March/April 2017 – Vol. 29 No. 6

Achieving Success with Common Core Through Community

Posted: Monday, October 19th, 2015

By Angelica E. Gunderson

As we take on the new school year and think about the shifts we are committing to make towards the Next Generation Science Standards, I have found it beneficial to read about the work that various teachers, schools, and districts are engaging in. I would like to toss my own stone in this ocean of knowledge and hopefully create my own ripples of change by sharing some of the strategies and successes happening at the Norwalk-La Mirada Unified School District.

In the last two years, one of our main common goals has been to effectively and efficiently to integrate the Next Generation Science Standards (NGSS) with the Common Core State Standards (CCSS) in all of our classrooms. NGSS and CCSS are the responsibility of language arts, mathematics, science, social studies, technology and English Language Development teachers alike. Our district has also taken the approach that the best way to achieve success is through forming and effectively participating in professional learning communities.

Through this work, we have found the connections of NGSS and CCSS to be symbiotic. As a seventh grade science teacher I personally saw the need for integrating language and mathematical literacies into my instruction in order to provide well-rounded and authentic science instruction. As an example, in order to have students create investigations, my instruction had to include guidance on: data collection, how to analyze and interpret data, researching related concepts, analyzing and summarizing texts, as well as communicating findings and citing resources. Through our collaboration, we have agreed that in order to truly engage our students in rich scientific and engineering practices, we need to incorporate the literacy skills presented in the CCSS.

One of the ways we have integrated CCSS and NGSS is by looking at specific strategies and making sure they are being used similarly across different content areas. Take for example close readings. I have personally participated in professional development sessions at my school in which science and language arts teachers discussed how to carry out a close reading for informational texts. At the end, we walked away with resources and routines our students would use in their language arts and science class. So when I went back and implemented it in my science classroom, I felt like I was speaking a familiar language and was not faced by the look of confusion students often have when we ask them to apply a language arts skill in a science class. We did the same for mathematical and computational thinking strategies. Math and science teachers have collaborated on how to conduct a “Launch, Explore, Summarize” lessons. I found it to be very similar to the BSCS 5E Instructional Model because it presents students with a mathematical problem that they address through exploration, collaboration, and explanation of their thinking process. By actively participating in developing professional learning communities at our school, I have found that sharing what we do in our classes for certain topics and skills helps us avoid reinventing the wheel.

The abundance of resources out there to help guide our work has made a significant impact on our progress. The Teaching Channel has been an essential guide used by our district to showcase the implementation of NGSS and CCSS across the country. Being able to watch how real teachers are implementing these new standards in their classrooms has allowed me to get a better picture of what it should look like in my own classroom. That is how I learned more about the “Launch, Explore, Summarize” model for looking at mathematical and computational thinking in my science class.

Two resources worth mentioning are Appendix L and Appendix M in Next Generation Science Standards. For some of our collaboration sessions, these have been valuable keystones for clarifying and directing our work. Appendix L contains a well-organized and detailed outline of when certain math topics are taught. It also spells out the connections between the Common Core State Standards for Mathematics and NGSS with a few examples that have helped me personally get ideas on how to improve my instruction. Appendix M presents the connections of NGSS to the Common Core State Standards for Literacy in Science and Technical Subjects. Like Appendix L, it contains descriptions that clarify how the CCSS relate to science and engineering practices. We are currently anticipating the publication of the California Science Framework, because it will help refine our work.

At Norwalk -La Mirada Unified, we have taken the awareness phase of NGSS to heart. Our leadership and a good number of teachers across different content areas have truly dedicated themselves to creating a sense of empowerment. For me, this has been a simple and manageable way to effectively implement the Next Generation Science Standards with the Common Core State Standards and I look forward for what else is to come.


Angelica E. Gunderson is a seventh grade science teacher at Los Alisos Middle School and is a member of CSTA. She can be reached at aegunderson@nlmusd.org.

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 Endorses March for Science

Posted: Monday, March 27th, 2017

The California Science Teachers Association (CSTA) stands with our science and science education colleagues in endorsing the March For Science and its associated activities.

The decision by the CSTA Board of Directors to support the March for Science was based on the understanding that this is an opportunity to advocate for our mission of high quality science education for all and to advance the idea that science has application to everyday life, is a vehicle for lifelong learning, and the scientific enterprise expands our knowledge of the world around us. The principles and goals of the March for Science parallel those of CSTA to assume a leadership role in solidarity with our colleagues in science and science education and create an understanding of the value of science in the greater community. CSTA believes that the integrity of the nature of science and that the work of scientists and science educators should be valued and supported. We encourage your participation to stand with us.

There are over 30 satellite marches planned for the April 22, 2017 March for Science in California (to find a march near you, click on “marches” in the upper right of the main page, select “satellite marches” and use the search feature). We encourage members who participate in the March for Science to share their involvement and promotion of science and science education. Feel free to promote CSTA on your signs and banners. For those on social media, you may share your involvement via Twitter, @cascience and our Facebook groups.

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.

California Science Curriculum Framework Now Available

Posted: Tuesday, March 14th, 2017

The pre-publication version of the new California Science Curriculum Framework is now available for download. This publication incorporates all the edits that were approved by the State Board of Education in November 2016 and was many months in the making. Our sincere thanks to the dozens of CSTA members were involved in its development. Our appreciation is also extended to the California Department of Education, the State Board of Education, the Instructional Quality Commission, and the Science Curriculum Framework and Evaluation Criteria Committee and their staff for their hard work and dedication to produce this document and for their commitment to the public input process. To the many writers and contributors to the Framework CSTA thanks you for your many hours of work to produce a world-class document.

For tips on how to approach this document see our article from December 2016: California Has Adopted a New Science Curriculum Framework – Now What …? If you would like to learn more about the Framework, consider participating in one of the Framework Launch events (a.k.a. Rollout #4) scheduled throughout 2017.

The final publication version (formatted for printing) will be available in July 2017. This document will not be available in printed format, only electronically.

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.

Call for CSTA Awards Nominations

Posted: Monday, March 13th, 2017

The 2017 Award Season is now open! One of the benefits of being a CSTA member is your eligibility for awards as well as your eligibility to nominate someone for an award. CSTA offers several awards and members may nominate individuals and organizations for the Future Science Teacher Award, the prestigious Margaret Nicholson Distinguished Service Award, and the CSTA Distinguished Contributions Award (organizational award). May 9, 2017 is the deadline for nominations for these awards. CSTA believes that the importance of science education cannot be overstated. Given the essential presence of the sciences in understanding the past and planning for the future, science education remains, and will increasingly be one of the most important disciplines in education. CSTA is committed to recognizing and encouraging excellence in science teaching through the presentation of awards to science educators and organizations who have made outstanding contributions in science education in the state and who are poised to continue the momentum of providing high quality, relevant science education into the future. 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.

Call for Volunteers – CSTA Committees

Posted: Monday, March 13th, 2017

Volunteer

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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.

A Friend in CA Science Education Now at CSTA Region 1 Science Center

Posted: Monday, March 13th, 2017

by Marian Murphy-Shaw

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Written by Marian Murphy-Shaw

Marian Murphy-Shaw

Marian Murphy-Shaw is the student services director at Siskiyou County Office of Education and is CSTA’s Region 1 Director and chair of CSTA’s Policy Committee.