Engaging Your Students with the NGSS This Summer
Posted: Thursday, June 4th, 2015
by David Sloan
Many of us will use this summer to engage with the NGSS so we can bring new experiences and examples into our classrooms in the fall. We are always looking for those examples, but the opportunity to travel to different places and experience new ecosystems is especially great during the summer. We come back to the new school year invigorated with new ideas to bring into our science instruction, only to find that our students have lost some ground during that same break.
I would like our students to engage with their environment and to think about science all summer long, just like we do as science teachers. To do that, we need to plant some seeds in their minds during the last week or two of the school year. Consider having the students engage in a Next Generation Science Standards scavenger hunt.
The initial step is to have the students identify several things that they plan to do this summer. Many of them will go places that they don’t go during the school year such as the beach, the local river (which might be more of a creek this year), the mountains, an amusement park, or to visit with family. Others may stay very close to home, but they will still engage in behaviors that are unique to summer. This could be as simple as swinging on the swings at a local park, or escaping summer’s heat by experiencing the cooling relief of a shade tree and enjoying the fresh fruit of summer time in California.
Once your students have identified several things that they plan to do this summer, the NGSS scavenger hunt is ready to begin. Have them explore the NGSS across the grade levels and find the connections between the standards and those activities that they are planning to do this summer. The Science and Engineering Practices, the Disciplinary Core Ideas, and the Crosscutting Concepts found in the NGSS are all about and connected to the world in which we live. From the waves at the beach to the rounded rocks in the river to the motions and forces of a roller coaster or swing to the genetic traits they share with their cousins to the weather outside to the fruit they are eating, these are all excellent examples of science. Since these are their examples of science in their own lives, the examples are even more meaningful and powerful.
After the summertime activities and the NGSS standards have been identified, have your students do a written explanation of how they are connected to each other. When they report out to the class, everyone will have had the figurative seeds planted about a wide variety of activities that they might engage in, and how they are great examples of science. As they engage in those activities during the summer, there is a decent chance that the scientific concepts will also come to mind.
The final step in the process would occur in the fall. That is when the subsequent teachers would ask the students about the science they engaged with during the summer. It is a great way for that teacher to get to know their new students, and to get a sense of their prior knowledge as they all start the new school year together.
We work hard during the school year to bring science to life in our classrooms. If we can get the students to a place where they can continue to see science in their summer activities, they will continue to make those connections and see science come to life all summer long. Instead of losing ground during the summer, maybe we can hold steady or even see some growth. Those seeds that we planted in the last weeks of school can germinate and the topics, the understanding, and the new questions can bloom.
Just imagine what it could be like if our students returned from summer invigorated about all of the science they saw and experienced during their time out of the classroom. We experience that invigoration because we live the science and see it in everything we do. Our students can learn to do the very same thing by seeing the science in the cherished summer activities of youth. Wouldn’t it be great if instead of the first week of school’s assignment being about “What you did this summer,” it evolved into being about “What science did you experience this summer?”
David Sloan is a professor of education at Brandman University and the Region 1 Interim Director for CSTA, firstname.lastname@example.org
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.
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.
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…
Posted: Monday, March 13th, 2017
CSTA is now accepting applications from regular, preservice, and retired members to serve on our volunteer committees! CSTA’s all-volunteer board of directors invites you to consider maximizing your member experience by volunteering for CSTA. CSTA committee service offers you the opportunity to share your expertise, learn a new skill, or do something you love to do but never have the opportunity to do in your regular day. CSTA committee volunteers do some pretty amazing things: Learn More…
Posted: Monday, March 13th, 2017
by Marian Murphy-Shaw
If you attended an NGSS Rollout phase 1-3 or CDE workshops at CSTA’s annual conference you may recall hearing from Chris Breazeale when he was working with the CDE. Chris has relocated professionally, with his passion for science education, and is now the Executive Director at the Explorit Science Center, a hands-on exploration museum featuring interactive STEM exhibits located at the beautiful Mace Ranch, 3141 5th St. in Davis, CA. Visitors can “think it, try it, and explorit” with a variety of displays that allow visitors to “do science.” To preview the museum, or schedule a classroom visit, see www.explorit.org. Learn More…