https://scholarworks.iu.edu/journals/index.php/thst/issue/feed The Hoosier Science Teacher 2019-11-18T20:07:32-05:00 Tracy Strieder thst@hasti.org Open Journal Systems <p>The Hoosier Science Teacher provides ideas, resources, and professional development&nbsp;that supports teaching standards-based science in Pre-K-16 learning environments.</p> <p>ISSN&nbsp;2475-451X.</p> https://scholarworks.iu.edu/journals/index.php/thst/article/view/24767 The Importance of Addressing Biogeography in Secondary Biology Classrooms 2019-11-17T11:39:27-05:00 David J Butler butlers@adamswells.com <p>As a high school biology teacher, I decided to reflect on my own experiences and modes of instruction when addressing biogeography&nbsp;in my own classroom.&nbsp; I was shocked to realize that I never even mentioned the term even though I do discuss the components of the discipline throughout the year.&nbsp; As a result, I thought it meaningful to research why biogeography&nbsp;is important in secondary biology classrooms and from doing so, provide reasonings why I and other teachers like me should implement biogeography&nbsp;more fully into the life-science&nbsp;curriculum.&nbsp;</p> 2019-11-03T00:00:00-04:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/thst/article/view/23201 Where in the World in My Science Project? 2019-11-03T07:28:15-05:00 Tahsin Khalid tkhalid@SEMO.EDU <p>This article describes a multidisciplinary science project about the world biomes. This project is 6-month long project which is carried out in 6<sup>th</sup> grade public school classrooms. Students begin their work by reading about a chosen biome. Students then do research on an animal represented by a given stuffed animal and write a research project about the animal’s biome. Then they make a habitat for that animal in a shoe box. Thereafter, the project in the shoe box is mailed to an adult friend or relative along with a letter requesting a postcard from the recipient and the project be sent to another person. The project goes from person to person, state to state, country to country and in some cases to other continents and comes back to the student in Mid-April. This project helps develop students’ reading and writing skills. Students also receive cultural and geographical information through postcards and letters from other states and countries. Project assessment is done through their papers they write and their science journal. This project not only integrates several disciplines but also connects the learning to students’ life experiences, and this motivates students as well.</p> 2019-10-31T00:00:00-04:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/thst/article/view/22802 Inquiry at the Botanical Gardens: Practicing Science Processes during a Field Trip to the <Blinded> Zoo 2019-11-18T20:07:32-05:00 Tom J. McConnell tjmcconnell@bsu.edu Tolly Foster tfoster@indyzoo.com Michele Schilten mschilten@indyzoo.com <p>Field trips offer excellent learning opportunities, but teachers often think of them as informal experiences to teach concepts and content. But it is possible to structure science lessons at sites like zoos, aquariums and museums as an inquiry activity. Using the NRC (2000) definition of inquiry and the Indiana Academic Standards list of process standards (IDOE 2016), facilitators at the <em>BLINDED ACADEMY</em> developed the Plant Adaptations Inquiry lesson.  This activity lets learners hypothesize, observe, analyze data and construct conclusions about the types of plant adaptations seen in plants from different ecosystems. The observations, including the use of technology to use photographs, were recorded on the grounds of the BLINDED Gardens and the BLINDED Zoo. This article explains the design of the lesson and alignment with state and national standards. Readers can download a version of the lesson and rubric.</p> 2019-10-27T00:00:00-04:00 ##submission.copyrightStatement##