Laying the Foundation: Our NGSS Journey of Getting Elementary School Students Ready for Middle School
Posted: Thursday, January 12th, 2017
by Kim Chanda, Janel Poon, and Richard Yang
Providing quality science instruction at the elementary level is an endeavor for many general education teachers. Although intimidating, science instruction in elementary school allows students to develop skills that will enable them to compete in an increasingly scientific and technological society. As California NGSS K-8 early Implementation Initiative Teacher Leaders for Aspire Public Schools, a charter organization that focuses on providing education for underserved students in low-income neighborhoods, Richard Yang and Kim Chanda are elementary science specialists, and Janel Poon is a 6th-grade middle school science teacher.
The position of K-5 science specialist allows Richard and Kim to teach every student at their elementary site. This allows them to develop their students’ scientific understanding from one year to the next. Their elementary schools feed into Janel’s middle school, where the Next Generation Science Standards (NGSS) is continued, and practices introduced in the elementary grades can continue to grow in sophistication. Having the students feed into a common middle school allows us to monitor their learning well after they have left our site. In the three years we have been a part of this grant teaching the NGSS and emphasizing the development of student competence in the science and engineering practices, we have been able to observe our students develop through elementary to middle school and improve their understanding of scientific principles.
As teacher implementers, starting work at the beginning of this grant was an overwhelming process. During our journey, we sought out to gain a deeper understanding of the three dimensions of the NGSS for ourselves. The three dimensions being: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. As we unraveled the dimensions, we chose “Develop and Using” models, one practice out of the Science and Engineering Practices to focus our attention on.
First, we needed to redefine what we knew as “modeling.” Before the NGSS, we believed the kids were modeling when they would make a poster showing the water cycle with definitions. As we began learning about the NGSS vision of modeling, we learned that the students weren’t modeling at all they were making a “posterization” of information. A “posterization” does not actually show the student’s depth of knowledge or understanding of a scientific principle, instead, it might feature a drawing and some definitions they could have copied from a textbook. In the NGSS, a scientific model shows the students thinking and reasoning of a scientific principle. It includes drawn pictures of the seen and unseen and student written explanations of their understanding based on observations and experience. Models are made to help generate questions, predictions, and explanations. As a unit of study continues and more information is revealed, models are meant to be revised and edited to show a change of understanding from before. Discovering our own misconception we had in modeling made our focus more attainable.
Next, we implemented scaffolded models in each grade level. Students were expected to draw, explain and revise their understanding of the phenomenon they were learning, increasing the complexity of the models as the grade levels progressed. For example, in grades K-2, our focus was to get students to model what they observed by drawing pictures and labeling them. In grades 3-5, our focus was to build on what students learned in K-2 by having the students model the scientific principles behind their observations, the unseen, and to explain their models in writing. Scientific modeling is also a practice that is easily differentiated for our high English language learner population and students with special needs since no model is expected to look the same. Also, the use of pictures to explain their thought process was a good starting point for many English learners and special needs students. We found that when the students would model on whiteboards they were more likely to take risks when making explanations because they knew they would be revising it later on.
As the students progressed through the elementary grade levels, modeling became a part of an everyday occurrence. Modeling became second nature to students, and they began to use modeling to explain their reasoning without being prompted to do so.
As our students advanced into middle school, teachers began to notice the influence of elementary science education on their understanding of middle school science concepts. Students that had previously completed Richard and Kim’s fifth-grade classes were better able to use modeling to describe scientific principles, cause and effect relationships, and unseen phenomena, compared to students from outside schools. In addition, our Aspire students were more likely to collaborate with others, question deeper, look at the relationships between phenomena, and understand concepts at an abstract level.
Students who come from our Aspire elementary schools are quick to use as models to show their reasoning. They are creative in showing different ways of making connections of in-class investigations to the real world. Students who did not come from Aspire elementary schools needed more prompting and scaffolding to create models beyond a picture of the observable. It is imperative that students begin to learn science at the elementary level.
Science education at the elementary level is important in developing young minds. As grades K-5 science specialists, we have a limited amount of time per week with our students, but even just focusing on a piece of the three dimensions has shown that even a limited amount of quality science instruction is better than nothing. A little goes a long way!
Kim Chanda is an elementary science specialist for Aspire Public Schools, a teacher leader for the K-12 Alliance California NGSS K-8 Early Implementation Initiative, and a member of CSTA.
Janel Poon is a middle school teacher for Aspire Public Schools, a teacher leader for the K-12 Alliance California NGSS K-8 Early Implementation Initiative, and a member of CSTA.
Richard Yang is an elementary science specialist for Aspire Public Schools, a teacher leader for the K-12 Alliance California NGSS K-8 Early Implementation Initiative, and a member of CSTA.
Posted: Thursday, January 26th, 2017
California Alternate Assessment for Science Training Sample Is Here!
The training test for the California Alternate Assessment (CAA) for Science is now available on the CAASPP Portal CAAs Web page! This training test is the same type of embedded performance task (PT) that will be administered during this year’s pilot CAA for Science. Designed to be administered one on one, the training test PT is nonsecure and for use in preparing for the pilot CAA for Science.
The training test is aligned with the grade five California Next Generation Science Standards but can be used by students in any of the tested grades to familiarize both educators, students, parents, and stakeholders with the testing format of the pilot. The CDE is preparing a letter for LEAs to use to inform parents about this innovative test and the availability of the training test. Learn More…
Posted: Saturday, January 14th, 2017
The Council of Math/Science Educators of San Mateo County will be hosting the 41st annual STEM Conference this February 4, 2017 at the San Mateo County Office of Education. This STEM Conference is the place to get lots of new lessons and ideas to use in your classroom. There will be over twenty-five workshops and a variety of exhibitors that provide participants with a wide range of practical and realistic ideas and resources to use in their science, technology, engineering and math (STEM) programs from Pre-K to grade 12. With California’s adoption of the Common Core State Standards and the Next Generation Science Standards, we are dedicated to ensuring that we prepare our teachers to take on these educational policies.
Teachers, administrators, and parents are invited to explore the many exciting aspects of STEM education and learn about and discuss the latest news, information, and issues. This is also an opportunity to network with colleagues who can assist you in building your programs and meet new friends that share your interests and love of teaching. Register online today!
Posted: Friday, January 13th, 2017
Achieve has launched and is facilitating an EQuIP Peer Review Panel for Science–a group of expert reviewers who will evaluate the quality and alignment of lessons and units to the standards–in an effort to identify and shine a spotlight on emerging high-quality lesson and unit plans designed for the NGSS.
If you or your state, district, school, or organization has designed NGSS-aligned instructional materials, please consider submitting these in order to help provide educators across the country with various models and templates of high-quality lesson and unit plans. Learn More…
Posted: Friday, January 13th, 2017
An upcoming Perry Outreach Program on Saturday, April 22, 2017 at the Orthopaedic Institute for Children in Los Angeles, CA. The Perry Outreach Program is a free, one-day, hands-on experience for high school and college-aged women who are interested in pursuing careers in medicine and engineering. Students will hear from women leaders in these fields and try it for themselves by performing mock orthopaedic surgeries and biomechanics experiments. Learn More…
Posted: Friday, January 13th, 2017
by Jessica Sawko
January 2017 has proven to be a very busy month for science education policy and CA NGSS implementation activities. CSTA has been and will be there every step of the way, seeking and enacting all options to support high-quality science education and the successful implementation of CA NGSS.
California Department of Education/U.S. Department of Education Science Double-Testing Waiver Hearing
The year started with California Department of Education’s (CDE) hearing with the U.S. Department of Education conducted via WebEx on January 6, 2017. This hearing was the final step in California’s efforts to secure a waiver from the federal government in order to discontinue administration of the old CST and suspension of the reporting of student test scores on a science assessment for two years. As reported by EdSource, the U.S. Department of Education representative, Ann Whalen, a senior adviser to U.S. Secretary John King Jr., committed to making her final ruling “very shortly.” Deputy Superintendent Keric Ashley presented on behalf of CDE during the hearing and did an excellent job describing the broad-based support for this waiver in California, the rationale for the waiver, and California’s commitment to the successful implementation of a new high-quality science assessment. As previously reported, California is moving forward with its plans to administer a census pilot assessments this spring. The testing window is set to open on March 20, 2017. For more information visit New CA Science Test: What You Should Know.