January/February 2018 – Vol. 31 No. 2

How to Shift to the 3-Dimensional Teaching of NOS for the CA NGSS: Chapter 10

Posted: Monday, June 20th, 2016

by Lawrence Flammer

Have you been wondering just how you can adapt your favorite lessons to comply with the 3 dimensions of the CA NGSS? And how to shift effectively from your “traditional” teaching style to an “authentic” scientific problem-solving approach? Well, did you read the draft version of the proposed CA Science Framework when it went out for public review last December? And did you get to chapter 10? If you did, you found answers to those first questions. If you didn’t, then DO take a look at Chapter 10.

When the draft was made public, you were strongly encouraged to read Chapters 1 and 2 first. Did you do that? I suspect that many teachers, busy with pre-vacation shut down may have put off their critique of the draft until vacation time. Then vacation time became more impacted than expected, so that critique probably became a minimal review of a specific grade level, and/or a specific subject area of particular experience and expertise. Many may have even skipped the reading of chapters 1 and 2 altogether. Well, if that describes your actions, then you may have just missed much of the material that provides excellent support for making the transition from your former teaching methods to the new expectations of the CA NGSS.

But I’m a retired science teacher. I’ve had time to read and explore many aspects of the NGSS as it was developing over the past few years. So I read Chapters 1 and 2 before digging into the topics and grade levels that are of the greatest interest to me. Chapter one pretty much confirmed most of what I had come to know about the NGSS, but there were a few aspects that were made clearer, so that was useful. But I was mainly looking for material that would actually help teachers to teach the unique features about the culture of science.

Much of the science illiteracy in our country can be traced directly to common misconceptions about the nature of science (NOS). This is not surprising given that an accurate picture of the NOS is seldom effectively presented in science textbooks or discussed in science classes. As a result, there is subsequent misuse and distrust of science by many people in our country.

Because of that, many educators have been scrutinizing the NGSS during their development to be sure that the new standards reflect more realistically the culture of science and what scientists actually do, and expect students to do the same thing in their classes. The NGSS do that. And the new CA Framework draft includes excellent suggestions and examples for implementing that NOS material, and teaching it effectively. The CA Framework mentions it in Chapter 2, and refers in several places to a more detailed treatment in Chapter 10.

All science teachers should see what has been included in the new California Science Framework (now in draft form) to help them understand and implement the NGSS. Go online to see Chapter 10: of that draft. Then note how early in this long chapter (on line 193, p. 9) begins several pages of strategies for teaching NOS. On line 216 (p. 10), it points out that “NOS must also be explicitly emphasized…” [to be effectively understood, according to research on the subject.] Then, at line 295 (p. 15), it begins a series of excellent examples to show how a topic can be integrated 3-dimensionally into a scientific problem-solving experience.

To see the contrast with “traditional” teaching, these examples start with a competent “pre-NGSS” treatment by “Ms. A.” followed by an analysis and how that approach could be modified to more closely meet the NGSS 3D mandate (line 358). This in turn is followed (line 464) by how Ms. B could provide the “Explicit Teaching of the NOS…” better-aligned with the CA NGSS  Instruction. Following this is a comparative analysis of those two examples (line 562). And this is followed with a brief example for how Mr. C could teach NOS to “young” (elementary) students in a 3D-NGSS fashion (line 581). Very compelling examples, greatly clarifying how teachers can adapt their “traditional” way of teaching to the 3D-NGSS. If you don’t have time to read the first draft of Chapter 10, be sure to read it in the second draft when the CA Science Curriculum Framework becomes available for public review, currently scheduled for June-July of 2016.

One of the likely barriers to teaching NOS explicitly is the probability that textbooks developed to teach NGSS will focus mostly on the science and engineering practices (for traditional topics), with little if any attention to key concepts of NOS. If textbooks continue to minimize NOS elements (as they have in the past), they will probably also lack engaging experiences for students to practice and reflect explicitly on any of the NOS elements that uniquely characterize science. But there is a solution.

In order to fill that likely gap, you have free access to a collection of about 25 student-centered interactive lessons that were designed to provide experiences with NOS elements explicitly. Those classroom-tested Nature of Science lessons are freely available on the ENSI website. There is also an e-text written for students that expands on those lessons. That e-text, Science Surprises: Exploring the Nature of Science, helps students to recognize the many popular misconceptions about science, and to repair them. More details about that e-text, and a teaching guide that helps to effectively integrate the lessons with the e-text, are available on the ENSI website.

Take the initiative: begin your science classes in the fall with several of those engaging NOS lessons on the ENSI website, and be sure your students follow the prompts to discuss and reflect on the aspects of science that each lesson illustrates. Then, throughout the year, you and your students can refer back to those NOS elements in the many science topics that you will explore, further reinforcing them, and deeply repairing many of the misconceptions about science. Your students will become truly scientifically literate.

LINKS USED:

Lawrence Flammer is a retired biology teacher, CSTA member, and webmaster for ENSIWEB (Evolution/Nature of Science Institutes Website). He can be reached at flammer4@gmail.com

Editor’s Note: A new version of the draft Science Curriculum Framework will be released for the second and final public review on June 28, 2016. That document will be available via http://www.cde.ca.gov/ci/sc/cf/.

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.

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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.

Find Your Reason to Engage

Posted: Monday, January 15th, 2018

by Jill Grace

I was recently reflecting on events in the news and remembered that several years ago, National Public Radio had a story about a man named Stéphane Hessel, a World War II French resistance fighter, Nazi concentration camp survivor, and contributor to the United Nation’s Universal Declaration of Human Rights. The story focused on a book he had published, Time for Outrage (2010).

In it, Hessel makes the argument that the worst attitude is indifference:

“Who is in charge; who are the decision makers? It’s not always easy to discern. We’re not dealing with a small elite anymore, whose actions we can clearly identify. We are dealing with a vast, interdependent world that is interconnected in unprecedented ways. But there are unbearable things all around us. You have to look for them; search carefully. Open your eyes and you will see. This is what I tell young people: If you spend a little time searching, you will find your reasons to engage. The worst attitude is indifference. ‘There’s nothing I can do; I get by’ – adopting this mindset will deprive you of one of the fundamental qualities of being human: outrage.  Our capacity for protest is indispensable, as is our freedom to engage.”

His words make me take pause when I think of the status of science in the United States. A general “mistrust” of science is increasingly pervasive, as outlined in a New Yorker article from the summer of 2016. Learn More…

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Written by Jill Grace

Jill Grace

Jill Grace is a Regional Director for the K-12 Alliance and is President of CSTA.