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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. 

<ext-link href='http://Abstract'>Abstract</ext-link> Global climate change is expected to both increase average temperatures as well as temperature variability.Increased average temperatures have led to earlier breeding in many spring‐breeding organisms. However, individuals breeding earlier will also face increased temperature fluctuations, including exposure to potentially harmful cold‐temperature regimes during early developmental stages.Using a model spring‐breeding amphibian, we investigated how embryonic exposure to different cold‐temperature regimes (control, cold‐pulse, and cold‐press) affected (a) compensatory larval development and growth, (b) larval susceptibility to a common contaminant, and (c) larval susceptibility to parasites.We found: (a) no evidence of compensatory development or growth, (b) larvae exposed to the cold‐press treatment were more susceptible to NaCl at 4‐days post‐hatching but recovered by 17‐days post‐hatching, and (c) larvae exposed to both cold treatments were less susceptible to parasites.These results demonstrate that variation in cold‐temperature regimes can lead to unique direct and indirect effects on larval growth, development, and response to stressors. This underscores the importance of considering cold‐temperature variability and not just increased average temperatures when examining the impacts of climate disruption.