January/February 2018 – Vol. 31 No. 2

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.

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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.

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California Science Test Academy for Educators

Posted: Thursday, February 15th, 2018

California Science Test Academy for Educators

To support implementation of the California Science Test (CAST), the California Department of Education is partnering with Educational Testing Service and WestEd to offer a one-day CAST Academy for local educational agency (LEA) science educators, to be presented at three locations in California from 8:30 a.m. to 3:30 p.m. As an alternative to traveling, LEA teams can participate virtually via WebEx on one of the dates listed below.

The dates and locations for the CAST Academy are as follows:

  • Monday, April 23, 2018—Sacramento
  • Wednesday, April 25, 2018—Fresno
  • Thursday, April 26, 2018—Irvine

The CAST Academy will help participants develop a deeper understanding of the assessment design and expectations of the CAST. The academy also will provide information and activities designed to assist educators in their implementation of the California Next Generation Science Standards and three-dimensional learning to help them gain an understanding of how these new science assessment item types can inform teaching and learning. The CAST Academy dates above are intended for school and district science instructional leaders, including teacher leaders, teacher trainers, and instructional coaches. Additional trainings will be offered at a later date specifically for county staff. In addition, curriculum, professional development, and assessment leaders would benefit from this training.

A $100 registration fee will be charged for each person attending the in-person training. Each virtual team participating via WebEx will be charged $100 for up to 10 participants through one access point. Each workshop will have the capacity to accommodate a maximum of 50 virtual teams. Each virtual team will need to designate a lead, who is responsible for organizing the group locally. Registration and payment must be completed online at http://www.cvent.com/d/6tqg8k.

For more information regarding the CAST Academy, please contact Elizabeth Dilke, Program Coordinator, Educational Testing Service, by phone at 916-403-2407 or by e‑mail at caasppworkshops@ets.org.

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.

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…

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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.