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In this new age of distance learning, it is critical that students are provided with experiences with relevant, intriguing phenomena that invite them to engage in science learning and help them to answer questions about what they've observed.   Both parents and teachers want students to do science outside of the classroom, and we've got to give them something to figure out. The NSTA Daily Do does both–read the full blog post to learn more and to access the free, daily resources available from NSTA. This Week's Dailys In this task, Why do we all have to stay home?, students and their families engage in the practice of Developing and Using Models and discussion to figure out how social distancing (and shelter in place) slows the spread of the coronavirus. This task comes from a coronavirus lesson designed to help young children talk about changes they've seen and heard about, learn how the coronavirus is spread, and take actions to keep themselves and their families healthy and safe. The complete lesson and collection of supporting resources can be found on the NSTA website. View the Daily. Today's task explores something many students and families are familiar with: eggs! This task, What's in an Egg?, engages students in science and engineering practices to figure out why some eggs produce chickens (or other living things) and some do not. This task has been modified from its original design so it can be used by students, parents, and teachers in distance and home learning. While students could complete this task independently, we encourage students to work virtually with peers or in the home with family members. View the Daily.  In today's task, How do we find patterns in weather?, students and their families read the NSTA eBook Thinking Like a Scientist: Investigating Weather and Climate, which engages them in science and engineering practices and the use of patterns as a thinking tool (crosscutting concept) to figure out science ideas about weather and how patterns of weather determine the climate of an area. View the Daily.  In this task, Why is my shadow always changing?, NSTA Press author Page Keeley shares strategies for using formative assessment probes to engage students in productive talk and science and engineering practices to figure out why shadows change size. These strategies can be used in the classroom and at home to make students' thinking visible, which both drives students to investigate their own ideas and question and guides educators in planning instruction. View the Daily. NSTA Teacher Tip Tuesday A new online series from the National Science Teaching Association in which teachers of science learn, share, and grow together through informal discussion on important topics in science and STEM education.