January/February 2018 – Vol. 31 No. 2

Climate Change Adaptation: Students Have a Role

Posted: Tuesday, October 7th, 2014

by Phyllis Grifman and Linda Chilton

As leaders of society’s next generation, teachers foster and facilitate learning and help prepare students to engage intellectually as well as socially. Students can learn the principles of stewardship and conservation and they are inspired to become decision makers and problem solvers today and in the future. This is especially important in addressing climate change. The impacts of climate change require both mitigation, reducing our use of fossil fuels and shifting to more conservative use of resources; and adaptation, preparing our communities to be more resilient in responding to the impacts of climate change.

Since the science of climate change and its many applications are still in nascent stages, many educators do not yet have the background understanding to develop what is needed to prepare students for addressing these critical concepts. In the Los Angeles region, the ocean interface with the massive urban development is under increased pressure from the impacts of growing population and climate change. Because the impacts brought by sea level rise are not uniform around the world, they must be examined in a regional context under a lens that accounts for other physical factors such as El Niño/La Niña and the Pacific Decadal Oscillation, and changing storm patterns. Educators need the tools to bring focus to these factors in order to educate the next generation to predict the potential impacts of climate change and urban pressures on the Los Angeles region.

Factors that must be considered when considering vulnerabilities to any hazards, including climate change, include

  • exposure, – nature and degree to which a system experiences as stress or hazard
  • sensitivity – the degree which exposed assets would be impaired
  • adaptive capacity – ability of an asset t make adjustments in response to climate change; and
  • consequences – the adverse effects that occur as a result of an asset being impaired.

These must be examined in the context of geographic location, population density, societal characteristics, governance, and local, regional, state and federal political institutions.

The USC Sea Grant Program plays an instrumental role in assessing the state of climate adaptation preparedness throughout California. In the Los Angeles region, the USC Sea Grant Program coordinated a study to assess sea level rise vulnerabilities for the City of Los Angeles. Officials from the City of Los Angeles and regional stakeholders collaborated to provide invaluable input in the process of assessing the City’s vulnerability. This work provides an example of how diverse disciplines must work together to present a holistic picture for the region. The team of experts working on the “AdaptLA” project included:

  • a coastal oceanographer/physicist with expertise in coastal processes,
  • a geophysical modeler who studies hazard risk,
  • a social scientist with expertise in climate change adaptation, social vulnerability, and risk communications,
  • a coastal engineer with expertise in coastal hazards and potential adaptation methodologies, municipal officials,
  • an economist with expertise in assessing the impacts of natural disasters; and of course,
  • the USC Sea Grant climate team.

Using of a template, officials systematically assessed risks to municipal assets and identified several vulnerabilities. At-risk critical coastal infrastructure includes power plants, wastewater treatment plants, roads, and beaches. Beaches provide not only ecosystem services, but contribute millions of tourism dollars to the economy. The protection provided by wide beaches requires regular monitoring and to remain effective as barriers to rising seas. Sea level rise impacts will require an increased effort to stabilize and replenish beaches; south-facing beaches such as San Pedro’s Cabrillo Beach recently saw tremendous impact from the extended effects of offshore hurricanes.

USC Sea Grant Program also partnered with Heal the Bay in an outreach program for the vulnerable communities of Venice/Marina Del Rey and San Pedro/Wilmington/Long Beach. At an inaugural Youth Forum held on the USC campus, students learned about vulnerabilities in their own communities and participated in a survey examining hazard preparedness in their own neighborhoods. The Forum informed participants about local stewardship efforts, engaging residents and decision makers in these communities by sharing the findings from the AdaptLA report and recruiting them to participate in developing adaptation plans. Participants included policy makers, community leaders, students and their teachers.

The effects of a king tide. Photo credit: Alyssa Newton Mann

The effects of a king tide. Photo credit: Alyssa Newton Mann

Students and teachers gain an understanding of the relevance of learning about climate change through classroom activities. Through engagement programs, students put learning into action in their own communities, reaching out to help communities better prepare for flooding in their neighborhoods, and helping to survey community members to ascertain their awareness and understanding of climate change impacts. In the future, student groups will participate in the “King Tides” Initiative, using photography to record extreme high and low tides. This is designed to illustrate potential effects of sea level rise and identify places where planners and residents need to consider how to plan and protect vulnerable structures. Opportunities continue to provide ways for teachers and students to contribute to help their own communities become more resilient in the face of a changing climate.

Phyllis Grifman is Associate Director and Linda Chilton is the Education Coordinator, both with the USC Sea Grant Program. Linda is a member of CSTA.

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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California Science Test Academy for Educators

Posted: Thursday, February 15th, 2018

California Science Test Academy for Educators

To support implementation of the California Science Test (CAST), the California Department of Education is partnering with Educational Testing Service and WestEd to offer a one-day CAST Academy for local educational agency (LEA) science educators, to be presented at three locations in California from 8:30 a.m. to 3:30 p.m. As an alternative to traveling, LEA teams can participate virtually via WebEx on one of the dates listed below.

The dates and locations for the CAST Academy are as follows:

  • Monday, April 23, 2018—Sacramento
  • Wednesday, April 25, 2018—Fresno
  • Thursday, April 26, 2018—Irvine

The CAST Academy will help participants develop a deeper understanding of the assessment design and expectations of the CAST. The academy also will provide information and activities designed to assist educators in their implementation of the California Next Generation Science Standards and three-dimensional learning to help them gain an understanding of how these new science assessment item types can inform teaching and learning. The CAST Academy dates above are intended for school and district science instructional leaders, including teacher leaders, teacher trainers, and instructional coaches. Additional trainings will be offered at a later date specifically for county staff. In addition, curriculum, professional development, and assessment leaders would benefit from this training.

A $100 registration fee will be charged for each person attending the in-person training. Each virtual team participating via WebEx will be charged $100 for up to 10 participants through one access point. Each workshop will have the capacity to accommodate a maximum of 50 virtual teams. Each virtual team will need to designate a lead, who is responsible for organizing the group locally. Registration and payment must be completed online at http://www.cvent.com/d/6tqg8k.

For more information regarding the CAST Academy, please contact Elizabeth Dilke, Program Coordinator, Educational Testing Service, by phone at 916-403-2407 or by e‑mail at caasppworkshops@ets.org.

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.

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.