May/June 2017 – Vol. 29 No. 7

A Community Engagement Model for Grade 5-14 Authentic STEM, Starting February 23, 2015

Posted: Wednesday, December 10th, 2014

by Jeff Goldstein

The National Center for Earth and Space Science Education and the Arthur C. Clarke Institute for Space Education invite schools, school districts, and community colleges to explore participation in Student Spaceflight Experiments Program (SSEP) Mission 8 to the International Space Station. This STEM education opportunity immerses grade 5-14 students across a community in an authentic, high visibility research experience, where student teams design and propose real microgravity experiments to fly in low Earth orbit on the International Space Station (ISS). The program nurtures ownership in learning, critical thinking, problem solving, navigation of an interdisciplinary landscape, teamwork, and communication skills – all reflective of the Next Generation Science Standards, and reflective of the skills needed by professional scientists and engineers.

Each community participating in SSEP is provided a real research asset – a flight certified, straightforward to use microgravity research mini-laboratory, and launch services to transport the mini-laboratory to ISS. It is a limited research asset given that the mini-laboratory can only contain a single student team designed microgravity experiment. An astronaut aboard ISS will conduct the experiment, and after a 6 to 12-week stay in orbit, the experiment will be returned safely to Earth for harvesting and analysis by the community’s student flight team.

Mirroring how professional researchers formally compete to obtain limited research assets, the participating community carries out a “call for proposals”. More specifically, the community conducts a local Flight Experiment Design Competition. First, a core group of the community’s STEM educators engage typically 200 students in a microgravity curriculum provided by the Center. The students are then separated into teams of typically 3-5 students per team, with each team vying for the community’s single flight experiment slot by designing, then formally proposing, a microgravity experiment in a science discipline of their choice. Their experiment design is constrained by the operation of the mini-laboratory, and flight operations to and from Low Earth Orbit. The competition is conducted through formal submission of real (but grade level appropriate) research proposals by the student teams – as is standard practice for professional researchers. A minimum of 40 flight experiment proposals are typically secured across a single community.

A formal 2-step proposal review process, mirroring professional review, will determine the community’s flight experiment. Content resources for teachers and students support foundational instruction on science in microgravity and experimental design. Additional programming leverages the experiment design competition to engage the community, embracing a Learning Community Model for STEM education. This includes a local art and design competition for a Mission Patch to accompany the flight experiment to Space Station. SSEP therefore provides for a community-wide STEAM experience.

TIME CRITICAL: all interested communities are asked to inquire by December 15, 2014; schools and districts need to assess interest with their staff and, if appropriate, move forward with an Implementation Plan. Communities must be aboard by February 16, 2015, for a 9-week experiment design phase February 23 to April 24, 2015, and flight experiment selection by May 28, 2015. Flight of the selected experiment to ISS is expected in Fall 2015.

Dr. Jeff Goldstein is SSEP Program Director and may be reached at jeffgoldstein@ncesse.org or by phone at 301-395-0770.

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

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CSTA Annual Conference Early Bird Rates End July 14

Posted: Wednesday, July 12th, 2017

by Jessica Sawko

Teachers engaged in workshop activity

Teachers engaging in hands-on learning during a workshop at the 2016 CSTA conference.

Don’t miss your chance to register at the early bird rate for the 2017 CSTA Conference – the early-bird rate closes July 14. Need ideas on how to secure funding for your participation? Visit our website for suggestions, a budget planning tool, and downloadable justification letter to share with your admin. Want to take advantage of the early rate – but know your district will pay eventually? Register online today and CSTA will reimburse you when we receive payment from your district/employer. (For more information on how that works contact Zi Stair in the office for details – 916-979-7004 or zi@cascience.org.)

New Information Now Available On-line:

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Goodbye Outgoing and Welcome Incoming CSTA Board Members

Posted: Wednesday, July 12th, 2017

Jill Grace

Jill Grace, CSTA President, 2017-2019

On July 1, 2017 five CSTA members concluded their service and four new board members joined the ranks of the CSTA Board of Directors. CSTA is so grateful for all the volunteer board of directors who contribute hours upon hours of time and energy to advance the work of the association. At the June 3 board meeting, CSTA was able to say goodbye to the outgoing board members and welcome the incoming members.

This new year also brings with it a new president for CSTA. As of July 1, 2017 Jill Grace is the president of the California Science Teachers Association. Jill is a graduate of California State University, Long Beach, a former middle school science teacher, and is currently a Regional Director with the K-12 Alliance @ WestEd where she works with California NGSS K-8 Early Implementation Initiative districts and charter networks in the San Diego area.

Outgoing Board Members

  • Laura Henriques (President-Elect: 2011 – 2013, President: 2013 – 2015, Past President: 2015 – 2017)
  • Valerie Joyner (Region 1 Director: 2009 – 2013, Primary Director: 2013 – 2017)
  • Mary Whaley (Informal Science Education Director: 2013 – 2017)
  • Sue Campbell (Middle School/Jr. High Director: 2015 – 2017)
  • Marcus Tessier (2-Year College Director: 2015 – 2017)

Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Finding My Student’s Motivation of Learning Through Engineering Tasks

Posted: Wednesday, July 12th, 2017

by Huda Ali Gubary and Susheela Nath

It’s 8:02 and the bell rings. My students’ walk in and pick up an entry ticket based on yesterday’s lesson and homework. My countdown starts for students to begin…3, 2, 1. Ten students are on task and diligently completing the work, twenty are off task with behaviors ranging from talking up a storm with their neighbors to silently staring off into space. This was the start of my classes, more often than not. My students rarely showed the enthusiasm for a class that I had eagerly prepared for. I spent so much time searching for ways to get my students excited about the concepts they were learning. I wanted them to feel a connection to the lessons and come into my class motivated about what they were going to learn next. I would ask myself how I could make my class memorable where the kids were in the driver’s seat of learning. Incorporating engineering made this possible. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

State Schools Chief Tom Torlakson Unveils Updated Recommended Literature List

Posted: Wednesday, July 12th, 2017

SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson unveiled an addition of 285 award-winning titles to the Recommended Literature: Prekindergarten Through Grade Twelve list.

“The books our students read help broaden their perspectives, enhance their knowledge, and fire their imaginations,” Torlakson said. “The addition of these award-winning titles represents the state’s continued commitment to the interests and engagement of California’s young readers.”

The Recommended Literature: Prekindergarten Through Grade Twelve list is a collection of more than 8,000 titles of recommended reading for children and adolescents. Reflecting contemporary and classic titles, including California authors, this online list provides an exciting range of literature that students should be reading at school and for pleasure. Works include fiction, nonfiction, poetry, and drama to provide for a variety of tastes, interests, and abilities. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

Teaching Science in the Time of Alternative Facts – Why NGSS Can Help (somewhat)

Posted: Wednesday, July 12th, 2017

by Peter A’Hearn

The father of one of my students gave me a book: In the Beginning: Compelling Evidence for Creation and the Flood by Walt Brown, Ph. D. He had heard that I was teaching Plate Tectonics and wanted me to consider another perspective. The book offered the idea that the evidence for plate tectonics could be better understood if we considered the idea that beneath the continent of Pangaea was a huge underground layer of water that suddenly burst forth from a rift between the now continents of Africa and South America. The waters shot up and the continents hydroplaned apart on the water layer to their current positions. The force of the movement pushed up great mountain ranges which are still settling to this day, resulting in earthquakes along the margins of continents. This had happened about 6,000 years ago and created a great worldwide flood. Learn More…

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Written by Peter AHearn

Peter AHearn

Peter A’Hearn is the Region 4 Director for CSTA.