Middle School Integrated Science – Getting Over It!
Posted: Tuesday, August 11th, 2015
by Peter A’Hearn
Last spring I wrote an article/blog post that addressed the growing discussion about the decision to teach middle school integrated or discipline specific science. The article gives the rationale for the change and also some different models that were considered for how to transition.
There was a lot of feedback to that post: strongly supportive, deeply skeptical, and many follow up questions. Now that Palm Springs USD has finished the first year of the transition, I thought it would be a good time to look back and see how it went.
The middle school teacher leaders who helped to make the decision chose the “fast” transition plan below. Year 2 was what we just finished. 6th grade teachers (and kids) were introduced to structure and function in living things. 7th graders tried chemistry for the first time, and 8th graders played with waves. Everyone tried a little (or a lot) of engineering.
So how did it go? Here are the benefits, the things I would think about changing, challenges, and the work left to be done:
Benefits: The energy around the Next Generation Science Standards (NGSS) in our middle schools was much higher than in high school or elementary school. Teachers at most sites were experimenting, trying extended projects, dipping into engineering, and trying to use performance tasks. Kids were engaged and excited. The leaders of our decision to go integrated had said that the content shift would be a signal to teachers that other aspects of instruction would have to change as well, and that seems to have been true. We also have a California Math Science Partnership Grant (CaMSP) called Project Prototype that is supporting middle school teachers as they transition to NGSS and the integration of engineering and that has been a big help.
We had individual sites and teachers at the high school and elementary level who worked hard on NGSS, but middle school is leading the charge. At several sites we had teachers who had taught only one grade for years, but decided to teach two grades this year or to shift levels to learn more about content.
Things I would think about changing- Many of our 6th grade science teachers, as well as the 7th and 8th grade teachers at one site teach both math and science. These teachers were already facing a huge transition with Common Core math this year and were overwhelmed trying to make shifts in science in as well. We didn’t consider this in our thinking about the transition, but it might have been a good idea to wait a year to allow the math shift to happen before introducing the science shift. That said, we would have lost the benefit of all that great NGSS energy in middle school.
Challenges: The biggest was providing resources and support for teachers, especially at the 6th grade level. We are fortunate to have two science teachers on special assignment in our district, and most of our energy went to middle school and especially 6th grade. There was lots of short focused after-school professional development to support new content. To help fill the resource gap we created packets of text from another grade level to act as supplemental material during the transition. For example, we created packets for 6th grade on structure and function in living things using pages from our 7th grade CPO text along with some outside resources from sources like the Exploratorium. I still haven’t figured out if this is okay under the Williams Act, and I’m not sure anyone has an answer to that.
Looking Forward: Next year is the big year but we will have the California NGSS Early Implementers Project (as well as Project Prototype) to help us with teacher PD and classroom follow up. Last year some great ideas came out of the content part of the summer institute and we are hoping for more this year. We will need to continue to make packets and look for resources for more units. The storage rooms at our sites will need to be reorganized as things like microscopes and chemistry supplies shift grade levels. 6th grade teachers will continue to need more support than most.
An important discussion will be about when education about HIV/AIDS will take place. It was in 7th grade and seems to fit with some of the 6th grade standards, but there are some concerns about 6th grader’s readiness for the topic.
Further ahead is the challenge of true integration. So far we have concentrated on shifting topic between grades. The bigger challenge is to create integrated units that combine standards from earth, life, and physical science to solve real world problems or explain real world phenomena in the true spirit of NGSS. This year in discussion about how to organize our units for this year, some great ideas came up. For example, could the concept of resources in California (oil, agriculture, gold, water) be used to organize the whole year of 7th grade science? It was decided that that might be too fast and that teachers first need a change to learn and get comfortable with new content.
So we know that many challenges lie ahead and that our journey has just begun.
Posted: Wednesday, October 12th, 2016
by Jessica Sawko
In June 2016 California submitted a waiver application to discontinue using the old CST (based on 1998 standards) and conduct two years of pilot and field tests (in spring 2017 and 2018, respectively) of the new science assessment designed to support our state’s current science standards (California Next Generation Science Standards (CA-NGSS) adopted in 2013). The waiver was requested because no student scores will be provided as a part of the pilot and field tests. The CDE received a response from the U.S. Department of Education (ED) on September 30, 2016, which provides the CDE the opportunity to resubmit a revised waiver request within 60 days. The CDE will be revising the waiver request and resubmitting as ED suggested.
At its October 2016 North/South Assessment meetings CDE confirmed that there will be no administration of the old CST in the spring of 2017. (An archive of the meeting is available at http://www.cde.ca.gov/ta/tg/ai/infomeeting.asp.) Learn More…
Posted: Thursday, September 22nd, 2016
by Carol Peterson
1) To celebrate the 100th anniversary of the National Park Service, Google has put together a collection of virtual tours combining 360-degree video, panoramic photos and expert narration. It’s called “The Hidden Worlds of the National Parks” and is accessible right from the browser. You can choose from one of five different locales, including the Kenai Fjords in Alaska and Bryce Canyon in Utah, and get a guided “tour” from a local park ranger. Each one has a few virtual vistas to explore, with documentary-style voiceovers and extra media hidden behind clickable thumbnails. Ideas are included for use in classrooms. https://www.engadget.com/2016/08/25/google-offers-360-degree-tours-of-us-national-parks/. Learn More…
Posted: Thursday, September 22nd, 2016
CSTA is pleased to announce the winners of the 2016 CSTA Awards for Distinguished Contributions, Margaret Nicholson Distinguished Service Award, 2014 and 2015 PAEMST-Science recipients from California, and the 2016 California PAEMST Finalists. The following individuals and organizations will be honored during the 2016 California Science Education Conference on October 21- 23 in Palm Springs. This year’s group of awardees are truly outstanding. Please join us in congratulating them!
Margaret Nicholson Distinguished Service Award
The Margaret Nicholson Distinguished Service Award honors an individual who has made a significant contribution to science education in the state and who, through years of leadership and service, has truly made a positive impact on the quality of science teaching. This year’s recipient is John Keller, Ph.D. Dr. Keller is Associate Professor, Cal Poly San Luis Obispo and Co-Director, Center for Engineering, Science, and Mathematics Education, Cal Poly San Luis Obispo. In her letter of recommendation, SDSU science education faculty and former CSTA board member Donna Ross wrote: “He brings people together who share the desire to make a difference in the development and implementation of programs for science teaching. Examples of these projects include the Math and Science Teaching Initiative (MSTI), Noyce Scholars Program, Western Regional Noyce Initiative, and the Science Teacher and Researcher (STAR) program.” Through his work, he has had a dramatic impact on science teacher education, both preservice and in-service, in California, the region, and the country. He developed and implemented the STEM Teacher and Researcher Program which aims to produce excellent K-12 STEM teachers by providing aspiring teachers with opportunities to do authentic research while helping them translate their research experience into classroom practice. SFSU faculty member Larry Horvath said it best in his letter:“John Keller exemplifies the best aspects of a scientist, science educator, and mentor. His contributions to science education in the state of California are varied, significant, and I am sure will continue well into the future.” Learn More…
Posted: Tuesday, September 20th, 2016
by Peter A’hearn
NGSS is a big shift. Teachers need to learn new content, figure out how this whole engineering thing relates to science, and develop new unit and lesson plans. How could NGSS possibly make life easier?
The idea that NGSS could make our lives easier came to me during the California State NGSS Rollout #1 Classroom Example lesson on chromatography. I have since done this lesson with high school chemistry students and it made me think back to having my own students do chromatography. I spent lots of time preparing to make sure the experiment went well and achieved the “correct” result. I pre-prepared the solutions and organized and prepped the materials. I re-wrote and re-wrote again the procedure so there was no way a kid could get it wrong. I spent 20 minutes before the lab modeling all of the steps in class, so there was no way to do it wrong. Except that it turns out there were many. Learn More…
Posted: Tuesday, September 20th, 2016
by Robert C. Victor. Twilight sky maps by Robert D. Miller. Graph of evening planet setting times by Dr. Jeffrey L. Hunt
Our evening twilight chart for September, depicting the sky about 40 minutes after sunset from SoCal, shows brilliant Venus remaining low, creeping from W to WSW and gaining a little altitude as the month progresses. Its close encounter within 2.5° N of Spica on Sept. 18 is best seen with binoculars to catch the star low in bright twilight. The brightest stars in the evening sky are golden Arcturus descending in the west, and blue-white Vega passing just north of overhead. Look for Altair and Deneb completing the Summer Triangle with Vega. The triangle of Mars-Saturn-Antares expands as Mars seems to hold nearly stationary in SSW as the month progresses, while Saturn and Antares slink off to the SW. Learn More…