Year 7 and 8 students engaging with science

I'd like to continue with sharing some ideas for our year 7 and 8 students. I do think that you can grab these for our younger children too though so do read on!
The last capability is "Engaged with Science":

http://scienceonline.tki.org.nz/Science-capabilities-for-citizenship/Introducing-five-science-capabilities/Engage-with-science

This is sort of the capability that will hopefully draw all the other capabilities together. Through developing Gather and Interpret Data, Use Evidence, Critique Evidence and Interpret Representations capabilities, students may be even more ready to engage with science. This is the one where students grab hold of science issues and can discuss these, perhaps even taking action. I like the thought that this engaging may be as simple as visiting the museum, or perhaps taking home the experiment from school to try with the whaanau! This week, a teacher shared how one of her students rushed up to her in the morning, sharing about how he had seen his shadow when he got off the bus -we had been exploring shadows the day before!
I'd also like to think that we can discuss other issues too that may not seem 'science'-based but certainly have an element of science that can be discussed. Of course, off the top of my head, I can only think of ones that are science issues (naturally!), but students may come in to chat about something they've heard on the news and the class could look at through a science lens. 
We need to work hard to develop the kaupapa in the classroom so that discussions can be had, different views can be shared, and we can disagree! Sometimes, simply because science says 'yes', it might not mean it's right -chlorinating the water could be one of those discussions. Yes, dentists say it is right to chlorinate the water and have informal data showing that there are more fillings in areas where they don't, but actually I really don't want extra 'stuff' in my water! 
Having a discussion can be quite difficult, especially if you like to be the chairperson! Creating a conversation so it's the tamariki talking between themselves is a great goal to move towards.
This week, we've had the Mycoplasma bovis disease in the papers a lot and some of you may be teaching students who live on farms. When I'm reading through the papers, I can see there are opportunities to discuss articles with the students (perhaps a great reading activity?) -what do they think? Can they back up their arguments scientifically? How do the papers present the information? Is it scientific (i.e 67% rather than 'lots')? Is it emotive? What is the language used? Some students may come to school talking about the anger and emotions farmers are feeling at the moment and it could be a challenge separating this from just thinking scientifically. However, I do feel that we need to be aware of these other aspects of this disease hitting the farms. Although we can talk about this from a scientific point of view, what other views are there to take into account?
"Wicked Problems" is a term that could well describe this and there are some good examples out there, as well as a book called Key Competencies for the Future from NZCER that I really recommend -a good read and well thought out for teachers. An example is feeding children lunches at school -if we do, it may cost schools money and parents are 'getting away with it', and if we don't, children are hungry, struggle to learn and can have behaviour issues... There isn't 'a' solution that will please everyone!
Another interesting issue is the current reversal for houses where methamphetamine has been smoked. Recently, Professor Sir Peter Gluckman wrote a report that our testing for meth use in houses was too severe and based this on scientific information... so what was used in the first place? And some disagree with the findings -that it isn't healthy and no new information has been used. 
For both of these current NZ issues, there's lots of science happening: vocabulary, scientists at work, data being analysed and this directly affecting society. The essence statement in the NZ Curriculum says: 

 and certainly this is the case with these two situations affecting people. 

Finally, I just want to remind you of other news that shows science playing a significant role, that shows scientists at work as well as specialist vocabulary in particular topics: the Hawaii eruptions! I'm certain lots of children would be interested in what's happening over there and could make for some interesting reading topics. 
And I wanted the chance to share some interesting photos I saw yesterday. I wonder what children would make of them? Good for "I notice, I think, I wonder"!

From mashable.com, satellite images during the day and night of the eruptions.

Anyway, I hope this has given you some ideas for science, discussions in the morning, or reading and writing time! As always, do share your thoughts!

Keep on sciencing!
Paul