May/June 2017 – Vol. 29 No. 7

Getting Your Primary Classroom Ready for Science!

Posted: Tuesday, August 5th, 2014

by Valerie Joyner

It’s hard to believe summer vacation is almost over and it’s time to plan for a new school year. As primary teachers, you know the importance of building the foundations with your young students during the year to support their futures as students, lifelong learners, and informed citizens. A critical component of these educational foundations is science! But, where do you start?

There are many questions to consider as you plan for a successful year of science learning. What initial steps will you take with NGSS? When is the best time of year to cover life science, physical science, and earth science? When will science fit into your school day? How will students record and share what they observe, do, and learn? How will you manage science hands-on activities and realia in your classroom? Will you plan a field trip to enrich and enhance students’ science learning? What routines will you need in place for “Science Talk?” The list goes on!

With so many questions, possibilities, and of course circumstances specific to each school, workable, effective plans will vary widely. Ultimately you’re the best judge of what works for your situation, so here are some ideas and options to consider, combine, and adapt as you plan.

Classroom Set-Up
Giving thought to your classroom set-up now will allow you greater access to making science successful through the year. Science-ready classrooms include a corner or table where you and your students can share science related realia, specimens, and books to support a unit of study. Plan where to keep your science supplies, materials, and resources. You might also consider seating arrangements geared for science. Since early explorations are often with partners and small groups, some teachers like clustered seating or table groups. Figure out where “Science Talk” will take place at the end of each science lesson.

Science Routines
Establishing classroom routines is also a vital component to successful science experiences and learning. These routines fall into three categories: 1) hands-on science experiences, 2) recording/sharing science learning, and 3) “Science Talk.”

Routines to establish for students’ hands-on activities include establishing who will gather materials, who will perform the activities, and who will cleanup materials. Some teachers use a card or job system to establish who will be the “Getter,” “Recorder,” and “Worker.”

Recording and sharing science experiences and learning begins with a science journal or notebook, so determine what your science journals/notebooks will look like. Some options are teacher-made individual unit journals or whole class booklets or charts. It can even be binders or three-ring pocket folders for older primary students. The choice you make will set the groundwork for the remainder of the year.

The routines you set for science notebooks should include rules for making entries. For example, they should always include the date, and drawings should be accurate (e.g. no pink butterflies just because they like pink) and labeled. Of course developmental abilities of the students must always be taken into account. For a kindergartener entries may involve dictation, sentence strips, stamped dates, or content printed on self-stick labels. Establishing the routine is the critical part, one that can be built upon through the years.

A third routine to plan for is “Science Talk,” where students share what they experienced and begin to make claims based on evidence. A second grade student might say, “I noticed the ice melted and became water (liquid), and became ice (solid) again when I froze it” and “When we cooked the egg, it went from a liquid to a solid, but we couldn’t make it a liquid again. Therefore I think some changes made by heating and cooling can be reversed and some cannot” (NGSS 2-PS1-4).
Expectations and rules about taking turns, making comments about other student’s statements or ideas, and how to use evidence to support claims need to be established in the very first “Science Talk” and practiced throughout the school year.

CSTA believes science should be taught to every student, every day, every year. While that is our goal, we understand that the real constraints placed on you – by your principal,parents, district, and state – have a direct impact on your ability to teach science. Thedesire to teach science as often as possible, combined with a thoughtfully set-up room and practical routines established at the outset, will help you to find time for science in the classroom more effectively and frequently

Written by Valerie Joyner

Valerie Joyner

Valerie Joyner is a retired elementary science educator and is CSTA’s Primary (grades K-2) Director.

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Participate in Chemistry Education Research Study, Earn $500-800 Dollars!

Posted: Tuesday, May 9th, 2017

WestEd, a non-profit educational research agency, has been funded by the US Department of Education to test a new molecular modeling kit, Happy Atoms. Happy Atoms is an interactive chemistry learning experience that consists of a set of physical atoms that connect magnetically to form molecules, and an app that uses image recognition to identify the molecules that you create with the set. WestEd is conducting a study around the effectiveness of using Happy Atoms in the classroom, and we are looking for high school chemistry teachers in California to participate.

As part of the study, teachers will be randomly assigned to either the treatment group (who uses Happy Atoms) or the control group (who uses Happy Atoms at a later date). Teachers in the treatment group will be asked to use the Happy Atoms set in their classrooms for 5 lessons over the course of the fall 2017 semester. Students will complete pre- and post-assessments and surveys around their chemistry content knowledge and beliefs about learning chemistry. WestEd will provide access to all teacher materials, teacher training, and student materials needed to participate.

Participating teachers will receive a stipend of $500-800. You can read more information about the study here: https://www.surveymonkey.com/r/HappyAtoms

Please contact Rosanne Luu at rluu@wested.org or 650.381.6432 if you are interested in participating in this opportunity, or if you have any questions!

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.

2018 Science Instructional Materials Adoption Reviewer Application

Posted: Monday, May 8th, 2017

The California Department of Education and State Board of Education are now accepting applications for reviewers for the 2018 Science Instructional Materials Adoption. The application deadline is 3:00 pm, July 21, 2017. The application is comprehensive, so don’t wait until the last minute to apply.

On Tuesday, May 9, 2017, State Superintendent Tom Torlakson forwarded this recruitment letter to county and district superintendents and charter school administrators.

Review panel members will evaluate instructional materials for use in kindergarten through grade eight, inclusive, that are aligned with the California Next Generation Science Content Standards for California Public Schools (CA NGSS). 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.

Lessons Learned from the NGSS Early Implementer Districts

Posted: Monday, May 8th, 2017

On March 31, 2017, Achieve released two documents examining some lessons learned from the California K-8 Early Implementation Initiative. The initiative began in August 2014 and was developed by the K-12 Alliance at WestEd, with close collaborative input on its design and objectives from the State Board of Education, the California Department of Education, and Achieve.

Eight (8) traditional school districts and two (2) charter management organizations were selected to participate in the initiative, becoming the first districts in California to implement the Next Generation Science Standards (NGSS). Those districts included Galt Joint Union Elementary, Kings Canyon Joint Unified, Lakeside Union, Oakland Unified, Palm Springs Unified, San Diego Unified, Tracy Joint Unified, Vista Unified, Aspire, and High Tech High.

To more closely examine some of the early successes and challenges experienced by the Early Implementer LEAs, Achieve interviewed nine of the ten participating districts and compiled that information into two resources, focusing primarily on professional learning and instructional materials. 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.

Using Online Simulations to Support the NGSS in Middle School Classrooms

Posted: Monday, May 8th, 2017

by Lesley Gates, Loren Nikkel, and Kambria Eastham

Middle school teachers in Kings Canyon Unified School District (KCUSD), a CA NGSS K-8 Early Implementation Initiative district, have been diligently working on transitioning to the Next Generation Science Standards (NGSS) integrated model for middle school. This year, the teachers focused on building their own knowledge of the Science and Engineering Practices (SEPs). They have been gathering and sharing ideas at monthly collaborative meetings as to how to make sure their students are not just learning about science but that they are actually doing science in their classrooms. Students should be planning and carrying out investigations to gather data for analysis in order to construct explanations. This is best done through hands-on lab experiments. Experimental work is such an important part of the learning of science and education research shows that students learn better and retain more when they are active through inquiry, investigation, and application. A Framework for K-12 Science Education (2011) notes, “…learning about science and engineering involves integration of the knowledge of scientific explanations (i.e., content knowledge) and the practices needed to engage in scientific inquiry and engineering design. Thus the framework seeks to illustrate how knowledge and practice must be intertwined in designing learning experiences in K-12 Science Education” (pg. 11).

Many middle school teachers in KCUSD are facing challenges as they begin implementing these student-driven, inquiry-based NGSS science experiences in their classrooms. First, many of the middle school classrooms at our K-8 school sites are not designed as science labs. 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 NGSS 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.

Celestial Highlights: May – July 2017

Posted: Monday, May 8th, 2017

May Through July 2017 with Web Resources for the Solar Eclipse of August 21, 2017

by Robert C. Victor. Twilight sky maps by Robert D. Miller. Graphs of planet rising and setting times by Jeffrey L. Hunt.

In spring and summer 2017, Jupiter is the most prominent “star” in the evening sky, and Venus, even brighter, rules the morning. By mid-June, Saturn rises at a convenient evening hour, allowing both giant planets to be viewed well in early evening until Jupiter sinks low in late September. The Moon is always a crescent in its monthly encounters with Venus, but is full whenever it appears near Jupiter or Saturn in the eastern evening sky opposite the Sun. (In 2017, Full Moon is near Jupiter in April, Saturn in June.) At intervals of 27-28 days thereafter, the Moon appears at a progressively earlier phase at each pairing with the outer planet until its final conjunction, with Moon a thin crescent, low in the west at dusk. You’ll see many beautiful events by just following the Moon’s wanderings at dusk and dawn in the three months leading up to the solar eclipse. Learn More…

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Written by Robert Victor

Robert Victor

Robert C. Victor was Staff Astronomer at Abrams Planetarium, Michigan State University. He is now retired and enjoys providing skywatching opportunities for school children in and around Palm Springs, CA. Robert is a member of CSTA.