Teacher-Authors!
Submit your work for publication in America’s only independent, digital, hands-on science, math, and integrated technology magazine! If you have an article idea for our online magazine that will fit the themes below, please contact us.
Connect Themes for 2010-2011
September/October, 2010
...And All for One: Integrating the
Curriculum
When so much rides on math and language scores,
how can we find the time to get science back into the curriculum? One
strategy is to integrate subjects under an over-arching theme, such
as Animal Adaptations in Winter, or Water, or other topics generated
by student interest. Once the common topic is decided, work in all
the subjects relates to the common theme. Integration can mean across
the subject areas, for instance, learning science and language skills
simultaneously while studying a topic; or interdisciplinary, meaning
that the practiced skills are present regardless of the topic (e.g.,
problem-solving, critical thinking). It can also mean integrating school
with the outside or “real” world, as when a group
of students becomes involved in community action. How do you fit it all
in? Articles due by July 6th, 2010
November/December, 2010
Magnetism & Electricity
On their own and in relation to one another, magnetism and electricity
remain two hard-to-understand phenomena in elementary science. Where
does electricity come from? What does it have to do with magnets? What
are the properties of each? Many adults struggle to comprehend basics
concepts, which makes it easy to choose not to study it, or
to engage in what can be superficial “cookie cutter” curricula. What
makes for excellent comprehension? What hands-on work have your students
done that have helped make connections? Resources and materials can make
all the difference. Which ones are the best? What surprising misconceptions
have you helped your students remedy? 
Articles due by July 27th, 2010.
January/February, 2011
If You Build It...
The built and designed world is all around us: houses, schools, bridges,
cars. The physics of structure are often undertaken intutitively by young
builders. This topic also lends itself well to integrating math and science
in a real-world context. What projects have you launched with students?
From block buildings to model bridges, to community service projects,
building sheds for school grounds or helping with Habitat for Humanity,
opportunities exist in endless forms for your students to experience
engineered structures. A profound sense of accomplishment can mark the
culmination of a study of building, and problem solving can be explored
in many different ways. Tell us about the planned and unplanned adventures
in building with your students. Articles due by October 13, 2010.
March/April, 2011
Chemistry
Students encounter examples of chemistry throughout their days: chemical
reactions are responsible for what we eat, fueling our cars, what we
wear, and the fact that we're alive at all, doing whatever we do. Sometimes
chemistry is sometimes referred to as the central science, because it
links together physics and mathematics, biology, medicine, nutrition,
etc. Many problems our world faces today take a working knowledge of
chemistry to address: for instance, resource management and energy. There
are lots of examples of the old vinegar and baking soda volcano, but
what ventures have yielded your students a deep understanding of chemistry?
How is it possible to conduct experiments safely, inexpensively, and
without contributing to the stereotype of the mad scientist in his or
her lab?
Articles due by November 30, 2010.
May/June 2011
Field-Based Math
One of the most authentic ways to integrate math and science is
through engaging in practical skills. Building, cooking, and crafts fit
into this model, as does data collection for a larger study. Measurement,
statistics, record-keeping and reporting are some of the ways in which
math can serve in field studies. Comparisons, quantities, percentages
and trends are very helpful, as well as the more concrete skills of scale
drawing, conversions of units of measure, graphing, and employing logic
in problem-solving. Project work is also well known for involving students
in a way that transcends skills pursued in isolation. Multiple learning
styles, areas of need, and strengths can surface in the diverse work
of active research.
Articles due by January 4, 2011.
Writer's Guidelines
We evaluate your article based upon these criteria:
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How appropriate is the article for science, math, and technology instruction?
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Are these topics integrated in other areas of curricula?
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Does the article come out of your experience with students?
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Is it written in the first person and with a conversational tone?
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Does it include descriptions of challenges as well as successes?
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Does your article include how students responded, what kinds of questions they asked, and what really interested them?
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Is the material easy to understand and use in the classroom?
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How was assessment conducted and did it include students' self-assessment?
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Are there accompanying photos, video and audio clips, Web links, illus-trations, student work, or student quotes which enhance or clarify the article?
About the
text:
Articles may be up to 1400 words in length. We prefer receiving
materials electronically or on disk; we can accommodate most formats.
We will accept mailed or faxed articles as well. (See contact information
below). Each manuscript must be accompanied by full names, telephone
numbers, postal and e-mail addresses for all authors. We require
a short author's bio; two or three sentences are plenty and allow
us to give you proper credit. Please choose a few references which
might include children's or young adult literature. Online resources
including video clips are also helpful.
About the Images and Interactivity:
Our digital edition allows for including exciting interactive features
in each article, such as video and audio files, as well as links
to URLs. Help us capitalize on this by including YouTube links, podcasts,
voice-threads, etc.
Digital images should be saved using the highest resolutions possible and sent as TIFFs, EPS, or JPEGs. While we prefer to use originals, photocopies of student work are often acceptable. We can provide you with standardized photo release forms. All materials except photocopies will be returned. Color photographs or slides are also acceptable; we will scan them and return them to you.
For
more information, contact:
Heather Taylor, Editor submissions@synergylearning.org
Synergy Learning connect.synergy@gmail.com
PO Box 60 Fax:
802-254-5233
Brattleboro, VT 05302
Toll-free:
800-769-6199
Connect is published by Synergy Learning International, Inc., a 501(c)(3) not-for-profit-corporation, which is engaged in publishing and professional development of educators, pre-K through eight grade. We are dedicated to supporting schools, teachers, and families with challenging science, math, and technology learning for children.
