January/February 2018 – Vol. 31 No. 2

Bridging Science and Math with Classroom Engineering

Posted: Tuesday, September 2nd, 2014

by Kristin Sargianis

The Next Generation Science Standards, recently adopted in California, highlight the connections between science and engineering. As children design solutions to engineering challenges, they naturally apply their science content knowledge and engage in science practices. However, engineering also provides meaningful opportunities for children to apply what they are learning in math.

EiE

Use authentic measurement and data analysis opportunities to integrate science, engineering, and mathematics in your classroom! Photo taken by Engineering is Elementary staff.

Recently, the Engineering is Elementary (EiE) curriculum project has fielded quite a few requests from teachers looking to use engineering activities to help address the Common Core State Standards in Mathematics. To meet this demand, our team has developed a number of different integrated engineering activities. The “Engineering Sailboats” activity described below serves as a great example for how science, math, and engineering can be integrated in meaningful ways. We hope it inspires you to think about how to authentically integrate mathematics into the science and engineering YOU teach!

Engineering Sailboats

In this activity, students are challenged to engineer sails that can “catch the wind” and push a model sailboat. The “boat” is modeled using a foam raft attached to a track made of fishing line and a table or box fan generates the“wind.”

Video taken by Engineering is Elementary staff

Use authentic measurement and data analysis opportunities to integrate science, engineering, and mathematics in your classroom

Students first explore the materials available for their sail designs: tissue paper, index cards, felt, aluminum foil, plastic grocery bags, wax paper, cellophane tape, and coffee stirrers. After thinking about the properties of each material, the students make predictions about how well each material will (or will not) catch the wind. Working in small groups, students design and create sails out of any combination of the above materials—their only constraint is that they must use a craft stick “mast” to anchor their sail in the foam raft.

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Before testing, a class discussion guides students to think about how they will measure the distance their sails travel down the fishing line track. The discussion encourages students to think critically about which units of measure and measuring tools (e.g., ruler, yardstick, meter stick, measuring tape, etc.) might be most appropriate for collecting these data. Students discuss and agree upon which unit (and tool) they will use to measure the distances their sails travel. Students subsequently test their sails, measure how far the raft travels down the track, and record their results on a line plot. Groups work to redesign and improve their sails based on their observations. They test their second designs and measure and record their results on the same line plot.

This authentic measurement experience, along with the resulting line plot, gives students an opportunity to analyze data in a meaningful way by answering such questions as, “Did your second sail design travel farther than your first sail design? How much further?” Then, to conclude the activity students return to their earlier predictions about which materials will work well to catch the wind and use their data to draw some conclusions about which properties of a material affect its ability to catch the wind.

A number of Next Generation Science Standards and Common Core State Standards for Mathematics are addressed in this simple engineering challenge, which can easily be adapted for students of various ages and abilities:

Common Core State Standards for Mathematics

  • Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. (2.MD.1)
  • Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. (2.MD.4)
  • Generate measurement data by measuring lengths of several objects to the nearest whole unit…Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. (2.MD.9)

Next Generation Science Standards

  • Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. (2-PS1-2)
  • Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. (K-2-ETS1-3)

This activity is adapted from the EiE unit, “Catching the Wind: Designing Windmills.” To see it in action in two different elementary classrooms, visit our website!

In Your Classroom
We hope that this example might inspire you to use engineering as way to authentically integrate the science and mathematics you are already teaching in your classroom. For more inspiration, check out the free EiE extension lessons on our website, which connect EiE curriculum units to science, Common Core mathematics, and more!

Kristin Sargianis is Director of Professional Development for “Engineering is Elementary” at the Museum of Science in Boston, MA

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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Accelerating into NGSS – A Statewide Rollout Series Now Accepting Registrations

Posted: Friday, January 19th, 2018

Are you feeling behind on the implementation of NGSS? Then Accelerating into NGSS – the Statewide Rollout event – is right for you!

WHO SHOULD ATTEND
If you have not experienced Phases 1-4 of the Statewide Rollout, or are feeling behind with the implementation of NGSS, the Accelerating Into NGSS Statewide Rollout will provide you with the greatest hits from Phases 1-4!

OVERVIEW
Accelerating Into NGSS Statewide Rollout is a two-day training geared toward grade K-12 academic coaches, administrators, curriculum leads, and teacher leaders. Check-in for the two-day rollout begins at 7:30 a.m., followed by a continental breakfast. Sessions run from 8:00 a.m. to 4:15 p.m. on Day One and from 8:00 a.m. to 3:30 p.m. on Day Two.

Cost of training is $250 per attendee. Fee includes all materials, continental breakfast, and lunch on both days. It is recommended that districts send teams of four to six, which include at least one administrator. Payment can be made by check or credit card. If paying by check, registration is NOT complete until payment has been received. All payments must be received prior to the Rollout location date you are attending. Paying by credit card secures your seat at time of registration. No purchase orders accepted. No participant cancellation refunds.

For questions or more information, please contact Amy Kennedy at akennedy@sjcoe.net or (209) 468-9027.

REGISTER

http://bit.ly/ACCELERATINGINTONGSS

DATES & LOCATIONS
MARCH 28-29, 2018
Host: San Mateo County Office of Education
Location: San Mateo County Office of Education, Redwood City

APRIL 10-11, 2018
Host: Orange County Office of Education
Location: Brandman University, Irvine

MAY 1-2, 2018
Host: Tulare County Office of Education
Location: Tulare County Office of Education, Visalia

MAY 3-4, 2018
Host: San Bernardino Superintendent of Schools
Location: West End Educational Service Center, Rancho Cucamonga

MAY 7-8, 2018
Host: Sacramento County Office of Education
Location: Sacramento County Office of Education Conference Center and David P. Meaney Education Center, Mather

JUNE 14-15, 2018
Host: Imperial County Office of Education
Location: Imperial Valley College, Imperial

Presented by the California Department of Education, California County Superintendents Educational Services Association/County Offices of Education, K-12 Alliance @WestEd, California Science Project, and the California Science Teachers Association.

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.

The Teaching and Learning Collaborative, Reflections from an Administrator

Posted: Friday, January 19th, 2018

by Kelly Patchen

My name is Mrs. Kelly Patchen, and I am proud to be an elementary assistant principal working in the Tracy Unified School District (TUSD) at Louis Bohn and McKinley Elementary Schools. Each of the schools I support are Title I K-5 schools with about 450 students, a diverse student population, a high percentage of English Language Learners, and students living in poverty. We’re also lucky to be part of the CA NGSS K-8 Early Implementation Initiative with the K-12 Alliance. 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.

2018 CSTA Conference Call for Proposals

Posted: Wednesday, January 17th, 2018

CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2018 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. Click for more information regarding proposals, or submit one today by following the links below.

Short Course Proposal

Workshop Proposal 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.

CSTA’s New Administrator Facebook Group Page

Posted: Monday, January 15th, 2018

by Holly Steele

The California Science Teachers Association’s mission is to promote high-quality science education, and one of the best practice’s we use to fulfill that mission is through the use of our Facebook group pages. CSTA hosts several closed and moderated Facebook group pages for specific grade levels, (Elementary, Middle, and High School), pages for district coaches and science education faculty, and the official CSTA Facebook page. These pages serve as an online resource for teachers and coaches to exchange teaching methods, materials, staying update on science events in California and asking questions. CSTA is happy to announce the creation of a 6th group page called, California Administrators Supporting Science. 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.

Find Your Reason to Engage

Posted: Monday, January 15th, 2018

by Jill Grace

I was recently reflecting on events in the news and remembered that several years ago, National Public Radio had a story about a man named Stéphane Hessel, a World War II French resistance fighter, Nazi concentration camp survivor, and contributor to the United Nation’s Universal Declaration of Human Rights. The story focused on a book he had published, Time for Outrage (2010).

In it, Hessel makes the argument that the worst attitude is indifference:

“Who is in charge; who are the decision makers? It’s not always easy to discern. We’re not dealing with a small elite anymore, whose actions we can clearly identify. We are dealing with a vast, interdependent world that is interconnected in unprecedented ways. But there are unbearable things all around us. You have to look for them; search carefully. Open your eyes and you will see. This is what I tell young people: If you spend a little time searching, you will find your reasons to engage. The worst attitude is indifference. ‘There’s nothing I can do; I get by’ – adopting this mindset will deprive you of one of the fundamental qualities of being human: outrage.  Our capacity for protest is indispensable, as is our freedom to engage.”

His words make me take pause when I think of the status of science in the United States. A general “mistrust” of science is increasingly pervasive, as outlined in a New Yorker article from the summer of 2016. Learn More…

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Written by Jill Grace

Jill Grace

Jill Grace is a Regional Director for the K-12 Alliance and is President of CSTA.