January/February 2018 – Vol. 31 No. 2

Kindergarten Teachers Take On the Next Generation Science Standards (NGSS)

Posted: Wednesday, November 16th, 2016

by Karal S. Blankenship and Claudia Mitchell

Science in Kindergarten is no different than teaching science in other grades. Students come to us full of wonder, resulting in endless questions. We strive to provide opportunities for our students to become active listeners, use critical thinking skills, to observe, and to make sense of the work around them. This provides our students the chance to develop a deep appreciation for science. This is nuts and bolts of the Next Generation Science Standards (NGSS).

Our journey with the NGSS began with the California NGSS K-8 Early Implementation Initiative Grant. Teachers were brought together to deepen their understanding of science, at an adult level, using the same strategies we would then take on with our students. At the same time we were learning more about the NGSS and learning to think about more than just the science ideas we used to think of as our content. We were learning how to include the Crosscutting Concepts and Science and Engineering Practices along with the Disciplinary Core Ideas to make our lesson plans three-dimensional.

After that first summer institute, we went to work in small grade level groups. We came together twice during the school year, planning a lesson that would then be taught in one of our classrooms by the group and then be taken back to all our classrooms to try on our own. When planning, our goal was to include the three dimensions of the NGSS. As with any good lesson, we learned that not everything can be included in that “one perfect lesson,” but we learned that as we thought of the flow of lessons, the three dimensions helped to guide our long range planning.

This is the lesson that we created in the spring of 2016. Try it out. There are some important shifts we were thoughtful about in the lesson, but because they are so natural for students, they make sense and will come naturally to the teacher after a while. There are just a few more components to think about when planning. For example, we want the students to engage more, to talk, and to question.

5E Lesson Plan: Kindergarten Pushes and Pulls

Students discovering how gentle and hard pushes affect the speed of a ball.

Students discovering how gentle and hard pushes affect the speed of a ball.

This lesson was planned to introduce the learning sequence. When we came together to plan we realized that in kindergarten, “pushes and pulls” are not easily identified. So we discussed how our learning sequence should include multiple opportunities to observe “pushes and pulls.” We also realized that the Science and Engineering Practice of “Analyzing and Interpreting Data” would be the most useful to help students discover ideas around the concept of push and pulls. While the Performance Expectation K-PS2-1 called for “Planning and Carrying out Investigations”, we chose to focus on getting students to really look at what was happening with the balls and learning how to interpret what they were seeing. Since we planned this lesson as an introduction to the learning sequence, we knew we could include “Planning and Carrying out Investigations”, later in the sequence. Future lesson included taking the students outside to focus on “really” hard pushes, and what happens to the direction the ball takes. After several opportunities to explore and explain pushes, we moved to pulls, and finally, collisions. This is where we chose to include “Planning and Carrying Out Investigations.”

One of our big “aha’s” was centering the lesson around a phenomenon the students would try to explain. As we wrestled with the use of phenomenon in the lesson, we discovered the students let us know if we had found something that really triggered their thinking. When we did, students talked about and referred to the phenomenon throughout (and that even carried over into other lessons). That was when we knew we had found a quality phenomenon. If students only talked about it during the one lesson, we knew it didn’t encourage their connections deeply enough.

We have also realized that because groups of children are different each year, we have to be prepared, always be looking for quality ideas to introduce new information. Don’t worry if things don’t go the way you intended. Student-centered instruction means that you have to build from your students’ understanding. This last year we had to be ready to adapt, to provide students experiences to answer the questions they still had, and we had to keep reading resources that support the NGSS. We found that when we thought our students were taking us off topic, they were really just needing another step to build their understanding and that we had not provided experiences to bridge their learning. This helped us be more careful planners of instruction.

Useful NGSS Resources:

National Research Council (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press.

NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. (2013).

References:

Walt Disney Animation Studios. (2011, November 16). The Mini Adventures of Winnie the Pooh: Stuck at Rabbit’s House. Retrieved from https://www.youtube.com/watch?v=UDm3NlSSJyg&feature=youtu.be

Authors:

Karal S. Blankenship is a kindergarten teacher at SDUSD, and a Core Leadership Team Leader of the CA NGSS K-8 Early Implementation Initiative, and a member of CSTA.

Claudia Mitchell is a kindergarten teacher at Cherokee Point Elementary, SDUSD, a Lead Teacher in the CA NGSS K-8 Early Implementation Initiative, and a member of CSTA.

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.

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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.