I’ll carry with me long after the holiday has passed.

As a mom who has worn the hat of an expat teacher in China and Korea and now finds herself navigating the uncharted waters of parenting a college student in France, the journey of staying connected has taken on a whole new dimension. If you're in a similar boat or preparing to set sail, here are some insights and tips on maintaining that vital lifeline with your young adult. 

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Establish a Regular Communication Schedule Time zones can be tricky, but establishing a regular communication schedule helps bridge the gap. Whether it's a weekly video call, a daily text check-in, or a meme sent via Instagram, having a routine gives you and your college student a sense of consistency amid the whirlwind of new experiences.

 ​As a teacher and a parent, I know that every parent wants their child to succeed academically. However, I also know that there is a common misconception that grades are the only measure of success in school. I wanted to take a moment to talk to you about the importance of learning over grades, especially during your child's middle school years.

Middle school is a time of great growth and change for students, both academically and socially. During this time, students are learning not only new subjects and concepts but also important life skills such as time management, organization, and study habits. While grades can be an important measure of how well a student is understanding the material, they are not the only measure of success.

At this stage, it is important to focus on the learning process rather than the end result. Encourage your child to ask questions, to take risks, and to make mistakes. These are all essential parts of the learning process and can help your child to develop a growth mindset. This is the belief that their abilities can be developed through hard work and dedication, rather than being fixed traits.

Developing a growth mindset is essential for success both in school and in life. By supporting your child's efforts and encouraging them to embrace challenges and failures as opportunities to learn, you can help them unlock their full potential and achieve their goals.

In conclusion, while grades are an important measure of academic progress, they should not be the only focus of a student's education. Encouraging a love of learning and developing strong study habits will serve your child well throughout their academic career and beyond.

Below are some activities and skills that students can engage in to support their science learning. 

• Use IXL to practice science questions
• Review vocabulary on a regular basis. 
• Active listening and note-taking: Students should actively listen during class lectures and take notes to help them retain important information.
• Review notes regularly: Students should review their notes regularly to help consolidate their learning.
• Asking questions in class and engaging in class discussions.
• Meeting with me during academic support when they do not understand concepts. 
• Reading both fiction and nonfiction text.