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Planetarium in the Welcome to the Museum series, by Raman Prinja and illustrated by Chris Wormell, focuses on the physical sciences, designed to mimic the experience of walking through a grand curated exhibition, with each chapter serving as a "gallery" dedicated to a different aspect of the cosmos.
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Physics of the Impossible Book Review
Shields up! Fire the lasers! Beam up the away team and prepare for hyperspeed! If you’ve ever watched or read any science fiction these concepts will be familiar to you. But how realistic are these creations and is there any chance that these fantastical dreams could ever become reality? This is exactly the question that Michio Kaku seeks to answer in his book Physics of the Impossible. Click on the following for the book reviews: A Gene an Intimate History Book Review: In this book, The Gene: An Intimate History, Siddhartha Mukherjee unpacks this mystery of life by interweaving history, sociology, and his own personal story to take us on a journey through the science of the gene. Click on the following for the book reviews: My name is Raja Abdo, and I am a brand-new addition to the teaching profession! In December, I completed both my Bachelor of Science and Bachelor of Education degrees, and during my student teaching practicums, I had the privilege of working with incredible Grade 11 and 12 students. I absolutely loved teaching those classes and felt confident in my role as a high school science teacher. However, just days after finishing my degree, I was offered a position to teach kindergarten. My initial reaction? Absolutely not! What did I know about teaching kindergarten? But as the days passed and the position remained open, I found myself reconsidering. Eventually, I decided to take the leap and accept the challenge. Stepping into a kindergarten classroom was a world away from high school, and I knew I had to figure out how to adapt my skills as a science teacher to this new environment. What I quickly realized, though, was that the core principles of great teaching like engagement, inquiry, and hands-on learning, transcend grade levels. My background in science was not only useful but became a powerful tool in shaping the way I approach kindergarten curriculum. When I was teaching high school science, I quickly realized that the most effective lessons were the ones where students were fully engaged, where they were having fun without necessarily realizing they were learning. Labs and interactive activities often led to the best understanding because students were actively involved in the learning process. One of my favorite strategies was an “Odd One Out” activity, where I gave students six photos with no context. Their task was to determine what five of the images had in common and which one didn’t belong. In my Biology 20 class, I used this to reinforce concepts in the respiratory and circulatory systems, helping students analyze similarities and differences without direct instruction. This experience shaped my belief that learning is most powerful when it is inquiry-driven, playful, and hands-on. Now, as a kindergarten teacher, I’ve found creative ways to adapt these strategies for younger learners. While my students aren’t studying complex biological systems, they are still developing critical thinking and pattern-recognition skills. I modified the "Odd One Out" activity by filling a bag with objects that shared a common characteristic, such as starting with the same letter, except for one item that didn’t fit. My students then had to determine which object was different and why. This simple game mirrors the thought process my high school students used, encouraging logical reasoning, classification, and early literacy skills in a way that feels like play rather than formal instruction. Similarly, my science background has shaped the way I incorporate hands-on, exploratory learning in my kindergarten classroom. Just as high school students grasped concepts best through experiments, young children also benefit from direct, interactive experiences. A great example of this was a lesson on the importance of hand-washing to prevent the spread of germs. I reached out to our local college and invited nursing students to speak to my class on the subject. They brought in a Glo-Germ kit, which revealed the presence of "germs" on a surface under UV light. Before testing, my students made predictions about how the number of germs would change under different conditions—no washing, washing with water, and washing with soap and water. Working in small groups, they discussed and decided which scenario would leave the most and least germs. This activity not only engaged them but also introduced fundamental scientific thinking by encouraging observation, prediction, and drawing conclusions in a meaningful, hands-on way. Some may think that earning a Bachelor of Science degree and teaching Grade 11 and 12 students during my student teaching was ‘wasted time’, but I wholeheartedly disagree. The skills I developed as a science teacher are incredibly transferable across all grade levels and have made me a stronger educator. Mastering lesson planning, fostering curiosity, and engaging students through hands-on learning are valuable skills, no matter the age group. While I’m currently teaching kindergarten, I am incredibly grateful for the foundation I built as a science major—it has shaped my teaching approach and allowed me to create meaningful, inquiry-driven learning experiences for my young students. Here are some science resources that I've found have been very useful in Fort McMurray! Oil Sands Discovery Centre The Oil Sands Discovery Centre is a fantastic resource to engage students in hands-on activities to bring the science curriculum to life. They offer numerous activities and resources for grades K-9 including interactive exhibits, live demonstrations, and guided tours that explore the history, science, and technology behind Alberta’s oil sands and more. I plan on taking my kindergarteners there in June to explore what it is like to be an insect! Library The Wood Buffalo Regional Library is a hidden gem for integrating science into the curriculum. Educators can request customized tours that focus on various subjects, including hands-on STEM activities that bring scientific concepts to life—such as robotics, gardening, and more. Recently, I took my kindergarten students on a field trip to the library, where they participated in a STEM-inspired organization game. With a timed challenge, they sorted books into categories based on color, shape, and numeric labels, reinforcing early math and classification skills in a fun, interactive way. Like most field trips, the students were 100% engaged, absolutely loved the experience, and are already eager for the next one! Outside Lastly, the cheapest and most accessible learning environment—the outdoors! Whether it’s the playground, school field, or even just outside the classroom in the hallway on one of Fort McMurray’s many freezing days, stepping beyond the classroom walls can be a powerful teaching tool. One of my favorite low-prep outdoor activities is a scavenger hunt. As a class, we create a list of things to find, sometimes based on themes like colors, shapes, or textures, and other times focused on environments, such as areas where grass is growing or places where animals might live. My students absolutely love these hunts, and I’ve even collaborated with older grades, having their students guide my kindergarteners for a fun, cross-grade learning experience. There is real value in stepping outside the classroom—students see it as an exhilarating adventure, even if it’s just exploring the schoolyard. A simple change of scenery can spark curiosity, encourage observation, and make learning feel like an exciting discovery! Local Authors Building on the library as a valuable resource, books are another powerful tool for teaching science, and our community is home to many talented local authors. One such author, Brad Sherk, visited our school to read aloud his book, Mr. Keeper's Assistant – The Mystery at the Zoo, and share insights into the writing and publishing process. This experience can seamlessly extend into my classroom, supporting the science curriculum. We explored different animals and how to identify them based on characteristics such as tracks, physical features, and habitats. We also discussed why animals live in specific environments and brainstormed possible reasons for these adaptations. There was great value in inviting a guest speaker to our class because it provided students with a real-world connection to literacy and science, exposed them to the creative process behind books, and allowed them to engage with an expert in an interactive way. Guest speakers bring fresh perspectives, inspire curiosity, and make learning feel more authentic and meaningful. This hands-on literacy and science connection made for an engaging and memorable learning experience! Keyano College Our local college, Keyano College, is another great resource to use in your class. They offer many different post-secondary programs and have access to professionals and students who are willing to come into the classroom to talk about their discipline. I personally reached out to Keyano’s Nursing Department to have one of their nursing students come in to talk to my students about the spread of germs and the importance of hand washing. These are all resources that provide hands-on learning experiences that spark curiosity and deepen students’ understanding of natural resources, engineering, and environmental science. Kevin Hubick is a dedicated high school teacher with a deep passion for STEM education. He spends much of his personal time exploring mathematical concepts and finding innovative ways to engage students in problem-solving and critical thinking.
Kevin’s commitment to STEM extends beyond the classroom. He has developed the Robotics Club at Sturgeon Composite High School, where students gain hands-on experience in engineering, programming, and problem-solving. He also works closely with students in computer programming, helping them develop coding skills that are increasingly valuable in today’s tech-driven world. In addition, Kevin has created an Astronomy Club, dedicating countless hours outside of school to enrich his students’ learning and foster a deeper appreciation for science and discovery. Recognizing the need for accessible STEM resources, Kevin has been developing a STEM / STEAM / STREAM / STREAM’D website—an evolving hub designed to support students and educators alike. The site, clubs-stem.weebly.com, currently consists of 22 pages, with ongoing updates and expansions. While STEM remains the core focus due to its broad recognition, Kevin also incorporates aspects of STEAM (Arts), STREAM (Research), and STREAM’D (Design). Beyond his work on the website, Kevin is eager to foster a collaborative STEM community at his school. He has expressed interest in launching a STEM club, providing students with opportunities to prepare for STEAM Games, APEGA’s Science Olympics, and Skills Canada competitions. His dedication to hands-on learning ensures that students develop real-world skills in a supportive and engaging environment. Adding to his impressive contributions to STEM education, Kevin recently had an article published in the MCATA journal, Delta-K. His work appears in the “Problem-Solving Moments” section (p.59 to p.63), a proud achievement that highlights his dedication to enhancing math education, particularly for Grade 8 teachers. Kevin is always seeking new ideas, stories, and feedback to improve his STEM initiatives. His work isn’t just about teaching—it’s about inspiring curiosity, creativity, and a lifelong love for learning. This lab was designed as part of a course assignment on Metacognition in Chemistry. The rationale on design was carefully considered to ensure students would get a stronger conceptual understanding of the abstract voltaic cell concept and truly think about what results they are obtaining. The original part 1 lab is based on the lab in the Science 20 textbook (Alberta Education) while part 2 is an extension from the American Association of Chemistry Teachers digital voltaic cell lab for students to see STS applications of the topic, and encourage deeper conceptual understanding.
Click here to see the voltaic cell lab! The Immortal Story of Henrietta Lacks
Rebecca Skloot's "The Immortal Life of Henrietta Lacks" chronicles Henrietta Lacks, whose cancer cells, taken without her consent in 1951, became the groundbreaking HeLa cell line. The book intertwines the scientific impact of HeLa cells—used in polio vaccine development and cancer research—with the ethical dilemmas of their acquisition. It exposes the lack of informed consent, racial disparities in medicine, and the Lacks family's decades-long unawareness of Henrietta's cells' vital role in scientific progress. Check out the book reviews here:
The Doctor with an Eye for Eyes: The Story of Dr. Patricia Bath "The Doctor With an Eye for Eyes: The Story of Dr. Patricia Bath" recounts Dr. Patricia Bath's inspiring journey as a pioneering ophthalmologist. The book details her fight against racial and gender discrimination, her invention of the revolutionary Laserphaco Probe for cataract surgery, and her dedication to preventing blindness. It highlights her groundbreaking achievements, including being the first African American female doctor to patent a medical device, and her tireless efforts to ensure equitable eye care access. Check out the book reviews here: Hi there, my name is Kyle Johnston and I am honoured to share about my experience as a Science Teacher at Centre High Campus.
I am relatively new to teaching, I completed my Bachelor of Education After Degree from the University of Alberta in 2022. Prior to entering the education field I did a Bachelor of Science at the University of Alberta majoring in Biology and minoring in Chemistry. I chose to go into Science because I loved learning about how the physical world works and diving into Science felt like an endless well of fascinating discoveries. While I was attending University I got a job working with a local youth group with high school and junior high aged students. I decided to pursue education in order to marry my love for Science with the joy I found of working with young people. This is my second year at Centre High Campus and it has been such a privilege to share my passion for learning Science with students and work alongside a collaborative staff that strongly shows their commitment to making life better for the students they work with. We have an incredibly diverse student population at Centre High Campus and several students are reattempting a course for the second or sometimes third time. For many of these students, they have a negative preconception of their abilities with science and struggle to enjoy the content of the course because of the weight of their previous performance. One of the most rewarding experiences I have found as a Science educator is to watch the joy on a student’s face as a concept they have struggled to understand “clicks” for them or when a concept is related to a real-world context that is significant to them. Few things excite me as much as watching students who have struggled through figuring out a problem get excited to share their new knowledge with their classmates. I have two quick examples of these “eureka” moments from my recent experience. We are blessed to have 3-D printers at Centre High and this last year one of our support staff graciously taught me how to use them. Using the 3-D printers we were able to create manipulatives for Bohr diagrams, DNA structure, ionic compounds and blood typing that helped put a physical model of a difficult concept in the hands of the students. A Science 10 student remarked to me that the puzzle piece model for the ionic compounds put the idea of balancing positive and negative charges into a whole new perspective and they became so proficient at balancing compounds that they began to teach their friends how to do the same. So many excellent 3-D printed manipulatives are available on the internet and I am excited to continue to build our school’s resource library of manipulatives and see more examples of students having difficult concepts come to life for them. My story comes from a very recent classroom experience with Chem 20 students. I attended a Teacher’s Convention Session led by Michael Ng on engaging students with inquiry based prompts that related concepts to real-world examples. One of the examples Michael Ng shared involved using stoichiometry to determine whether or not the Apollo 13 astronauts could survive by removing their excess carbon dioxide through a chemical reaction, which matched both the historical and film record of the events. After showing a clip from the 1995 movie I instructed students to get to work trying to “save the astronauts” by putting their stoich skills to the test. I was greatly impressed and pleased by how into the activity the students got, including several students I did not expect to enjoy the activity. One of the students told me that he had never had so much fun doing chemistry because it felt like there were real stakes and he was invested in the solution to the problem. Like the first example, this student after finishing the problem started to help others around him with a humorous amount of zeal for Chemistry. I am grateful for the constant education that I receive as an educator. I hope that as my experience and proficiency for teaching grows, so does the frequency of these special moments where students grasp a genuine understanding and share in our love of Science. Braiding Sweetgrass
"Braiding Sweetgrass" by Robin Wall Kimmerer bridges the gap between Indigenous wisdom and scientific knowledge. Kimmerer, a botanist and member of the Citizen Potawatomi Nation, explores the natural world through both lenses, revealing how plants and animals can be our teachers. She examines traditional ecological knowledge and its relevance to modern science, discussing topics such as plant uses, ecological restoration, and the importance of reciprocity with the earth. With personal stories and insightful observations, "Braiding Sweetgrass" provides valuable insights into Indigenous perspectives on nature and encourages readers to develop a deeper understanding of their own relationship with the environment. Check out the book reviews here: A Cree Healer and His Medicine Bundle "A Cree Healer and His Medicine Bundle" documents the life, beliefs, and healing practices of Cree Medicine Man Russell Willier, showcasing his extensive knowledge of medicinal plants and their traditional uses. Through Willier's teachings, readers gain insight into the connection between Indigenous cultures and the natural world, highlighting the importance of ecological knowledge in promoting health and well-being. The book includes detailed descriptions of various plants, their properties, and where to find them, providing a rich source of information for educators seeking to integrate Indigenous perspectives into their teaching. Check out the following book reviews: Lost Science: Astonishing Tales of Forgotten Genius by Kitty Ferguson delves into the lesser-known corners of scientific history. Ferguson sheds light on "overlooked or lost stories" of brilliant individuals and their scientific contributions.
The book features a collection of intriguing characters, from trailblazing women like the first-century chemist, Mary the Jewess, to under-appreciated geniuses like Lise Meitner who played a crucial role in nuclear fission. Ferguson also explores the fascinating stories behind inventions and scientific endeavors, including the creation of the first ever automobile as a toy by Ferdinand Verbiest, and more. Check out these book reviews for more information. By Katherine Wilson, University of Alberta When beginning your journey as an IFX pre-service teacher, stepping into a classroom for the first-time can be exciting and intimidating. Years of what you have studied and prepared for have come to a culmination. Although, despite what we have been taught, it is unparalleled to what you will learn within the classroom, so here is some advice on how to help you achieve success that I encompassed during my experience.
First and foremost, professional growth requires proactive communication with your mentor instructor(s). Mentor teachers are there to guide you, although it is your responsibility to advocate for advice and feedback. Inquire about your lesson plans flow, how they find marking assignments most effectively, what tasks you need to complete daily, or even solicit suggestions for improvement. Receiving feedback is a common standard amongst mentor teachers and their students, but it’s your initiative that will determine your growth. Secondly, working together with colleagues is essential and applies greatly to the teaching community. There is no need to hesitate to seek out other educators in your department as they too are there to help. This can be through support, resources or sharing different perspectives. You can also ask to collaborate on labs and assessments if you're teaching the same class. Personally, I found that the more exposure I had working with other teachers, the more it molded my teaching pedagogy. In addition, establishing relationships with your students is one of the most important things as it sets the tone of your learning environment. What I found that worked well was having your mentor teacher send out a Google forum before you start your practicum, so that you get to know their interest faster. Another easy thing is learning their names and faces as soon as possible. Calling on them or doing attendance by just seeing their faces makes them feel more like a person to you than a number in your class. I also would recommend incorporating your students’ names and interest in reviews or worksheets if you can. The little things like that, I found noticeably increased students’ excitement and appreciation of you since you included them. Furthermore, my final piece of advice is that being prepared is crucial for it is inevitable that you will encounter unforeseeable circumstances. I learned quickly that it is best to rehearse your lessons or labs before the actual day of. Despite how simple instructions may appear, practicing can resolve many unpredictable issues or bring insights on instruction delivery. Lastly, be mindful of the learning diversity within your classroom. That can involve learning styles, processing speed or language barriers. Strategies I found to make my class more inclusive were pre-planning different modes of learning, making sure I used language that would be understood by every student and pre-printed fun customizable word puzzles for students who finished faster than others. Ultimately, everybody’s experience through their IFX is different. The only thing you can try to do is be prepared, build those relationships and be open to collaboration. Your growth and success hinges on the effort you give. |
AboutThis blog features stories, insights, and interesting facts to share from educators to help with teaching in the K-12 science classroom. Archives
January 2026
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