Filtering by Category: Earth Science

Relax and Refresh: The Teacher Guide to Balanced Summering

June 29, 2025 / Oskar Cymerman

Summer Break: Where Brains Unwind (and Still Sneak in Some Smart Stuff)

Oh summer… a glorious expanse of unscheduled time, devoid of lesson plans, meetings, never-ending grading, and the enervating flickering of fluorescent lights. But what do we do with this fleeting freedom? How do we recharge our teaching batteries and stay sharp and ready for the end-of-summer onslaught?

Check out my guide to having a relaxing summer that will help you up your teaching game is a sneaky, stress-free way.

Embrace the Art of Strategic Laziness

First things first: you've earned some serious couch time. Just be careful not to let your brain turn into a Netflix-induced pile of mush. Here’s how to strategize your laziness:

Binge-Watch Documentaries aka Couch Professional Development

Forget the latest reality TV drama. Dive into a captivating documentary series. History documentaries? You're practically prepping for social studies. Science documentaries? Boom, STEM integration! Travel documentaries? Global awareness, baby! You're not just vegetating; you're absorbing information passively. Brilliant, ain’t it?

Check out Life on Our Planet on Netflix or any of the history shows on PBS.

Read for Pleasure and Sneak in Some Learning Theory

Pick up that thriller or romance you've been eyeing ‘cause no one has to know. But also grab a book on kick ass teaching, because it will help you kick ass in the classroom. No pressure to dissect it, just let intellectual osmosis take effect. If you accidentally fall asleep with it on your face, consider it a deep dive into the subconscious, as your mind processes what you’ve read while you snooze and drool on yourself.

I’ve recently enjoyed Storyworthy and Ultralearning and always come back and learn more about how humans learn best when I revisit Brain Rules.

Master the Art of the Nap aka Cognitive Restoration

Naps aren't just for babies, sloths, and baby sloths. They’re brain power-ups. A well-timed or completely unexpected nap can clear the mental cobwebs, help you process information, and spark new ideas (like how to finally get that one student to stop picking his nose or how to get all students to happily put their phones away because they just can’t wait for what you have to say today).

Learn Something New Without Realizing You're Learning

Summer is the perfect time to explore hobbies that accidentally make you a better teacher. Here’s how to do it low key:

Take a Class That Has Nothing to Do with Education

Pottery? Stand-up comedy? Advanced interpretive dance? The more obscure, the better! You'll be honing problem-solving skills, critical thinking, and potentially developing a unique talent to share (or at least laugh about) with your future students. “Remember when I tried to sculpt a vase and it came out looking like a melted traffic cone? Epic!”

Become a Local Tourist aka Uncover Hidden Gems

Explore your own city or nearby towns or natural spaces. Visit museums, historical sites, quirky roadside attractions, or that one waterfall up north. You'll not only relax but also discover local resources and fascinating facts that can be woven into future lessons. "Did you know our town has the world's largest rubber band ball? Let's write a persuasive essay about why it should be our state's symbol!"

Conquer a New Recipe Aka Practice Measurement and Patience

Baking or cooking a complex dish requires precision, sequencing, and the ability to follow instructions (skills often lacking in students and adults). Plus, you get to eat the results! That’s some delicious professional development.

My go to is The Complete America’s Test Kitchen TV Show Cookbook, because they use science to perfect classic recipes and I’ve never made a recipe from it that wasn’t delicious.

Play With Technology

Yes, we've spent the school year glued to screens. But let’s be real: if you’re reading this, you’re on a screen. But summer tech does not have to be taxing if you choose to only play with it.

Explore Educational Apps for Fun, Not for Planning

Tinker with a few free educational apps that you've been curious about. Play around with them, see how intuitive they are, and discover their hidden features. You're not vetting them for your classroom; you're just experiencing them. If one makes you laugh or teaches you something surprising, it's a win.

Have you tried Khanmigo, Canva, or AI such as Google Gemini yet?

Listen to Podcasts While Doing Something Else

Commuting, cleaning, sunbathing – podcasts are your auditory companions. Find ones on current events, historical mysteries, or even obscure scientific breakthroughs. It's like having a fascinating lecture whispered directly into your ears; note-taking disallowed.

Hidden Brain, TED Radio Hour, Inquiring Minds, and The Jordan Harbinger Show are my faves.

Tidy Up Your Digital Life aka Reclaim Your Sanity

Delete those 7,000 unread emails. Organize your files. Back up your photos. Decluttered digital space equals a decluttered mind, leaving more room for important things, like remembering the name of that student who always wore mismatched socks (I still do!).

Check out this Digital Declutter Article and Checklist.

Prepare (Just a Little) for Next Year (Without Stressing Out)

A little bit of prep can go a long way in September, but the key is minimal effort.

Brainstorm One Big Idea

Don't plan out your entire year. Just think of one exciting new project or activity you always wanted to try. It could be a class-wide debate, a collaborative art installation, or a unit on the history of memes. Having one exciting idea bubbling will keep your creative juices flowing without overwhelming you.

Treat Yourself to Some New Supplies (Not Necessarily School-Related)

A new pair of shoes for each day of the week? A desktop toy that hypnotizes while it jiggles? A desk-size diffuser to mask the classroom must and stank? Investing in something small and fun for your workspace might create a little spark of excitement for the new year.

I use this classy-looking, inexpensive diffuser.

Reconnect with Colleagues Outside of School

Grab coffee or lunch with a fellow teacher. Or, better yet, arrange a happy hour that’s not on Friday after school to share your summer stories and commiserate about the impending return. It's a reminder that you're not alone in this noble, highly chaotic profession.

So my dear educator: embrace your summer with a relaxed mind and a low key, secret agenda of self-improvement. When September rolls around, you'll be refreshed, recharged, and possibly armed with an impressive collection of traffic cone-themed pottery and teaching strategery. Your students won't know what hit them.

What's one completely non-school-related skill you'd love to learn this summer?

Check out my shop (see top) if you need some classroom wall decor or a few thoughtful and engaging Earth and Space Science lessons. I try to keep the prices decent, but if you cannot spare the $, please email me and I’ll give you whatever you need for free.

BOOKS & TOOLS

EQUITY Poster

$1.50

Sale

Introduction to Earth and Space Science - 5 Phenomenon-Based Projects

$10.00 $15.00

Sale

Back 2 School Classroom Bundle of 8 Posters

$5.00 $8.00

Anthropogenic Phenomenon Investigation

$3.00

Buy on Amazon

Sale

Earth Science: Create a Computer Simulation of an ESS Concept

$2.00 $7.00

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categories / Science, Earth Science
tags / teaching teens, parenting teens, deeper learning, independence, lifelong learning, simplicity, skills, success skills, learning, making life easier, kids

Resistance to Change and the Teaching Struggle Is Real

June 22, 2025 / Oskar Cymerman

I’ve been thinking a lot about this school year lately. More than usual, I have been reflecting on the school year that’s in the books now. It wasn’t easy. Honestly, it was one of the hardest years I’ve had in a while. Not because of behavior issues, which I had to some extent (though most of my students are pretty chill), or grading, which I hate with a passion (I much prefer creating learning experiences), or administrative stuff, which is what it is, but because I felt like I regressed.

Like I forgot, after 22 years of doing it, how to be a teacher.

I found myself questioning things I thought I had long figured out—especially when it comes to my understanding of students. And after 12+ years of of teaching chemistry in my current school, it was jarring to feel that way. But change, especially top-down forced change, has a way of doing that.

Last year, I transitioned from teaching upperclassmen in Chemistry—a subject I know like the back of my hand—to teaching Earth and Space Science to freshmen. That’s right. Fourteen-year-olds. Ninth graders. A totally different beast.

And wow, was I not ready.

Let’s start with the students themselves. Juniors in chemistry have a level of maturity (usually), a sense of structure and responsibility (again, usually), and at the very least, they have a clearer picture of the expectations of high school life (read: they know what not to do better than the youngins). Freshmen, on the other hand, are in the process of figuring it out. They’re bouncing between middle school habits and high school demands, trying to find their footing socially, emotionally, and academically. And I’ll admit—I struggled to meet them where they are.

Some of the struggle was internal. I resisted the change. I didn’t want to leave chemistry. It’s a subject I love and have spent years crafting lessons for, refining labs, and building strong connections with older students I taught. I even liked writing college and scholarship recommendation letters, even if I procrastinated with finishing all of them.

And being asked to teach Earth Science—a subject I hadn’t taught since the dark ages (aka my middle school days)—felt like an earthquake constantly shifting the ground beneath me.

But what really caught me off guard was how it affected my confidence in the classroom. Not on the subject matter—I have an Earth and Environmental Sciences degree and have always liked how relevant the content is—but on being a better pedagogue and mentor.

I found myself questioning my instincts. Am I being too hard on them? Not hard enough? Do they even know how to learn? Why aren’t they getting what I’m giving? Is critical thinking not very critical at this age and am I too critical of it? Too demanding? I felt myself slipping into frustration more often than I’d like to admit. And worse, I caught myself forgetting what I’ve always known: students aren’t finished products. They are works in progress, just like I am.

The last two years reminded me of something I hadn’t felt in years: the sharp learning curve new teachers climb. The feeling that you’re constantly behind, that you’re not doing right by your students, that you should know more, do more, be more. And while it was uncomfortable, in the end it proved illuminating.

I’ve come to realize struggling isn’t failing. It’s growing.

Regression first. Struggle next. In the end, recalibration. The three stages of teacher death and rebirth. Leo T. is rolling his eyes while rolling in his grave right now.

Teaching freshmen science forced me to listen more intently, observe more closely, and adapt more quickly. It challenged me to remember that good teaching isn’t just about mastery of content—it’s about connection, patience, and flexibility. But most of all, humility.

First trimester was tough, because I was failing at something I was supposed to be good at.

But then—something shifted.

In second trimester, I began to settle. I got to know the students better, and more importantly, I let them get to know me—not the perfect version of a teacher I had in my head, but the real one. I started to communicate the expectations better. In fact, I adjusted my expectations, both of students and of myself. I leaned into the chaos instead of constantly trying to control it, because I accepted that freshmen are a mess, make a mess, and, in their wake, leave a mess.

I started finding joy in small wins: when an autistic student who is always on the edge ready to jump off a one-thousand foot high cliff had a freakout free day, or when a class that used to feel like giving a TED Talk to caffeinated squirrels actually was able to hold their side conversations, shut up, and listen to the directions that did, by the way, help them be more successful in their learning, and by that I mean get a better grade of course. I stopped comparing this year to past years. I stopped wishing I was teaching something else and started teaching the kids in front of me. It made all the difference.

By third trimester, I wasn’t just surviving—I was enjoying it. I felt more relaxed, more responsive, and more in tune with what these freshmen needed. I started to see the progress they’d made—not just academically, but emotionally. I could see how they had grown, and I realized that I had too. And, we started to like each other.

I ate my humble pie, gave up trying to control what I cannot control, and grew as a result.

So if you’re a teacher who’s had a tough year or who may be shifting grade levels, changing subjects, or just going through a rough patch in the future: I see you. Change is hard. Regression happens. But so does growth. We don’t always get to choose our challenges, but we can choose how we show up for them.

Teaching is never truly mastered. Every class, every group of students, every subject comes with its own learning curve. And while it’s uncomfortable to feel like a beginner again, it’s also a powerful reminder of why we do this in the first place.

To learn and grow as human beings first, and teachers second.

We learn every year, because we choose to stay when every fiber of our being tells us to run away. We stick it out. We keep the faith.

And next year? We’ll be better—not because we go back to what was, but because we stayed in the struggle long enough to realize that while we cannot always win, we can always learn.

Here’s to the teachers who are still learning.

Thanks for reading my thoughts! I hope they help you in being more you. Check out my shop (see top) if you need thoughtful (not busy work), engaging (fun), project-based and phenomena-based (the whole NGSS thing) Earth and Space Science lessons. I try to keep the prices decent, but if you cannot spare the $, please email me and I’ll give you whatever you need for free.

BOOKS & TOOLS

EQUITY Poster

$1.50

Sale

Introduction to Earth and Space Science - 5 Phenomenon-Based Projects

$10.00 $15.00

Sale

Back 2 School Classroom Bundle of 8 Posters

$5.00 $8.00

Anthropogenic Phenomenon Investigation

$3.00

Buy on Amazon

Sale

Earth Science: Create a Computer Simulation of an ESS Concept

$2.00 $7.00

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Beginning the School Year with NGSS and Phenomenon-Based Learning

August 21, 2024 / Oskar Cymerman

The start of a new school year is an opportunity for a science teacher to engage students in science learning that is both fun and effective. Combining the Next Generation Science Standards (NGSS) with phenomenon-based learning (PhenBL) in the right way can create a lively classroom environment where students develop a deep understanding of scientific concepts through real-world explorations.

Here’s how to make it fun and effective.

NGSS and Phenomenon-Based Learning

NGSS focuses on three dimensions: disciplinary core ideas (DCIs), science and engineering practices (SEPs), and crosscutting concepts (CCCs). These standards encourage students to think and work like scientists and engineers, emphasizing inquiry, evidence-based reasoning, and the interconnectedness of scientific concepts.

Phenomenon-based learning involves using observable events or phenomena to anchor learning. Students investigate these phenomena through questioning, experimentation, and critical thinking, leading to a deeper and more relevant understanding of scientific principles.

Steps to Implement NGSS and Phenomenon Based Learning

1. Identify Compelling Phenomena

Start by selecting phenomena that are engaging, relatable, and aligned with the NGSS. Effective phenomena are those that naturally spark curiosity and connect to students’ lives. For instance, exploring why leaves change color in the fall or investigating the effects of plastic pollution on marine life can be excellent starting points.

2. Develop Driving Questions

Formulate open-ended driving questions that guide the inquiry process. These questions should be broad enough to allow for exploration but specific enough to maintain focus. Examples include, “How do plants adapt to different environments?” or “What causes extreme weather events?”

3. Design Coherent Learning Experiences

Plan a series of interconnected lessons and activities that allow students to explore the driving questions. Utilize a mix of hands-on experiments, collaborative projects, and technology-enhanced investigations. Ensure that these experiences integrate the three dimensions of NGSS, promoting a holistic understanding of the content.

4. Encourage Student-Led Inquiry

Empower students to take ownership of their learning by encouraging them to ask questions, design experiments, and present their findings. Facilitate a classroom environment where students feel comfortable taking risks, making mistakes, and learning from them. Provide scaffolding and support as needed, but allow students the freedom to explore and discover.

5. Use Formative Assessments

Incorporate ongoing formative assessments to gauge student understanding and adjust instruction accordingly. Use a variety of assessment methods, such as observations, discussions, quizzes, and student reflections. This approach helps identify misconceptions early and provides opportunities for timely feedback and intervention.

6. Foster a Collaborative Classroom Culture

Create a classroom culture that values collaboration, communication, and respect. Encourage students to work together, share ideas, and construct knowledge collectively. Group work, peer reviews, and class discussions are essential components of a collaborative learning environment.

Check out this classroom poster on collaboration.

7. Reflect and Iterate

At the end of each unit or project, take time to reflect with your students on what worked well and what could be improved. Use this feedback to refine your approach and enhance future learning experiences. Continuous reflection and iteration are key to the successful implementation of NGSS and PBL.

Embrace Phenomena and Watch Your Students Grow

Implementing NGSS with phenomenon-based learning sets the stage for an engaging and effective science classroom. When teachers use interesting phenomena and foster collaborative inquiry into these phenomena, students develop a deeper understanding of concepts and a passion for learning. PhenBL is challenging, exciting, and… a lot of work, but if you embrace this approach, you will see your students thrive and become curious, capable, and confident young scientists.

If you’d like some help getting started with Phenomena-Based Learning in Earth Science, check out the Intro Unit of Study I created and will start using in less than two weeks time. Yikes!

It contains 5 PhenBL Student Projects, will last about 3 weeks, and is on sale through Labor Day.

Sale

Introduction to Earth and Space Science - 5 Phenomenon-Based Projects

$10.00 $15.00