November/December 2017 – Vol. 30 No. 2

Modeling Is Awesome

Posted: Monday, November 14th, 2016

by Peter A’Hearn

A few years ago a team of us was teaching an astronomy lesson: “What causes night and day?” Kids watched a  time-lapse of the sky over the course of several days. Then we asked the question. We gave the kids a few moments to discuss with a partner and it was obvious that they all had the same answer, “The Earth turns!”

Seems like they already understand, time to move on to the next lesson, right?

To make sure, we gave a group of students a choice of balls and lights and asked them to come up with a way to explain night and day more fully. As groups began to demonstrate their understanding, the confusion quickly became very clear. There were groups that had a slow turning Earth and a faster Sun going around. Some Suns turned into the Moon at night. Some Suns turned off at night. Some just held the balls and said they really didn’t know. We can’t actually see the Earth turning—we need to make a picture in the mind’s eye if we want to imagine what that looks like. How can we know if that picture is correct if it is not made visible?

A recent discussion about the NGSS Science and Engineering Practice of “Developing and Using Models made me think about a poem I have had posted by my desk for years.

“The world is full of mostly invisible things”

-from To David About His Education by Howard Nemerov

The complete text can be found here: https://www.poetryfoundation.org/poems-and-poets/poems/detail/52813.

I’ll wait here for a bit while you click the link and read it.

Okay… back?

It occurred to me that having kids make conceptual models that show their thinking is how we as teachers can begin to attack the “grand confusion” of the poem.

Modeling is about making the invisible visible. When we ask students to make models of their understanding, we can quickly get past the “right” words and definitions to find out what they really understand and don’t. Modeling is the practice within the NGSS that will feel new to most teachers. It is well worth teacher’s time to explore this practice and become good at getting your students to make models that make their thinking visible.  Instead of keeping our confusion about the world under our hats, modeling asks us to make our thinking visible, where we can discuss, and debate, and begin to see more steadily and whole.

Powered By DT Author Box

Written by Peter AHearn

Peter AHearn

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

Leave a Reply

LATEST POST

Priority Features of NGSS-Aligned Instructional Materials

Posted: Wednesday, November 29th, 2017

Recommendations for Publishers, Reviewers, and Educators. The California Science Teachers Association and the science teachers associations of three other Next Generation Science Standards (NGSS) west-coast states, Nevada, Oregon, and Washington, have co-authored a white paper on priority features of NGSS instructional materials. This is the first time our states have collaborated to convey a common vision on an issue of great importance for the implementation of the NGSS. We understand all too well that for meaningful shifts to happen and to support the full vision of the NGSS, strong K-12 Instructional materials are required. 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.

State Board Moves Forward Two Key Pieces Supporting CA NGSS Implementation

Posted: Wednesday, November 29th, 2017

by Jessica Sawko

CSTA President Jill Grace provides public comment at the November 8, 2017, California State Board of Education meeting.

On November 8, 2017, the California State Board of Education (SBE) took action on two items of import relating to the implementation of the California Next Generation Science Standards (CA NGSS). One item was relating to the California Science Test (CAST) and the other to instructional materials. CSTA provided both written and oral comments on both items along with providing input on what CSTA and many other advocates view as a critical component of our state’s emerging accountability system – student access to a broad course of study. 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.

NGSS – Early Attempts and Later Reflections from an Early Implementer Teacher

Posted: Thursday, November 23rd, 2017

by Christa Dunkel

  • There are so many acronyms! Where do I start?
  • What “baby step” should I take first? 
  • How can I make this happen in my elementary classroom?

All of these thoughts and more swam through my head over three years ago when I began my journey into NGSS. I was fresh from a week-long institute with the K-12 Alliance as part of the CA NGSS K-8 Early Implementation Initiative. Much of the week was spent on digging into the NGSS architecture – how the standards are set-up, how to read the standards, what each of the three dimensions meant. Now that I knew how to read them, I needed to figure out how to implement them into my classroom of 24 eight-year-olds. With some guidance from the K-12 Alliance leaders and my own district-level NGSS team, I began the process with some easy “baby steps.” 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.

CSTA Is Now Accepting Nominations for Board Members

Posted: Friday, November 17th, 2017

Current, incoming, and outgoing CSTA Board of Directors at June 3, 2017 meeting.

Updated 7:25 pm, Nov. 17, 2017

It’s that time of year when CSTA is looking for dedicated and qualified persons to fill the upcoming vacancies on its Board of Directors. This opportunity allows you to help shape the policy and determine the path that the Board will take in the new year. There are time and energy commitments, but that is far outweighed by the personal satisfaction of knowing that you are an integral part of an outstanding professional educational organization, dedicated to the support and guidance of California’s science teachers. You will also have the opportunity to help CSTA review and support legislation that benefits good science teaching and teachers.

Right now is an exciting time to be involved at the state level in the California Science Teachers Association. The CSTA Board of Directors is currently involved in implementing the Next Generations Science Standards and its strategic plan. If you are interested in serving on the CSTA Board of Directors, now is the time to submit your name for consideration. 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.

Expanding Your Definition of Informal Science Education

Posted: Wednesday, November 15th, 2017

by Lori Walsh

When deciding on a field trip, zoos, aquariums and science centers typically come to mind. These facilities offer students hands-on opportunities to make science observations using inquiry. Teachers can schedule standards aligned workshops or self-guided visits. If your students have already visited these facilities, you can broaden your options by exploring the larger world of Informal Science Education. Nature centers, non-profits, and environmental groups often also offer NGSS aligned programs in the natural setting. Your students can discover the local environment while making memorable experiences. Learn More…

Written by Lori Walsh

Lori Walsh

Lori Walsh is the Education/Operations Supervisor at SEA LIFE Aquarium at LEGOLAND California Resort and Informal Science Director for CSTA.