January/February 2018 – Vol. 31 No. 2

Middle School Integrated Science – Getting Over It!

Posted: Tuesday, August 11th, 2015

by Peter A’Hearn

6th graders design bionic hands as they study how body systems work together in a unit that was moved to 6th grade this year- photo by Peter A’Hearn

6th graders design bionic hands as they study how body systems work together in a unit that was moved to 6th grade this year- photo 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.

Three-Year (“Fast”) Integrated Middle Grades Science Sample Implementation Plan

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.

Chemical engineering in 8th grade will move to 7th grade under the integrated model.

Chemical engineering in 8th grade will move to 7th grade under the integrated model.

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.

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Written by Peter AHearn

Peter AHearn

Peter A’Hearn is the Region 4 Director for CSTA.

3 Responses

  1. I saw you in Longbeach. We decided to go integrated because it made sense to us. You gave us a handout that had a series of questions that could be used to connect the cross cutting concepts to pretty much any lesson. We did alien invasion (like a snowball fight) I think in that session. I really liked your quality questions, but I can’t find my copy. Is there any way you could send me a copy or direct me to them? Thanks.

  2. Hi Heidi- The crosscutting concept questions and symbols can be found at: http://crosscutsymbols.weebly.com/


  3. More propaganda from the author.
    The Fordham Institute offers another perspective:

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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!

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!

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.



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.