May/June 2017 – Vol. 29 No. 7

Forward Looking Retrospective

Posted: Saturday, September 1st, 2012

by Rick Pomeroy

Every year, about mid August, I start to get this funny, unsettled feeling. As I drive around town, I see more and more cars in school parking lots, lawns around school get mowed more regularly, large piles of boxes appear by the front doors of schools, and the lights at the local football stadium are on late in the evening. Like the first leaves in spring or the smell of freshly mowed grass on a warm summer day, these images of the reopening of schools signal a start of yet another school year.  These are inspiring to me and the excitement and anticipation that comes with every new school year are the feelings I look forward to and cherish.

After 37 first days of school, you would think I would get used to this but, alas, I have not. Each year, I rethink past lessons asking myself how I might make them a little better. How can I relate concepts to my students’ lives, and how can I inspire students to push themselves to new heights and new successes? These are questions that teachers everywhere share. Despite what some may perceive, we are not factory workers doing the same thing year after year. We don’t reuse the same lessons we used five years ago, and we can’t use the same examples we have used in the past. Just as the recent Mars landing brought back the joy I felt when I watched the Eagle land on the moon, I also realized that most of my students had not even been born in 1969. Since that time, entire space programs have been launched and retired and most students carry around more computing power in their cell phones than was available to the astronauts that landed on the moon. Diseases that were unknown when I started teaching have ravaged millions of lives but are now readily (but perhaps only temporarily) controlled through drugs or therapies that have been developed by the very same people I may have taught as 7th graders in my first year of teaching.

It is not just the content of science that has changed. The entire culture and environment of teaching has changed and yet our dedication to inspiring our students to be successful remains the same. We are preparing them to take their places in a society that is significantly different than that of their parents, but we are also preparing them to be successful in a society that will be significantly different than that of their children. To say that change is inevitable is almost cliché. A better view would be to say that to survive we must embrace the fact that change will happen and prepare our students to deal with those changes. We can no longer rest on the notion that possessing scientific knowledge is the key to success, but rather, must equip our students with the tools, skills, knowledge, and habits of mind to react appropriately to change, and to embrace and make that the most of opportunities that changes bring.

As I have said in previous editions of California Classroom Science, we are entering a period of rapid change in science education. Standards, assessments, technology, and even the content of science will be changing rapidly in the coming year. As we begin this new academic year, I challenge you to rethink the things you do each day. Begin to engage in the conversations surrounding the metamorphosis of science education as we have done it for fifteen years, into a science education that prepares our students for college and careers, to enter a more technologically dependent world, and to find solutions to questions not yet asked using tools not yet developed.

As you start back to school or embark on a new career as a science teacher, I would like to wish a successful start to the new year, a renewed energy to champion the importance of science education for all students, and the satisfaction to know that what you do makes a difference.

Powered By DT Author Box

Written by Rick Pomeroy

Rick Pomeroy

Rick Pomeroy is science education lecturer/supervisor in the School of Education, University of California Davis and is a past-president of CSTA.

Leave a Reply

LATEST POST

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…

Powered By DT Author Box

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…

Powered By DT Author Box

Written by Peter AHearn

Peter AHearn

Peter A’Hearn is the Region 4 Director for CSTA.