May/June 2017 – Vol. 29 No. 7

Common Assessments Using Science Practices

Posted: Friday, April 8th, 2016

by Janet Lee

It can be difficult to develop common assessments for one group of teachers, even harder for a group of teachers from the same department. However, thanks to NGSS, teachers can teach around a science practice and assess that as an entire department to help students grow as they develop a skill over many years. NGSS looks at not just course content, but concepts and practices that can be used at any level.

The Gilroy High School Science department has used professional learning communities (PLC’s) to help students grow around two science practices. The first is analyzing and interpreting data (SEP 4) and the second is writing and communicating scientific information using claim, evidence, reasoning (SEP 8). Both of these were selected due to their overlap with CCSS in English and Math and can be found in Appendix F.

One of the most important components to making this a successful endeavor was that teachers were involved in the assessment process. In the beginning, the subject matter changed from one specialty to another so that there would not be a content bias. Today, the assessments now focus on local California phenomena such as the CA forest fires and the drought. The focus on real phenomena and real data added another level, creating relevance and encouraged teachers and students to be aware of local events. Teachers were involved with choosing the practices to assess, discussing best teaching practices, developing assessments, writing rubrics and grading assessments, and deciding next steps for helping to progress students after each quarterly science skills assessment.

Image 1: TAILS taught in the classroom

Image 1: TAILS taught in the classroom

Learning to graph was embedded into all science classes’ instruction using the acronym TAILS. TAILS stood for Title, Axis, Interval, Label, and Scale – which was later shared with both the math and social science departments of our site. This allowed for common language across disciplines. After discussing TAILS, teachers used their own specific content, such as labs and real life data to shape how students would practice graphing.

Table 1: TAILS for Graphing

Table 1: TAILS for Graphing

Students were also asked to use claim, evidence, and reasoning (CER) to describe their graph, and to analyze the data looking for trends, patterns, and to make predictions about future data points.

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With each common assessment, teachers learned more about their students. Common areas of improvement included choice of whether or not to use a bar or line graph or students needing to work on citing evidence. From these gaps in understanding, teachers modified instruction to help students where they needed help with additional practice, sentence stems, identifying CER in scientific articles, and more.

Image 2: What graph type to pick Modified from: Weber et al’s Graph Choice Chart

Image 2: What graph type to pick
Modified from: Weber et al’s Graph Choice Chart

Just like NGSS will ask our students to revise models of what they think of phenomena, teachers need to revise and constantly rethink how they will attend to assessment of science practices. Within one department of teachers at one school site, assessments, rubrics, and how teachers address what students know has changed.

Image 2: What graph type to pick Table 2: Changes to Common Assessments

Image 2: What graph type to pick
Table 2: Changes to Common Assessments

Nothing is stuck in stone or perfect the first time. It has been a huge learning process in getting teachers and students to buy into a common assessment for common skills, but the results have been showing improvement and the assessments have also changed to match the changing skills and abilities of our students. This has been an ongoing project, but with every level – students AND teachers are improving with better being able to work with scientific data and being able to explain what the data shows them. Moving with NGSS and assessment is a journey and it cannot be done in one day. It is not an easy one-day quick fix. It takes a lot of people committed to wanting their students to do better, time to make and provide feedback on assessments, and changes to instruction to follow up, but with NGSS, it can be done, and I feel that by knowing that it can happen at one school, it can continue to happen at many other schools to help ALL students become better at science.

For reference:

Sample Assessment – 2nd Quarter 2015

https://docs.google.com/document/d/1J_0Hsuy0IfNG5AXhPRItltpJjnWxUdpo4glOdjFYRys/edit?usp=sharing

Webber, Hannah, Sarah Nelson, Ryan Weatherbee, Bill Zoellick, and Molly Schauffler. “The Graph Choice Chart.” The Science Teacher Sci. Teacher. 081.08 (2014): n. pag. Web.

Thank you to Jennifer Spinetti, Steve Jackson, Doug Le, Tracy Serros, William Chavez, Jeff Manker, Nick Matarangas, Elida Moore, Shanti Wertz, Amanda White, and Chloe Smith.

Janet Lee is a NGSS Teacher on Special Assignment for Gilroy High School for the Gilroy Unified School District. She can be contacted at janet.lee@gilroyunified.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.

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Participate in Chemistry Education Research Study, Earn $500-800 Dollars!

Posted: Tuesday, May 9th, 2017

WestEd, a non-profit educational research agency, has been funded by the US Department of Education to test a new molecular modeling kit, Happy Atoms. Happy Atoms is an interactive chemistry learning experience that consists of a set of physical atoms that connect magnetically to form molecules, and an app that uses image recognition to identify the molecules that you create with the set. WestEd is conducting a study around the effectiveness of using Happy Atoms in the classroom, and we are looking for high school chemistry teachers in California to participate.

As part of the study, teachers will be randomly assigned to either the treatment group (who uses Happy Atoms) or the control group (who uses Happy Atoms at a later date). Teachers in the treatment group will be asked to use the Happy Atoms set in their classrooms for 5 lessons over the course of the fall 2017 semester. Students will complete pre- and post-assessments and surveys around their chemistry content knowledge and beliefs about learning chemistry. WestEd will provide access to all teacher materials, teacher training, and student materials needed to participate.

Participating teachers will receive a stipend of $500-800. You can read more information about the study here: https://www.surveymonkey.com/r/HappyAtoms

Please contact Rosanne Luu at rluu@wested.org or 650.381.6432 if you are interested in participating in this opportunity, or if you have any questions!

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.

2018 Science Instructional Materials Adoption Reviewer Application

Posted: Monday, May 8th, 2017

The California Department of Education and State Board of Education are now accepting applications for reviewers for the 2018 Science Instructional Materials Adoption. The application deadline is 3:00 pm, July 21, 2017. The application is comprehensive, so don’t wait until the last minute to apply.

On Tuesday, May 9, 2017, State Superintendent Tom Torlakson forwarded this recruitment letter to county and district superintendents and charter school administrators.

Review panel members will evaluate instructional materials for use in kindergarten through grade eight, inclusive, that are aligned with the California Next Generation Science Content Standards for California Public Schools (CA NGSS). 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.

Lessons Learned from the NGSS Early Implementer Districts

Posted: Monday, May 8th, 2017

On March 31, 2017, Achieve released two documents examining some lessons learned from the California K-8 Early Implementation Initiative. The initiative began in August 2014 and was developed by the K-12 Alliance at WestEd, with close collaborative input on its design and objectives from the State Board of Education, the California Department of Education, and Achieve.

Eight (8) traditional school districts and two (2) charter management organizations were selected to participate in the initiative, becoming the first districts in California to implement the Next Generation Science Standards (NGSS). Those districts included Galt Joint Union Elementary, Kings Canyon Joint Unified, Lakeside Union, Oakland Unified, Palm Springs Unified, San Diego Unified, Tracy Joint Unified, Vista Unified, Aspire, and High Tech High.

To more closely examine some of the early successes and challenges experienced by the Early Implementer LEAs, Achieve interviewed nine of the ten participating districts and compiled that information into two resources, focusing primarily on professional learning and instructional materials. 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.

Using Online Simulations to Support the NGSS in Middle School Classrooms

Posted: Monday, May 8th, 2017

by Lesley Gates, Loren Nikkel, and Kambria Eastham

Middle school teachers in Kings Canyon Unified School District (KCUSD), a CA NGSS K-8 Early Implementation Initiative district, have been diligently working on transitioning to the Next Generation Science Standards (NGSS) integrated model for middle school. This year, the teachers focused on building their own knowledge of the Science and Engineering Practices (SEPs). They have been gathering and sharing ideas at monthly collaborative meetings as to how to make sure their students are not just learning about science but that they are actually doing science in their classrooms. Students should be planning and carrying out investigations to gather data for analysis in order to construct explanations. This is best done through hands-on lab experiments. Experimental work is such an important part of the learning of science and education research shows that students learn better and retain more when they are active through inquiry, investigation, and application. A Framework for K-12 Science Education (2011) notes, “…learning about science and engineering involves integration of the knowledge of scientific explanations (i.e., content knowledge) and the practices needed to engage in scientific inquiry and engineering design. Thus the framework seeks to illustrate how knowledge and practice must be intertwined in designing learning experiences in K-12 Science Education” (pg. 11).

Many middle school teachers in KCUSD are facing challenges as they begin implementing these student-driven, inquiry-based NGSS science experiences in their classrooms. First, many of the middle school classrooms at our K-8 school sites are not designed as science labs. 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 NGSS 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.

Celestial Highlights: May – July 2017

Posted: Monday, May 8th, 2017

May Through July 2017 with Web Resources for the Solar Eclipse of August 21, 2017

by Robert C. Victor. Twilight sky maps by Robert D. Miller. Graphs of planet rising and setting times by Jeffrey L. Hunt.

In spring and summer 2017, Jupiter is the most prominent “star” in the evening sky, and Venus, even brighter, rules the morning. By mid-June, Saturn rises at a convenient evening hour, allowing both giant planets to be viewed well in early evening until Jupiter sinks low in late September. The Moon is always a crescent in its monthly encounters with Venus, but is full whenever it appears near Jupiter or Saturn in the eastern evening sky opposite the Sun. (In 2017, Full Moon is near Jupiter in April, Saturn in June.) At intervals of 27-28 days thereafter, the Moon appears at a progressively earlier phase at each pairing with the outer planet until its final conjunction, with Moon a thin crescent, low in the west at dusk. You’ll see many beautiful events by just following the Moon’s wanderings at dusk and dawn in the three months leading up to the solar eclipse. Learn More…

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Written by Robert Victor

Robert Victor

Robert C. Victor was Staff Astronomer at Abrams Planetarium, Michigan State University. He is now retired and enjoys providing skywatching opportunities for school children in and around Palm Springs, CA. Robert is a member of CSTA.