July/August 2017 – Vol. 29 No. 8

eXtreme GreenLab

Posted: Wednesday, August 1st, 2012

by Bethany Dixon

“Put your hand into the tank, and they’ll eat off the dead skin.” NASA senior research scientist Dr. Bilal Bomani demonstrates and a swarm of mollies nibble his fingers.  Teachers look warily at the rows of massive saltwater tanks. Following Dr. Bomani’s example, we plunge our hands in. It tickles. Since its mission is to develop in-house capabilities to study biofuels as a renewable, alternative energy source for aviation fuel, the eXtreme GreenLab at NASA’s Glenn Research Center in Cleveland is an unlikely place for hand treatments.  In May, the NASA Explorer Schools program selected 50 teachers out of the 2,800 registered NASA Explorer teachers for special recognition and the “Research Experience of a Lifetime:” an all-expenses-paid trip to work with NASA investigators in the field at one of four NASA sites (and get a free exfoliating hand treatment).  I was one of the twelve teachers who worked in the GreenLabthis summer, and here is how you can begin to implement “eXtreme Green” practices in your classroom this fall.

eXtreme Green Advisory Board Teachers (Bethany is kneeling in the front)

With apologies to Kermit, it really isn’t easy being green. Environmental marketing has made it difficult for consumers to know whether “green” companies are actually being good stewards or simply moving the problem from one sector to another. For example, using ethanol to reduce dependence on fossil fuels creates competition between farmland used for fuel and farmland used for growing food crops. This makes us choose between powering our technology or our bodies, and creates an unsustainable solution. However, understanding and protecting our home planet is a core part of the NASA mission, and Dr. Bomani’s team is dedicated to finding new ideas through research and development. Sustainable environmental practices are a key component of the work. For example, their research doesn’t use freshwater because it competes with human consumption, doesn’t compete against traditional food crops (corn, soybeans, sugarcane, etc.), and doesn’t use arable land because it competes with food crops.

In short, they have to use rocky, salty soil, non-potable, brackish water, and attempt to grow enough plants to process into fuel-quality oil. Finding plants that can survive under these harsh conditions to the point of producing enough biomass for fuel is hard enough, but NASA is attempting to use native plants in order to reduce the ecological impact. Dr. Bomani is working with halophytes (salt-loving plants) and algae with the goal of building systems that can be scaled-up for production, or scaled-down for trials or even student research in the classroom. With increased production, biofuels can be used in aviation and even space exploration.  But in the classroom, my students will be building a mini-version of Dr. Bomani’s lab to learn introductory biology and for their own inquiries based around the same question used in the GreenLab: which local plants produce the most biomass and can be grown in the most sustainable manner?

Dr. Bomani

I plan to use the lab with my high school biology students, beginning with formative assessments about the characteristics of life, (modifying the cucumber seed probe from Page Keeley’s book, for example), and watching Dr. Bomani’s TED Talk, “Plant fuels that could power a jet.” The lab setup is simple and inexpensive: one 35-gallon aquarium, a 75-gallon pump, marine sand, plants, plastic screening, PVC pipe, and freshwater mollies. Students will build a platform from PVC with the plastic screening holding the sand like a shelf in the tank. Teacher-drilled holes allow water to flow through the entire system.  Homeostasis and feedback loops are easily integrated into the next part of the investigation: slowly acclimating freshwater mollies to a marine system. Marine conditions provide a model for using salty coastal scrublands as biofuel farms. Students will germinate halophyte seeds donated from Dr. Bomani’s lab in the salty-sand top of the tank, while mollies underneath will provide nutrients to the plants. Students will be challenged to increase the amount of biomass produced in the tank and to come up with their own hypothesis about a local plant that could be a sustainable fuel crop.

By challenging students to follow the eXtreme Green example we point them toward more sustainable thinking. In your next inquiry lab, think about adding an eXtreme Green variable like non-potable water or non-arable soil. As you integrate the new engineering standards, consider the parameters of the GreenLab and think about the aspects of environmental engineering that could be applied. Which of your favorite activities can you make eXtreme Green so that they’re focused on long-term sustainability? This fall, I hope that through my work in the GreenLab I can inspire my students to put their “hands in” to research—not in the fish tank, but in a way that will positively impact their future, and maybe the future for everyone.

Links:

NASA Explorer Schools:
http://www.nasa.gov/offices/education/programs/national/nes2/home/index.html

Dr. Bomani TED Talk:
http://www.ted.com/talks/bilal_bomani_plant_fuels_that_could_power_a_jet.html

Page Keeley Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning:
http://learningcenter.nsta.org/product_detail.aspx?id=10.2505/9781412941808

NASA GreenLab:
http://www.nasa.gov/centers/glenn/events/tour_green_lab.html

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

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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CTC Seeking Educators for Science Standard Setting Conference

Posted: Wednesday, August 16th, 2017

The Commission on Teacher Credentialing (CTC) and Evaluation Systems group of Pearson are currently seeking California science educators to participate in a Science Standard Setting Conference for the California Subject Examinations for Teachers (CSET) program. Each standard setting panel is scheduled to meet for one-day, in Sacramento, California. The fields and dates are listed below:

Multiple Subjects Subtest II (Science), Monday, October 2, 2017
Science Subtest II: Physics, Monday, October 2, 2017
Science Subtest II: Chemistry, Tuesday, October 3, 2017
Science Subtest II: Life Sciences, Wednesday, October 4, 2017
Science Subtest II: Earth and Space Sciences, Thursday, October 5, 2017
Science Subtest I: General Science, Friday, October 6, 2017

The purpose of the conference is for panel members to make recommendations that will be used, in part, by the Commission on Teacher Credentialing (CTC) in setting the passing standard, for each field, in support of the updated California Subject Examinations for Teachers (CSET).

Click here to nominate educators. If you are interested in participating yourself, complete an application here for consideration.

Eligibility:

Public school educators who are:

• Certified in California
• Currently practicing (or have practiced within the last school year) in one or more of the fields listed above. 

College faculty who are:

• Teacher preparation personnel (including education faculty and arts and sciences faculty)
• Practicing (or have practiced within the last school year) in one or more of the fields listed above, and
• Preparing teacher candidates in an approved California teacher preparation program.

 Benefits of Participation Include:
• Receive substitute reimbursement for their school (public school educators only),
• Have the opportunity to make a difference in California teacher development and performance,
• Have the opportunity for professional growth and collaboration with educators in their field,
• Be reimbursed for their travel and meal expenses, and
• Be provided with hotel accommodations, if necessary.

For more information, visit their website at www.carecruit.nesinc.com/cset/index.asp

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 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.