iExploreScience: STEM in Elem

Most back-to-school advice says lock down routines first, then relax and get to know your students. I think that's backwards. Norms and routines don't come with consequences attached, they're just how a classroom runs, and they only hold when kids feel connected to you and to each other. Connected students take care of your supplies when you're not watching. They're kind to each other when you're not watching. In this episode I walk through the strategies I actually use in my fifth grade classroom, why they work, and how they add up over time (tip off to Brené Brown's marble jar idea!). What I cover why routines sit on top of relationships, not the other way around 7 no-prep strategies and why they work what I learned from Brené Brown's marble jar why upper elementary students need this just as much as younger kids!! Links iExploreScience Blog: Strategies To Build Trust And Classroom Communit y 📬 Stay Connected 📰 Substack: https://iexplorescience.substack.com/ 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience 📸 Instagram: https://www.instagram.com/iexplorescience/ 👍 Facebook: https://www.facebook.com/iexplorescience/ 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/

This is the first episode where we're really looking ahead to the back-to-school-season — and we're not starting with seating charts or procedures. Instead, we're digging into what's actually happening in your students' brains before they can engage with any of it. Fun Fact: your brain's primary job is not learning. It's keeping you safe. And when a student is in threat mode — shutting down, pushing back, deflecting with humor — their brain has gone offline for learning. That's not a discipline problem. It's biology. In this episode we get into what that actually looks like in a real classroom, why learning is inherently risky (and why NGSS science especially asks students to be vulnerable), and what two things signal safety to a nervous system that's scanning for danger. In this episode: what Zaretta Hammond's Culturally Responsive Teaching and the Brain opened up about why classroom community isn't just feel-good — it's foundational what threat response looks like in upper elementary kids (it's not always shutting down — it's also defiance, humor, and the kid who'd rather be seen as too cool to try than risk being wrong) why predictability is a neurological support, not just a management tool the warm demander framework — high expectations and warmth at the same time, and why you need both Grab this week's freebie — 5 First-Week Safety Moves — at iexplorescience.substack.com Next week: building real relationships with upper elementary students. What it actually looks like at grades 3–5, where kids think they're too old to care. 📬 Stay Connected 📰 Substack: https://iexplorescience.substack.com/ 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience 📸 Instagram: https://www.instagram.com/iexplorescience/ 👍 Facebook: https://www.facebook.com/iexplorescience/ 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/

Most of us were taught to think about teaching in terms of standards coverage. Hit the standard, move on. But there's a layer underneath that we don't talk about enough — and it's what actually determines whether a student can access the standards in the first place. In This Episode: the moment Nicole realized her students weren't struggling with skills — they were struggling with background knowledge the advantage of knowing something about a topic (aka background knowledge) before standards-based classroom learning begins what "bite-sized exposure" actually looks like in a packed school day — we're talking 5 to 10 minutes, not extra units!! how to decide which topics to integrate how to reframe this for your administrator when they ask about standard alignment Links Mentioned: 📬 iExploreScience Substack — this week's issue includes a list of high-interest science topics with a simple classroom hook for each, ready to pull out on a free Friday: https://iexplorescience.substack.com/ 📬 Stay Connected 📰 Substack: https://iexplorescience.substack.com/ 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience 📸 Instagram: https://www.instagram.com/iexplorescience/ 👍 Facebook: https://www.facebook.com/iexplorescience/ 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/

Vertical whiteboards are all the buzz in math circles -- and whether or not you subscribe to the whole BTC framework, the boards themselves? Golden!! The good news is, it works just as well in science as it does in math. In this episode, Nicole breaks down exactly how she uses vertical whiteboards in both her math and science classroom: what they are, why they work, and the specific ways she uses them for everything from complex word problems to building food webs to analyzing data in real time. In This Episode: why vertical whiteboards let you see everything — who's stuck, who's off task, who's making the same mistake — all at once, without hovering how the erasability of a whiteboard lowers the stakes and gets reluctant students actually participating Nicole's step-by-step math problem solving sequence at the whiteboard — and how it builds habits that transfer to independent work science applications for vertical whiteboards how to start without spending a ton of money and without overhauling your whole classroom If you've heard of Building Thinking Classrooms by Peter Liljedahl, this connects to that — but we're not doing a book review here. This is Nicole's unique strategy, evolved over four years of figuring out what actually works for her upper elementary math and science students! 📝 Want to go deeper? Building Thinking Classrooms by Peter Liljedahl is worth your time even if you're primarily a science teacher. 📬 Grab the Vertical Whiteboards Expectations Poster to support positive behaviors at the boards in this week's Substack post: https://iexplorescience.substack.com/ 📬 Stay Connected 📰 Substack: https://iexplorescience.substack.com/ 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience 📸 Instagram: https://www.instagram.com/iexplorescience/ 👍 Facebook: https://www.facebook.com/iexplorescience/ 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/

What if the most powerful thing you could do for student engagement wasn't a flashy lab or a big project — but just getting kids to ask the questions instead of you? Questioning is one of the most underused tools in upper elementary science. Not teacher questions — student questions. In this episode Nicole walks through the exact practice she uses to get students generating real, relevant science questions, why observations always come first, and the simple move that takes the whole experience to the next level. In This Episode: Why student curiosity starts to wane by upper elementary — and what we can do about it The phenomenon-first sequence: observations before questions, volume before judgment How to help students identify which questions are relevant without shutting down their curiosity The abbreviated warm-up version you can use every single day in five minutes The "call out" move: how to use student-generated questions to launch your lessons and why it builds buy-in fast Links Mentioned: 📬 iExploreScience Substack — free weekly newsletter, resources, and the phenomenon prompt list for this episode: https://iexplorescience.substack.com/ 📝 What Do You Look For When Selecting Science Phenomena? 📝 Four Ways To Actively Engage Students With Anchor Phenomena 📬 Stay Connected 📰 Substack: https://iexplorescience.substack.com/ 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience 📸 Instagram: https://www.instagram.com/iexplorescience/ 👍 Facebook: https://www.facebook.com/iexplorescience/ 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/

Build a roller coaster for a marble. Fine. But what if the marble has to travel as slowly as possible without stopping? Now your students actually have to think . Criteria and constraints aren't fine print — they are the design of your engineering challenge. In this episode Nicole breaks down what criteria and constraints actually mean, why getting them wrong tanks the whole experience, and how to set them intentionally before you hand out a single piece of tape. IN THIS EPISODE: What criteria and constraints actually are Why a challenge that's too easy isn't fun — and how the right constraints add the right amount of struggle What you lose when criteria are vague How to ground your constraints in something real Two questions to ask yourself before your next engineering challenge LINKS MENTIONED: 📬 iExploreScience Substack — free weekly newsletter and resources for grades 3–5 teachers: https://iexplorescience.substack.com/ 📬 Stay Connected 📰 Substack: https://iexplorescience.substack.com/ 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience 📸 Instagram: https://www.instagram.com/iexplorescience/ 👍 Facebook: https://www.facebook.com/iexplorescience/ 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/

You've seen the circle graphic. Define, design, build, test, improve. But if you're treating it as a linear checklist, you're missing what actually makes engineering work — and why iteration keeps getting cut. Real engineering isn't a straight line, and it doesn't (always) require a glue gun. In this episode Nicole breaks down the three things most teachers misunderstand about the engineering design cycle, makes an honest confession about her own pollinator challenge, and gives you a clear picture of where you are as a teacher-engineer — and one thing you can do differently next year. IN THIS EPISODE: Why the engineering design cycle is non-linear from the very first step — and what we lose when we treat it like a checklist Engineering doesn't have to mean building a physical thing — and why that misconception limits what we do with students The most commonly skipped part of authentic engineering Why iteration is where the real learning happens — and two practical ways to protect time for it even when your schedule fights you Bite-sized ways to practice engineering thinking without a full build A honest self-assessment: where are you as a teacher-engineer, and what's one thing worth changing next year? LINKS MENTIONED: 📬 iExploreScience Substack — free weekly newsletter and resources for grades 3–5 teachers: https://iexplorescience.substack.com/ 📬 Stay Connected 📰 Substack: https://iexplorescience.substack.com/ 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience 📸 Instagram: https://www.instagram.com/iexplorescience/ 👍 Facebook: https://www.facebook.com/iexplorescience/ 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/

Mud, leaves, and praying mantises on the side of the building. The schoolyard is more alive than your students expect — and getting outside in the final weeks of school is not a reward. It's science. --- Season 1 goes out the way it should — outside. In this episode Nicole shares three low-prep outdoor activities for the final stretch of the school year, makes the case for why getting kids into nature actually matters, and wraps up with a look at what's coming this summer on the podcast. IN THIS EPISODE: Three outdoor activities that work for upper elementary How to run each activity on a spectrum — from totally open-ended fun to seriously academically rigorous The bigger argument: is getting kids outside just end-of-year filler? (NO! And listen to find out what to say if your admin asks!) LINKS MENTIONED: 🌿 John Muir Laws Nature Journaling — free curriculum and downloadable resources: https://johnmuirlaws.com 📬 iExploreScience Substack — free weekly newsletter and resources for grades 3–5 teachers: https://iexplorescience.substack.com/ 📬 Stay Connected 📰 Substack: https://iexplorescience.substack.com/ 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience 📸 Instagram: https://www.instagram.com/iexplorescience/ 👍 Facebook: https://www.facebook.com/iexplorescience/ 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/

The last few weeks of school are when even your most engaged students start mentally checking out. In this episode Nicole shares three science topics that consistently pull kids back in — space scale, invasive species, and extreme weather — with specific entry points, project ideas, and the framing that makes each one actually land. Plus a quick-start guide for each topic in this week's Substack. ----- When the year is winding down and kids are coasting, you need topics that do the heavy lifting for you. In this episode Nicole walks through three science topics she keeps coming back to because they work — even in June. Space scale that makes kids go completely quiet and then explode with questions. Invasive species framed as a villain story that pulls in research, writing, and Canva. And extreme weather and natural disasters that connect science to things kids are already seeing in the news. For each topic: the entry point that hooks them, what to do from there, and how far you can take it. IN THIS EPISODE: he YouTube video that makes every class go silent within two minutes — and the space rabbit hole that follows how to frame invasive species as a villain story — and why the wanted poster format works so well for upper elementary tracking real weather events live and why kids develop a personal investment when they watch something unfold in real time Canva as a technology integration that doesn't feel forced Kiddle — a kid-safe search engine Nicole just discovered and is now recommending the invasive species project (middle grades version) available in the TpT store a quick-start guide for all three topics with an entry point activity for each, free in this week's Substack LINKS MENTIONED: 🎥 KLT Universe Size Comparison — Kids Learning Tube on YouTube : search "KLT universe size comparison" 🔍 Kiddle — kid-safe search engine: https://www.kiddle.co 🛒 Invasive Species Project (middle grades) — iExploreScience TpT store 📬 Quick-Start Topic Guide — entry point activity for each of the three topics covered, free for iExploreScience Substack subscribers: https://iexplorescience.substack.com/ 📬 Stay Connected 📰 Substack: https://iexplorescience.substack.com/ 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience 📸 Instagram: https://www.instagram.com/iexplorescience/ 👍 Facebook: https://www.facebook.com/iexplorescience/ 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/

The last week of school doesn't have to be survival mode. In this episode Nicole shares the end-of-year traditions she keeps coming back to — student word clouds, summer science kits, class awards that actually fit each kid, and two letter-writing activities that connect students across time. These are low-cost, low-prep, and genuinely meaningful. Stay for the freebie: a 22-idea checklist across four categories to help you make the most of your final days. ----- The last week of school is its own thing — academically winding down but emotionally still very much alive. In this episode Nicole walks through her favorite end-of-year traditions: the ones that are personal, low-cost, and actually land with kids. From a word cloud that shows students how their classmates see them, to class awards where every single kid gets recognized for something true to them, to a letter-writing tradition that connects fifth graders to their future senior-year selves — these are the ideas worth keeping in your back pocket year after year. IN THIS EPISODE: the student word cloud — how to collect words from every classmate, add your own, and give kids a snapshot of who they are in fifth grade through the eyes of the people around them a summer science kit that travels home with them why class awards matter more than school awards for a lot of kids — and how to make sure every student gets recognized for something specific and true to them the Challenge 24 tournament and why even the kids who don't make the finals get invested two letter-writing activities: letters to next year's students and letters to their future senior selves — and the school tradition that delivers them at graduation a 22-idea end-of-year checklist across four categories, free for Substack subscribers 📬 Stay Connected 📰 Substack: https://iexplorescience.substack.com/ 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience 📸 Instagram: https://www.instagram.com/iexplorescience/ 👍 Facebook: https://www.facebook.com/iexplorescience/ 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/

Tallest towers. Egg drops. Marble runs. These five challenges use nothing but paper, tape, and cardboard — and they're some of the most engaging engineering activities you can run in the final weeks of school. Listen in to get all five challenges with their criteria and constraints, understand why iteration is the part you can't skip, and hear why building kids' experiences with engineering — even outside your standards — is never wasted time. No budget. No specialty supplies. No excuses. In this episode Nicole walks through five paper, tape, and cardboard STEM challenges you can run in the next few weeks, explains what makes each one real engineering (not just a fun build), and makes the case for why end-of-year activities that fall outside your curriculum standards still matter more than you might think. IN THIS EPISODE: All five challenges — Tallest Tower, The Bridge, Marble Run, Egg Drop, and Windproof Wall — with criteria, constraints, and what kids are actually figuring out in each one Why criteria and constraints are what separate a real engineering challenge from just building something The one challenge you should protect extra time for — and why the iteration loop is where the real learning happens Why the Egg Drop is actually a great entry point for talking about engineering in the real world (think: NASA, limited resources, and what it means when you can't just test again) Why activities outside your standards still build something valuable — and how background knowledge shows up in unexpected places 📬 Stay Connected 📰 Substack: https://iexplorescience.substack.com/ 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience 📸 Instagram: https://www.instagram.com/iexplorescience/ 👍 Facebook: https://www.facebook.com/iexplorescience/ 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/

You know that feeling you get before you start a science lab or STEM challenge — excitement tinged with nervousness and maybe a little dread? You can imagine success -- kids exploring, talking, problem-solving ... and also the looming potential chaos -- supplies spilled, kids arguing, no one actually following the task? As science teachers, we want to get kids moving, discussing, exploring, engaged... but there's also a sense of "out of our control" when we do (although the "control" is always an illusion anyway -- but that's a discussion for another day!) The thing is, the chaos never really comes from the activity itself. It comes from what wasn't established before it started. In this episode, Nicole breaks down the three classroom management foundations you need before any STEM challenge can work, plus the mistake that turns well-intentioned hands-on learning into stress for everyone. ----- Running a STEM challenge without chaos isn't about finding the perfect activity — it's about what you build before the activity ever starts. In this episode, Nicole walks through the classroom management infrastructure that makes hands-on science actually work, explains why giving students more freedom than they're ready for isn't trust (it's a setup for failure), and makes the case for why written instructions are always, always an equity issue. IN THIS EPISODE: The three things that need to be established, practiced, and working in your classroom before you run a STEM challenge — and why reviewing them the day-of doesn't count Why chaos in a STEM activity is almost never caused by the activity itself How to calibrate the right level of student independence for your class right now (not where you wish they were) Why written instructions aren't just good practice — they're an equity move for students with ADHD and working memory challenges What a clear "finish line" does for both students and teachers in open-ended challenges A one-page STEM Challenge Planning Template (free for Substack subscribers) that walks through all of it LINKS MENTIONED: 📬 Free STEM Challenge Planning Template — one-page reusable planner for any challenge or lab, free for iExploreScience Substack subscribers: https://iexplorescience.substack.com/ 📬 Stay Connected 📰 Substack: https://iexplorescience.substack.com/ 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience 📸 Instagram: https://www.instagram.com/iexplorescience/ 👍 Facebook: https://www.facebook.com/iexplorescience/ 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/

Oobleck. Spaghetti towers. Vinegar and baking soda. These aren't bad activities by any means! — but most of the time they're not really driving STEM learning in your upper elementary classroom. Listen in to explore the differences between STEM play and STEM teaching, understand the value of each (because STEM play is still great play! even if it maybe doesn't belong in your 45 minute science block!), and dig into where each does belong! Stay till the end for the simple self-check to determine, is this STEM play or STEM instruction? ----- STEM play is great — but it belongs in morning bins and Friday afternoons, not your dedicated science block. In this episode Nicole explains exactly what makes an activity real STEM instruction vs. fun exploratory play , walks through three classic "Pinterest STEM" activities and shows what it looks like to transform each one, and shares a personal story about why she didn't feel the connection between science and society until college — and why she doesn't want that for her students. IN THIS EPISODE: Why STEM play is valuable — just not during your 45-minute science block on a Tuesday! What actually makes something real STEM instruction and why this distinction matters more as kids get older How you can turn three classic STEM play activities (oobleck, spaghetti marshmallow towers, and baking soda volcanoes) into actual STEM learning (let's talk practices + content !) A four-part self-check for crafting more rigorous and authentic STEM learning activities A confession: when Nicole says "STEM" she mostly means science and engineering — math and technology are woven in but not the primary focus in this context (whoops!) LINKS MENTIONED: 📬 iExploreScience Substack — free weekly newsletter and resources for grades 3–5 teachers: https://iexplorescience.substack.com/ 📬 Stay Connected 📰 Substack: https://iexplorescience.substack.com/ 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience 📸 Instagram: https://www.instagram.com/iexplorescience/ 👍 Facebook: https://www.facebook.com/iexplorescience/ 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/

Morning arrival is one of the hardest transitions of the school day — and one of the most overlooked. In this episode I break down my STEM bin system: what goes in them, how often I rotate them, how kids access them, and why they work especially well for kids who struggle with transitions. I also talk about how to source bins on almost no budget, and why the end of the year is actually a great time to start. IN THIS EPISODE: What STEM bins actually are — and what they're not Specific examples of what goes in each bin Why the morning transition is hard and how bins address the real problem Why bins work especially well for kids with ADHD — the landing pad idea My actual rotation system: how many bins, how often I swap them, free choice vs. assigned How to introduce bins mid-year or in the final stretch Low-cost and no-cost sourcing — Dollar Tree, Target, parents, things you already have LINKS MENTIONED: 📬 iExploreScience Substack — free weekly newsletter and resources for grades 3–5 teachers: https://iexplorescience.substack.com/ 📬 Stay Connected 📰 Substack: https://iexplorescience.substack.com/ 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience 📸 Instagram: https://www.instagram.com/iexplorescience/ 👍 Facebook: https://www.facebook.com/iexplorescience/ 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/

The post-test crash is one of the most misunderstood weeks of the school year — and it doesn't hit every kid the same way. In this episode Nicole introduces Dr. Thomas Boyce's dandelion and orchid framework: some kids bounce back from stress no matter what, while others are exquisitely sensitive to every disruption. Understanding which kids you have — and what their nervous systems actually need after weeks of testing pressure — changes how you approach the whole week. Plus: the crash is real for teachers too, and that's worth saying out loud!! In This Episode The dandelion and orchid framework — why testing hits kids so differently and what it means for your classroom Why orchid kids are most likely to crash after testing — and why it looks like behavior when it's actually dysregulation The unseen ADHD characteristics that make post-test week especially hard: anxiety, working memory, emotional regulation Why you might be crashing too — and why that's completely normal What types of learning actually work this week: student choice, hands-on making, community building, outdoor time The gazelle/shaking phenomenon — why movement literally releases stress hormones and how to use it with your class Concrete strategies: student-choice "I'm the Expert" projects, schoolyard living things assessments, getting outside, and the six-word year reflection The reframe: this isn't a throwaway week — it's a rare window, and kids who feel seen in it come back stronger FREE DOWNLOAD — Testing Week Activity Menu: A one-page printable with every idea from this episode plus more — organized by phase, with a time estimate and materials list for each one. Free for Substack subscribers. 👉 Subscribe and download here: https://substack.com/@iexplorescience LINKS MENTIONED: 📬 iExploreScience Substack — free weekly newsletter and resources for grades 3–5 teachers: https://iexplorescience.substack.com/ 📰 NPR Article -- Dandelion & Orchids 📬 Stay Connected 📰 Substack: https://iexplorescience.substack.com/ 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience 📸 Instagram: https://www.instagram.com/iexplorescience/ 👍 Facebook: https://www.facebook.com/iexplorescience/ 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/

Testing season is a lot. This episode is for the days before, during, and after the test — what to actually do with your class when the schedule is weird, the kids are anxious, and your attention is divided seventeen ways at once. I walk through my favorite low-prep strategies for each phase of testing season, talk about what works with kids who may struggle with long stretches of quiet independent work (aka standardized tests 😂), and share the thinking behind why the community stuff matters just as much as the academic stuff in these weeks. IN THIS EPISODE: why testing week is harder to manage than people admit — and what actually helps before the test: the "I've Got This" sticky note wall, breathing practice, and letter to future self during test week: STEM bins, nature journaling after the test: open STEM free build why the community stuff isn't fluff — it's the foundation FREE DOWNLOAD — Testing Week Activity Menu: A one-page printable with every idea from this episode plus more — organized by phase, with a time estimate and materials list for each one. Free for Substack subscribers. 👉 Subscribe and download here: [your Substack URL] LINKS MENTIONED: 📬 iExploreScience Substack — free weekly newsletter and resources for grades 3–5 teachers: https://iexplorescience.substack.com/ 🎧 Teaching Science In 3D: Bringing Nature Journals Into Your 3D Teaching 📬 Stay Connected 📰 Substack: https://iexplorescience.substack.com/ 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience 📸 Instagram: https://www.instagram.com/iexplorescience/ 👍 Facebook: https://www.facebook.com/iexplorescience/ 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/

If you've ever stood in front of a class and realized your students are afraid to be wrong — this episode is for you. Episode 1 is the introduction to iExploreScience: STEM in Elem — who I am, what I believe about upper elementary science and math, and what this show is going to be. It's also an honest conversation about why I built this, including the part where I grew up completely convinced I was not a science or math person. If you're a grades 3–5 teacher who wants more hands-on science and math in your classroom without the overwhelm — you're in exactly the right place. IN THIS EPISODE: the classroom moment that stopped me mid-sentence — and what a ten-year-old said that I'm still thinking about why I think grades 3–5 is a super important window in a child's STEM education a brief origin story — including growing up believing I wasn't a math or science person what you can expect from this show: practical, hands-on, real classroom content every single week a quick look at what's coming this season — testing week, STEM challenges, end of year, and more LINKS MENTIONED: 📬 Subscribe to the free weekly Substack newsletter — resources, freebies, and the written companion to every episode: https://iexplorescience.substack.com/ 📦 Browse the iExploreScience TpT store — NGSS-aligned, hands-on science and math units for grades 3–5: https://www.teacherspayteachers.com/store/iexplorescience 🆓 Download your free STEM Starter Kit — my go-to supply list, next-level tools, and two activities you can run this week: https://iexplorescience.substack.com/ 📬 Stay Connected 📰 Substack: https://iexplorescience.substack.com/ 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience 📸 Instagram: https://www.instagram.com/iexplorescience/ 👍 Facebook: https://www.facebook.com/iexplorescience/ 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/

If you've been here since Teaching Science in 3D — thank you. This short episode is for you. I'm using this space to be honest about what's changing, why it's changing, and what you can expect from this feed going forward. The short version: iExploreScience: STEM in Elem is launching this week — a podcast for grades 3–5 teachers who want hands-on, rigorous science and math in their classrooms without the overwhelm. If that's not your grade band, I get it — and I say as much in this episode. But if you're curious, or if you know upper elementary teachers who could use this, I'd love for you to stay. New episodes start this week. Episode 1 drops Monday, April 13. IN THIS EPISODE: What Teaching Science in 3D meant to me and why it's evolving Where iExploreScience: STEM in Elem is headed and who it's for An honest acknowledgment of the start-stop history — and why this time feels different An invitation to stay, and permission to go if this isn't your thing 📬 Stay Connected 📰 Substack: https://iexplorescience.substack.com/ 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience 📸 Instagram: https://www.instagram.com/iexplorescience/ 👍 Facebook: https://www.facebook.com/iexplorescience/ 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/

In this episode, Erin continues her conversation with middle school science teacher Char Ritchie. Char explains how she builds on the community building practices discussed in the last episode to build a science routines that contribute to a safe classroom community. More Resources: Episode 121: Respect Agreements Check out Char’s resources on Teachers Pay Teachers More Resources: Teaching Science in 3D on Instagram & Facebook Are you looking for a quick, easy and FREE way to improve your lessons? Download Erin's 3D Lesson Planner. Then, all you have to do is write down what you are already doing in class. She’ll send you instructions for EASY next steps. Click here to grab this FREE download. You're invited to check out Bring Wonder Back , an on-demand video series designed to help you take your first steps to transforming your students into scientists with 3D teaching practices — what the NGSS is all about! Access the video series at iexplorescience.com/wonder and get ready to bring wonder, engagement, and a love for learning back to your science class. 📬 Stay Connected 📰 Substack: https://iexplorescience.substack.com/ 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience 📸 Instagram: https://www.instagram.com/iexplorescience/ 👍 Facebook: https://www.facebook.com/iexplorescience/ 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/

In the second episode of our 3-part series on building classroom community and expectations, Erin shares conversations with two special guests — Bailey and her 8th grade science teacher, Char Ritchie. They reflect on their experiences with Respect Agreements (also called Community Agreements) and Community Circles — what worked, what was challenging, and how these practices shaped their classroom community. From both the student and teacher perspective, this episode offers practical insight into building mutual respect and trust in the science classroom. More Resources: Episode 121: Respect Agreements Check out Char’s resources on Teachers Pay Teachers In the final episode of the series, we’ll share strategies for putting these ideas into action in your own classroom. More Resources: Teaching Science in 3D on Instagram & Facebook Are you looking for a quick, easy and FREE way to improve your lessons? Download Erin's 3D Lesson Planner. Then, all you have to do is write down what you are already doing in class. She’ll send you instructions for EASY next steps. Click here to grab this FREE download. You're invited to check out Bring Wonder Back , an on-demand video series designed to help you take your first steps to transforming your students into scientists with 3D teaching practices — what the NGSS is all about! Access the video series at iexplorescience.com/wonder and get ready to bring wonder, engagement, and a love for learning back to your science class. Support the show Connect With Erin Sadler & Nicole VanTassel Instagram: @SadlerScience // @iExploreScience Website: Sadler Science // iExploreScience 📬 Stay Connected 📰 Substack: https://iexplorescience.substack.com/ 🛍️ TpT Store: https://www.teacherspayteachers.com/store/iexplorescience 📸 Instagram: https://www.instagram.com/iexplorescience/ 👍 Facebook: https://www.facebook.com/iexplorescience/ 💻 LinkedIn: https://www.linkedin.com/in/nicolevantassel/