July/August 2017 – Vol. 29 No. 8

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.

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.

Leave a Reply

LATEST POST

CTC Seeking Educators for Science Standard Setting Conference

Posted: Wednesday, August 16th, 2017

The Commission on Teacher Credentialing (CTC) and Evaluation Systems group of Pearson are currently seeking California science educators to participate in a Science Standard Setting Conference for the California Subject Examinations for Teachers (CSET) program. Each standard setting panel is scheduled to meet for one-day, in Sacramento, California. The fields and dates are listed below:

Multiple Subjects Subtest II (Science), Monday, October 2, 2017
Science Subtest II: Physics, Monday, October 2, 2017
Science Subtest II: Chemistry, Tuesday, October 3, 2017
Science Subtest II: Life Sciences, Wednesday, October 4, 2017
Science Subtest II: Earth and Space Sciences, Thursday, October 5, 2017
Science Subtest I: General Science, Friday, October 6, 2017

The purpose of the conference is for panel members to make recommendations that will be used, in part, by the Commission on Teacher Credentialing (CTC) in setting the passing standard, for each field, in support of the updated California Subject Examinations for Teachers (CSET).

Click here to nominate educators. If you are interested in participating yourself, complete an application here for consideration.

Eligibility:

Public school educators who are:

• Certified in California
• Currently practicing (or have practiced within the last school year) in one or more of the fields listed above. 

College faculty who are:

• Teacher preparation personnel (including education faculty and arts and sciences faculty)
• Practicing (or have practiced within the last school year) in one or more of the fields listed above, and
• Preparing teacher candidates in an approved California teacher preparation program.

 Benefits of Participation Include:
• Receive substitute reimbursement for their school (public school educators only),
• Have the opportunity to make a difference in California teacher development and performance,
• Have the opportunity for professional growth and collaboration with educators in their field,
• Be reimbursed for their travel and meal expenses, and
• Be provided with hotel accommodations, if necessary.

For more information, visit their website at www.carecruit.nesinc.com/cset/index.asp

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 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.