May/June 2017 – Vol. 29 No. 7

Elementary Science Can Glue It All Together!

Posted: Tuesday, September 3rd, 2013

by Bethany Dixon

Elementary students use a lot of glue. Cutting and pasting develops fine motor skills as well as providing opportunities to assessment learning in the primary grades. Even in my fourth grade classroom, we frequently used glue outside of art to put our ideas together into graphic organizers. Consider, then, the following analogy. Time and funding for science in elementary education have been cut repeatedly. However, what if science didn’t take additional time but instead gave context to your current class work in other subjects? What if science could be the curricular glue that helps elementary students to transition from math and reading into writing and back again?

Time is precious in any classroom, but specific pressure is put on elementary school teachers to meet mandated requirements for reading, writing, and math. According to the 2011 Statewide Science Education Survey of Elementary School Teachers, “Only 10% of elementary students in California experience a pattern of classroom practices that support regular engagement in the practices of science… Across all grade levels, 40% of elementary teachers reported that their students received 60 minutes or less of science instruction per week; indeed, 13% of elementary teachers reported that their students received 30 minutes or less.” Elementary teachers cite lack of resources, professional development, and dedicated class time to teach science. Organizations and teachers are working to improve these statistics by implementing science lessons that are integrated with math, writing, reading, and speaking skills taught through the Common Core State Standards (CCSS).

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Putting science into elementary school curriculum is challenging. Because of recent STEM initiatives, including the upcoming STEM Conference in Sacramento and Common Core implementation, now is an excellent time to re-energize elementary science. The CCSS state that K-5 reading students should have the ability to, “Integrate and evaluate content…visually and quantitatively, as well as in words.” It goes on to express that in grade 2, students should, “Participate in shared research and writing projects,” and gives recording science observations as an example. College and Career Readiness anchor standards frequently include conducting research projects in both writing and reading that incorporate different types of texts, presenting knowledge and ideas, and collaborating.

Elementary teachers can begin to integrate science through data collection in their own classrooms: not only monitoring the weather, but taking action to evaluate the practices currently in place to support their science curriculum. Unfortunately, excellent science standards don’t always translate to classroom practices that support science learners, and keeping track of the total time spent on science (versus planned time for science) can be eye-opening for departments. Cross-curricular adjustments of class time are often the most efficient means of including science (the glue!) if your learning day is full. Teachers can make a good start by committing to swap a few fiction books per unit and include a science-content-specific trade book in reading that will enhance your reading lesson (NSTA’s list of Outstanding Science books for elementary students). Using science-specific writing prompts, realia, and demonstrations can link your curriculum – moving from reading to math doesn’t have to be an abrupt end and science can be the bridge one lesson to the next. One example would be to add a seed germination project. After reading a book about seeds and writing about the life cycle of a plant, students put ten radish seeds in a damp paper towel and seal them in a plastic bag. Over a weekend, the seeds will germinate and students can measure the plants as they grow. Students can write and share their ideas about which tools should be used to measure and track the plants, and how the plants could be transplanted. The Great Backyard Bird Count as well as other citizen science projects frequently offer to work with elementary school students and can provide a multitude of opportunities to participate in science.

Local help can also come from middle and high school science teachers. At our school, high school AP biology students served as judges for the 6th grade science fair project and biology students served as “science mentors” to help elementary students research science topics. Our upper-level students create picture books about scientific phenomenon aimed at the elementary school student audience and the highlight of this project is ultimately reading the books to the elementary school students. This cross-grade experience revs students up for science on both levels and provides important scaffolding and connections between the schools.

Other resources are present as well! In California, CSTA includes specific workshops for elementary science teachers at the California Science Education Conference. Local universities often have science clubs that do outreach programs for elementary students at little or charge. Nationally, the American Museum of Natural History offers classes for teachers to improve their content knowledge. Science partnerships are also often easy to find: polling parents and having scientifically-inclined parents speak to the class can be a fantastic opportunity to build a sense of community and teach students about STEM careers.

Elementary science teachers’ encouragement of scientific thinking in the primary grades is critical for improving scientific literacy and building a society of critical thinkers. The emergence of the NGSS and Common Core Standards underscores the idea that science is critical for elementary students. Teachers have been tasked to implement the curriculum based on research, problem solving, investigating, and communicating results through mathematics, writing, and verbal communication. Cutting out these subjects to build a curriculum of separate projects doesn’t make sense, instead, elementary teachers who use science as a tool to further student understanding of other subjects create the capacity for more meaningful curriculum overall. Teaching science isn’t always an easy craft, but elementary school teachers can do wonders with a little “glue.”

Written by Bethany Dixon

Bethany Dixon is a science teacher at Western Sierra Collegiate Academy, is a CSTA Publications Committee Member, and is a member of CSTA.

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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.