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Elementary science education, particularly in the 4th and 5th grades, is essential for setting the foundation for lifelong science learning, fostering critical thinking, and preparing students for success in science, technology, engineering, and mathematics (STEM) fields. This stage is especially critical for students with disabilities, as achievement gaps between them and their peers emerge during elementary school. Despite this importance, little is known about how science is taught in elementary classrooms during these critical years, particularly for students with disabilities. To address this gap, we surveyed teachers from a nationally representative sample of U.S. schools to examine elementary science education, including instructional practices, allocation of time, and the inclusion and support of students with disabilities. Our findings reveal that limited instructional time is allocated to science, with significant variability across classrooms. The amount of time dedicated to science instruction was significantly influenced by external factors, such as whether science was a tested subject. Students with disabilities often face additional barriers, including being pulled out of science instruction for special education services, resulting in missed opportunities to engage in science. These findings highlight the need to address opportunity gaps in science instruction to ensure all students have meaningful access to quality science education. 

The 21–22 June 2019 eruption of Raikoke volcano, Russia, provided an opportunity to explore how spatial trends in volcanic lightning locations provide insights into pulsatory eruption dynamics. Using satellite-derived plume heights, we examine the development of lightning detected by Vaisala’s Global Lightning Dataset (GLD360) from eleven, closely spaced eruptive pulses. Results from one-dimensional plume modeling show that the eruptive pulses with maximum heights 9–16.5 km above sea level were capable of producing ice in the upper troposphere, which contributed variably to electrification and volcanic lightning. A key finding is that lightning locations not only followed the main dispersal direction of these ash plumes, but also tracked a lower-level cloud derived from pyroclastic density currents. We show a positive relationship between umbrella cloud expansion and the area over which lightning occurs (the ‘lightning footprint’). These observations suggest useful metrics to characterize ongoing eruptive activity in near real-time. 

Abstract The origin of electrical activity accompanying volcanic ash plumes is an area of heightened interest in volcanology. However, it is unclear how intense an eruption needs to be to produce lightning flashes as opposed to “vent discharges,” which represent the smallest scale of electrical activity. This study targets 97 carefully monitored plumes <3 km high from Sakurajima volcano in Japan, from June 1 to 7, 2015. We use multiparametric measurements from sensors including a nine‐station lightning mapping array and an infrared camera to characterize plume ascent. Findings demonstrate that the impulsive, high velocity plumes (>55 m/s) were most likely to create vent discharges, whereas lightning flashes occurred in plumes with high volume flux. We identified conditions where volcanic lightning occurred without detectable vent discharges, highlighting their independent source mechanisms. Our results imply that plume dynamics govern the charging for volcanic lightning, while the characteristics of the source explosion control vent discharges.