In a time when electronic devices dominate students' free time, students often stop learning in the summer and instead focus on sedentary indoor activities, like video games and television programs. Sociologists have documented that, for some students, summers result in little learning and contribute to an achievement gap. To help combat “summer learning loss,” teachers should implement a summer biology project to provide students with hands-on, inquiry experiences promoting science learning. Assigning longterm activities to be completed dating the summer months compels students to explore the outdoors, the learning-loss flow is slowed, and students are better prepared for the start of the next school term.
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