January/February 2018 – Vol. 31 No. 2

The College Board’s Seven Science Practices: Practice Number Four

Posted: Friday, March 1st, 2013

by Bethany Dixon

The College Board has released seven science practices that will be shared through the disciplines. (Note: these are not to be confused with the NGSS “Science and Engineering Practices” from the Framework for K-12 Science Education.) The new Advanced Placement Curriculum Framework for AP Biology began this year, with plans for revamping AP Chemistry (2013-2014) and AP Physics (2014-2015) on the horizon. The new frameworks give students a chance to hone their skills at the lab bench, which is crucial for their success with the new AP Science Examinations and the upcoming transition to NGSS. Here is the second installment of the seven practices overview, with use-them-now tips for your classroom. The first three practices can be found in our February issue of eCCS.

 

4.     Plan and implement DATA COLLECTION strategies appropriate to a particular scientific question.

“Yes, but how do we MEASURE that?!” is a question that shouldn’t be the end to a scientific inquiry; instead, it’s part of the entire scientific process and experience. Teaching students how to arrange and collect data in an appropriate way is no easy feat, though. One group that has a handle on it is NASA’s Mars Student Imaging Project. The project helps students establish data-collection protocols and gives them the opportunity to collect and analyze data taken by the Thermal Emission Imaging System Camera on NASA’s Mars Odyssey orbiter. Teaching students to plan their own data collection method is a great way to involve students in understanding how science is built through peer review, and researching accepted protocols for different disciplines is a valuable learning experience for upper-level students.

Prompting students to looking at the way data is collected and to question each step provides them with greater insight on each aspect of the process. Asking students critical questions about even cookbook labs can help to build their inquiry skills, for example, “Why are they measuring both before and after the test?” or, “What are they looking for?” or, “Why is aseptic technique important in this lab, but not in the last one?”  Giving students choices between measuring implements for a lab slides them into creating their own data collection methods early. We can ask them to deliberate about what device or tool, (such as metric rulers, timers, thermometers, etc.) is most appropriate to measure with in order to collect the desired data. Beyond actual collection strategies, data implementation is also critical for student success. Understanding what constitutes data and how to effectively manage data during an experiment is a lesson many students learn and reinforce through experience. A favorite of mine is from “Loose in the Lab,” where students make “helicopters” of different sizes and fly them for one minute without collecting data and we explain the importance of reliable data.

After the data collection method has been established we must insure that students are collecting data appropriately. Students frequently struggle with the differences between error analysis in high school classes and uncertainty principles used in college labs. Many students in my class are able to effectively calculate error and describe significant figures but when it comes to understanding the “why” and “how” of probability and managing uncertainty in the college classroom, the differences between demonstrating (calculating) and  using (understanding and applying) error analysis can be frustrating and confusing. One technique used by the Science Education Resource Center (SERC) is to break the process into three key steps: First, teaching students how to make effective measurements and determine the differences between error and uncertainty. Second, give students the tools to measure effectively by identifying sources of error and sources of uncertainty in both individual measurements and groups of measurements. Third, students should integrate uncertainty measurement into existing lab activities on their own, blending what they’ve practiced with their own inquiry labs and pre-made labs.

Data collection and data collection strategies shouldn’t be limited to science classes. Utilize your teacher resources at your school to find out what kinds of data need to be collected on campus, or that might be valuable for math, English, or social science classes. A cross-curricular data-collection experiment on study habits is always appreciated by the counseling department, and students love collecting meaningful data and sharing their results with their peers. I also find that sharing how data is collected in other disciplines helps students who aren’t planning on majoring in science find real relevance in my course. My political science, psychology, and history majors are always impressed to find out that they can get a “leg up” in their major in research methods by understanding data collection.

Look for our next segment on the seven science practices in the next issue of ECCS including:

5.      Perform DATA ANALYSIS and evaluation of evidence.

6.    Work with scientific EXPLANATIONS AND THEORIES.

7.     CONNECT AND RELATE knowledge across various scales, concepts, and representations.

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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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.