by Laura Henriques, David Andrews, and Jaime Arvizu

This is the fifth in a series of articles related to using on-line resources to support student learning. Each article highlights a different National Science Digital Library (NSDL) resource used in the Building Locally, Linking Globally project (NSF DUE  0735011).

MERLOT is the Multimedia Educational Resources for Learning and Online Teaching. Highlighted in an earlier eCCS article, MERLOT (www.merlot.org)  is a free service. There are several things that MERLOT provides. The on-line library of peer reviewed teaching and learning materials (called “learning objects”) is searchable by grade, topic and type. The e-portfolio generator called Content Builder is a free, simple way to create professional portfolios and classroom based websites. Both of these features were highlighted in Jaime Arvizu and Sara Meadows’ article. The feature of MERLOT which we are highlighting in this article is MERLOT Voices.  Learn More…

by Carolyn Holcroft

The Academic Senate for California Community Colleges (ASCCC) is a nonprofit organization that seeks to advance community college education in California. Title 5 of the California Code of Regulations grants the ASCCC authority to represent community college faculty to the California Board of Governors (BOG) and the Chancellor’s Office, serving as a unified faculty voice in matters of statewide concern. In keeping with this purpose, the ASCCC holds two plenary meetings each year. These provide community college faculty with opportunities to discuss issues facing California educators, and the meetings culminate in a formal resolution process to advise ASCCC leadership on how to represent CCC faculty to the BOG or Chancellor’s Office. Learn More…

by Laura Henriques

As you likely know, the final version of the Next Generation Science Standards will be released at the end of this month. Learn More…

by Valerie Joyner

Betsy Fulwiler is the developer of the nationally recognized, “Expository Writing and Science Notebook Program,” a part of the Seattle Public School System.  She is a pioneer in the development of strategies for students to deepen their understanding of science through writing.

In 1996, with funding from the NSF, the Seattle’s Public System set out to make a systemic change from their Pre-K-5 science instruction to an Inquiry-Based Science Program throughout the district.  Fulwiler, an active participant in this reform effort, was excited to begin teaching her students using the new inquiry skills she had learned.  However, she found it challenging to teach her elementary students to write about science, and this marked the beginning of her journey to research and develop writing practices that encouraged analytical thinking in her students’ writing.  Learn More…

by Laura Henriques

CSTA has two different awards that honor individuals. The CSTA Future Science Teacher Award recognizes promising college students with potential to be an outstanding science educator. Learn More…

by Laura Henriques

It’s that time of year when students start to think about which high school classes they will take next year, and teachers and professional organizations are joining in the effort to help recruit students to take physics. Dean Baird, an award winning physics teacher from the Sacramento area, has put together some fliers and the AAPT has created a poster, “Top 10 Reasons to Take Physics,” which can be useful for recruiting students. For those students who are already thinking about college admission and college readiness, the A-G requirements help guide their planning and guidance counselors, teachers and parents also play a role in helping students decide whether to take a fourth year of math or a third (or fourth) year of science. Intuitively we already know that taking more math or science will help students be successful, and there is much data to support this idea. More high school math and science correlate with increased success in college, regardless of major, and STEM fields are employing candidates at higher rates (and the pay is pretty good!). These can be strong selling points when trying to convince students and their parents that a year of physics or another year of math really will be good for them. Learn More…

by Annette Huddle

For over 40 years, the San Francisco Botanical Garden Society has been committed to providing opportunities for city children to explore and learn in the SF Botanical Garden, located in the heart of Golden Gate Park. We’ve grown tremendously from our earliest days when a small core of committed volunteers created guided walks for school groups and now serve more than 10,000 children a year with a variety of programs throughout the seasons. However, our emphasis has remained consistent as we strive to connect children with the natural world and take advantage of their innate curiosity to increase their engagement and understanding. In addition to direct service to children, the Youth Education Program also provides professional development opportunities for teachers, building their interest, commitment and skills in working with children outdoors, whether in our garden, in a school yard or a near-by park. Learn More…

by Valerie Joyner

Congratulations to CSTA member and STEM Educator,  Katherine Schenkelberg, of West High School, in Torrance, CA! Katherine was recently awarded one of the 2013 Vernier/NSTA Technology Awards. An appointed panel of experts selected her for her innovative use of data-collection technology.  “The use of data-collection technology in the classroom helps foster students’ interest in STEM education and provides them with engaging, hands-on opportunities for scientific investigation,” said David Vernier, co-founder of Vernier and a former physics teacher. “For ten years Vernier and NSTA have recognized innovative STEM educators through this award and this year’s winners are no exception – their projects and programs truly utilize the power of data-collection technology as part of the teaching and learning process.” Learn More…

by Jessica Sawko

The date for legislators to introduce legislation for this year has passed and this year’s legislative agenda and several bills are on CSTA’s list of bills to watch.

Leading the list is SB 300 (Hancock). Existing law prohibits the State Board of Education from adopting instructional materials until the 2015–16 school year. This bill would require the state board to consider the adoption of a revised curriculum framework and evaluation criteria for instructional materials in science on or before November 30, 2015, and would require the revised curriculum framework to be based on specified science content standards. This bill is the key next step that will need to take place after the anticipated adoption of new science standards by the State Board of Education this November. Learn More…

by Lisa Hegdahl

If you are like me, you are being asked to begin implementing the Common Core Standards in my science classroom.  With the help of district trainings, and a curriculum coach to observe delivery of my literacy instruction, I have managed to do so.  Although the lessons have been reasonably successful, I realized I tended to move quickly back to science processes where students are doing science – asking questions, making predictions, and testing hypothesizes.  This past week, though, I had the opportunity to visit a literacy lesson taught by the 8^th grade science team at Rancho Medanos Junior High in Pittsburgh, California.  I ended the day knowing it’s possible to combine science processes with reading literacy in a way I had not considered before.  Learn More…

by Amanda Smith

Writing is a powerful, effective tool to help students learn and understand science. When students write for you, their teacher, their explanations often lack clarity and precision because they realize you already know and understand the content matter.  But when their target audience knows nothing about the content matter, the student’s explanation must be much more thorough and clearly written. Consequently, a great way to get your students to learn actively and improve their writing, too, is to have them write about a specific science concept and choose a “layperson” intended audience such as a parent, friend, or sibling.  Sometimes I ask my students to write as someone or something else, such as the journey of a single blood cell through the circulatory system from the perspective of the blood cell.   Students often enjoy choosing their own format for writing, so even though you give them the topic, consider allowing them to choose whether they want to write an essay, letter, poem, or comic strip with illustrations. This provides the teacher with a fun group of assignments to read and grade, and gives students a chance to truly showcase their interests and talents while deepening their understanding of science in the process. Learn More…

New Embarcadero Gem to Feature 150 New Exhibits, Bay Observatory, Outdoor Gallery and Free Civic Space

On April 17, 2013, the Exploratorium will open at Pier 15 at the heart of the revitalized San Francisco waterfront radically improving access to visitors from all over the world and dramatically enhancing the size and scope of the museum. With three times more space overall than its previous home, the new Exploratorium will engage the curiosity and creativity of visitors of any age as they explore 150 brand ­new exhibits amongst more than 600 that will be on view. For the first time, the Exploratorium expands its investigations into the bay, city, and outdoor landscape. Learn More…

Join us for Super SIRC (Science in River City) Science Saturday on May 4 from 9 am to 3:30 pm at Sacramento State!  This 1-day science conference is designed to deepen teachers’ understanding of science through hands-on, minds-on labs and activities, connecting the Science Content Standards and Common Core. Attend your choice of three breakout sessions from a set of grade level and subject-specific workshops. Breakfast and lunch is provided, and professional development hours are available.  SIRC (Science in the River City) is hosted by the Sacramento Area Science Project and the Center for Mathematics and Science Education at Sacramento State. To register or learn more, visit www.csus.edu/mase/sircsaturday.htm or email Debbie Dennick at debbie@csus.edu. Learn More…

by Eric Lewis

“It’s just that time of the year again.”  I hear that all the time as I travel from school to school and from teacher to teacher.  Between state testing, APs, finals and projects, teachers and students alike are moving at a swifter pace than all year.  My experience is that this pace is only going to continue into the summer and next year.  I hope that folks will all find interesting things to do in your area – we’re lucky to have so much great science in our region.  Also, there are many great summer opportunities for work/professional development for us, too.  Of course, many of us just need some time to recharge over the summer – enjoying family, traveling and reading the stack of books that built up over the school year.  I do hope that you all have a great end-of-year and fantastic summer vacation. Learn More…

by Dean Gilbert

In order to clarify the ambiguities and misconceptions that may exist regarding the document, Next Generation Science Standards, I have developed this simple chart that lists what the NGSS is and is not. Learn More…

by Jeanine Wulfenstein

Region 4 is buzzing with anticipation of the NGSS and the roll out of the Common Core Standards and districts in the region continue to strategize to determine the best manner for standards implementation in their classrooms. The Riverside County Office of Education (RCOE) has been offering a series of professional development opportunities to familiarize teachers with the Common Core State Standards and the anticipated changes in assessements.  The RCOE professional development calendar lists upcoming Common Core training opportunities.  For more information, access http://rcoe.k12oms.org/index.php. Learn More…

by Laura Henriques

On April 8^th, 2013, Achieve released the final version of the Next Generation Science Standards. Last week three in-person and one online town hall meetings took place across the state. These meetings allowed stakeholders to provide input and feedback about the standards to the California Department of Education. The Superintendent’s Science Expert Panel will review all of the input collected via these hearings and provide guidance to the State Superintendent. Learn More…

Have an idea for Photo of the Month?  Submit your photo for a future Photo of the Month.

Please submit your photo via email along with permission to use the photo to admin@cascience.org.  Be sure to include a description of the image in your email.

Click here for answer to last month’s photo

by Rick Pomeroy

On April 22nd, the Superintendent of Public Instruction (SPI) convened a Science Experts Panel (SEP) consisting of about 20 teachers, teacher educators, scientists, engineers, and leaders in science education to review the Next Generation Science Standards. The Panel was charged to provide recommendations to the SPI on the content and format for the new California science standards as he prepares his recommendation for the new California science standards to be presented to the State Board of Education in July. Learn More…

by Philip Hudec

Who says a conference has to be all about work?

Join us for the 2013 California Science Education Conference on October 25-27 in Palm Spring to learn, grow, and have a lot of fun.  Workshops and Short Courses will give you the opportunity to collaborate with colleagues and to build your knowledge base, while Field Courses will get you outdoors to investigate all that the beautiful Sonoran desert has to offer. Learn More…

by Michelle French

Since the public reviews of the Next Generation Science Standards have come to a close, like many primary teachers, I’ve been wondering what science will look like in kindergarten, first, and second grade classrooms.  Learn More…

by Dean Gilbert 

The California Department of Education has released the 2012 edition of the Science Safety Handbook for California Public Schools.  Thanks to the efforts of representatives from various state agencies, educational and research institutions, the Science Safety Handbook, available in PDF format, has been thoroughly edited to provide updated information on:

• state and federal legislation affecting science instruction,
• first aid issues in the classroom,
• general laboratory safety precautions,
• safety in the biology, chemistry and physics laboratories,
• legal citations, safety agreements, laboratory safety checklists and tests, field trip permission forms, plus many other ancillary support documents.

An added feature in this 2012 edition is a chapter devoted entirely to Safety in the Elementary Science Classroom. Learn More…

Video courtesy of Infinite Thinking Machine www.infinitethinking.org 

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 third installment of the seven practices overview, with use-them-now tips for your classroom. The first six science practices can be found in our February issue of eCCS,  March issue of eCCS, and April issue of eCCS. Learn More…

by Laura Henriques

The National Science Foundation provides Robert Noyce Scholarship Grants to numerous universities and colleges to support STEM majors who commit to teach in high need schools. The Noyce Scholarship program is highly competitive. Applicants must have a degree in a STEM field, a high GPA, and demonstrated desire to work with at risk/high need students. Prospective teachers who are selected to be Noyce Scholars get financial and programmatic support as they complete their bachelor’s degree and credential. In return for the financial support they must teach one year for each semester of funding. California has had 62 Noyce programs at 35 different campuses, each of which supports 20-40 students over the life of the grant. Preliminary data suggests that the Noyce Scholars remain as teachers in high need schools long after they have worked off their commitment. What a wonderful investment this is for our state!  Learn More…

It is a photo of:

“SOL Grotto, 2012. 1368 glass tubes, paint. Fabrication: Matarozzi Pelsinger, Rael San Fratello Architects. SOL Grotto is a contemporary take on a grotto or Throeau’s cabin – a spartan retreat that is a space of solitude and close to nature – where one is presented with a mediated experience of water, coolness and light. The SOL Grotto also explores Solyndra’s role as a company S#@t Out of Luck. 1,368 of the 24 million high tech glass tubes destined to be destroyed as a casualty of their bankruptcy, are used in the installation. The tube’s original role as a light concentrating element is extended to transmit cool air into the space via the Venturi effect, to amplify sounds from the adjacent waterfall via the vibrations of the tubes cantilevering over the creek, and to create distorted views of the garden. The form of the electric blue array evokes Plato’s Allegory of the Cave where shadows, light and sounds can call reality into question.”

http://botanicalgarden.berkeley.edu/whatsnew/NaturalDiscourse/artists.shtml

Responses from Readers:

Peter A’Hearn:  Rush hour in little blue circle land.

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