September/October 2017 – Vol. 30 No. 1

Moving into Summer: Maintaining Student Engagement

Posted: Monday, June 20th, 2016

by Bret States, CSTA Region 1 Guest Contributor

The Secondary Integration of Modeling in Mathematics and Science (SIMMS) Project began in June of 2014 as part of cohort 10 of the California Math and Science Partnership Grant. We currently have 54 high school math and science teachers participating in 60 hours of intensive training and 24 hours of follow up classroom support. The intensive training includes a week-long summer institute, four ½ day Saturdays, plus 9 hours of online/independent training. The follow-up classroom support comes in the form of two rounds of lesson studies.

When the Next Generation Science Standards (NGSS) were officially adopted by the California State Board of Education in 2013, it became clear that teachers wanted specialized professional development. Modeling is one of the science and engineering practices and is a key component of NGSS. Models and/or modeling is mentioned 181 times in the 9-12 NGSS! According to Appendix F – Science and Engineering Practices in the NGSS,

Models include diagrams, physical replicas, mathematical representations, analogies, and computer simulations. Although models do not correspond exactly to the real world, they bring certain features into focus while obscuring others. All models contain approximations and assumptions that limit the range of validity and predictive power, so it is important for students to recognize their limitations. (NGSS Release, p. 6)

And as we all know, computer technology has become an integral part of our daily lives and it should therefore be an integral part of student’s education. What better way is there to engage and maintain student engagement than the use of computer models and simulations as a tool for deeper understanding of math and science?

We are currently wrapping up our second year of this three-year grant. Our professional development model is based on year 1 – training, year 2 – implementation and year 3 – dissemination.  The purpose of this article is to shed light or disseminate information on how we have implemented computer modeling and simulations into 5E lessons and will also give tips on how other educators can benefit from the extensive work that has been done.

Mathematical modeling and scientific modeling are quite different but as the SIMMS project has discovered, the integration of the two is quite powerful. According to the Common Core State Standards Initiative website:

Modeling links classroom mathematics and statistics to everyday life, work, and decision-making. Modeling is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions. Quantities and their relationships in physical, economic, public policy, social, and everyday situations can be modeled using mathematical and statistical methods. When making mathematical models, technology is valuable for varying assumptions, exploring consequences, and comparing predictions with data.

SIMMS Teachers have successfully collaborated during lesson studies in cross-curricular math and science teams to develop 5E lesson plans. The central focus of these lessons are based around the idea of modeling and are aligned to both NGSS and Common Core State Standards for Mathematics (CCSS-M). These lessons are available at our project’s website: http://stemccm.com/ The website features:

  • Modeling 5E lesson plans for NGSS and CCSS-M
  • NetLogo Skills
  • Flipped Learning Tutorials
  • Teacher Professional Development
  • Modeling Tools
  • Statistical Tools
  • Pedagogical Skills

The library of flipped learning tutorials by students explaining how to use computer simulation tools, such as NetLogo is a perfect way to also increase and maintain student engagement in what can be a tedious challenge of computer programming or coding. The site also has sections on teacher professional development with Modeling Tools, NetLogo Skills, Statistical Tools and Pedagogical Skills. This is also where the 5E lessons are referenced by the appropriate NGSS and CCSS-M standards. Some of the lessons also have flipped learning instructional videos explaining how to implement the lesson appropriately.

NetLogo has been the emphasized modeling format that SIMMS utilizes.

NetLogo is a free, multi-agent programmable modeling environment. It is authored by Uri Wilensky and developed at the Center for Connected Learning and Computer-Based Modeling (CCL) at Northwestern University. SIMMS teachers have been trained on how to program using NetLogo to develop unique computer models and simulations or to modify existing simulations to meet their specific classroom needs.

Although NetLogo has a large model library, there isn’t a “one size fits all” site that has been found to exist.

So, here are a few other excellent sites for computer models and simulations that we have utilized as part of our work:

  • Molecular Workbench – Visual, Interactive Simulations for Teaching and Learning Science
  • PhET – Interactive Simulations for Science and Math

Here are some Mathematic Modeling/Analysis Tools:

  • GeoGebra – The graphing calculator for functions, geometry, algebra, calculus, statistics and 3D Math
  • Desmos – Graph functions, plot tables of data, evaluate equations, explore transformations, and much more – for free!

A SIMMS teacher sums it up best by saying:

“Having a simulation rather than just a worksheet makes that day an experience rather than busy work.  I teach physics and chemistry which can be very mathematical and sometimes intangible.  Every model shows some aspect of what students are learning and even if it is just a small part of what we do that day adding it to the curriculum is like adding a photo to a text book: it deepens students understanding and engagement.  A model does not need to be an entire lesson.  It can be a few minutes or you could use a few as parts of a lab.”

So as we all transition from “teacher mode” into the summer break, please consider visiting the SIMMS project’s website http://stemccm.com/ for all the resources necessary to challenge yourself and your students in developing and using computer models and simulations.

Region 1, as your districts map out their budgets to meet the needs identified in your LCAP’s, be sure you get some time to map out your professional learning. Adopting new science materials will be one step to implementing NGSS, but it is not the first step. Your time to learn should come first in the LCAP!

A few upcoming events in Region 1:

CUE Rock Star Math Edition

There is a convergence happening between math instruction and technology. Great tools like Google Sheets, Desmos, Bootstrap World and many many more available on the web are taking math off the worksheet and onto the web. This two-day math event is focused on changing how instruction is delivered in math to create a classroom workflow that moves well beyond algorithms and worksheets.

Led by classroom leaders who are directly involved in changing math instruction in their classrooms, attendees will be thrilled, entertained and inspired. The faculty for this event has world-class credentials: Fawn Nguyen, John Stevens, Matt Vaudrey, Ed Campos Jr and Michael Fenton are all Rock Star Math Instructors and will deliver rich sessions that are Common Core-Ready, digital, exciting and innovative.

More Rock Star Camps this Summer!

CUE Rock Star Camps for the Summer of 2016 open for registration on March 19th – watch for them at CUE.org/RockStar and on Twitter at #CUERockStar

JUNE

If you have attended FIT then you know that at the end of the week participants say, “This is such a great program.  How come I have never heard of it?”

Well thanks to CCS now you have!

http://www.forestryinstitute.org/

  • June 26-July 2, Shasta County
  • July 10-16, Humboldt County

The Forestry Institute for Teachers is a multi-day residence workshop developed by the Northern California Society of American Foresters, University of California Cooperative Extension, Shasta County Office of Education, The California Department of Forestry and Fire Protection, and Project Learning Tree.  The FIT Program is underwritten by a consortium of public and private sources. Since 1993, over 2,300 teachers have graduated from the program.

The goal of FIT is to provide K-12 teachers with knowledge, skills and tools to effectively teach their students about forest ecology and forest resource management practices. The program brings together natural resource specialists and teachers from rural and urban settings for one week, working side by side to gain a deeper understanding of forest ecosystems and human use of natural resources.

FIT is highly regarded professional development program that emphasized California Department of Education Content Standards including Common Core and Next Generation Science Standards.

Planning Ahead?

Those in Region 1 near San Joaquin COE might like to preview the TK-5, 6-8 and 9-12 offerings scheduled for the coming year starting in August, in addition to those still open for the summer.

Visit the webpage, http://www.sjcoescience.org/professional-development.html or contact Bret States for flyers you can share at your site! bstates@sjcoe.net / 209.468.4961

Bret States is SIMMS Project Director at the Office of STEM, Educational Services, San Joaquin County Office of Education and a CSTA member.

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.

One Response

  1. Welcome back to another academic year Region 1!
    If you are new to CSTA I hope you tune in frequently to this publication online as well as the CSTA website an Facebook communities.

    With NGSS now rolling along toward implementation in many districts statewide our Region 1 schools have lots of resources and colleagues to access through CSTA.

    I also invite each of you to consider sharing with me what you are doing and I can include it in these monthly updates.

    Marian
    mshaw@siskiyouocoe.net

Leave a Reply

LATEST POST

State Schools Chief Tom Torlakson Announces 2017 Finalists for Presidential Awards for Excellence in Mathematics and Science Teaching

Posted: Wednesday, September 20th, 2017

SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson today nominated eight exceptional secondary mathematics and science teachers as California finalists for the 2017 Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST).

“These teachers are dedicated and accomplished individuals whose innovative teaching styles prepare our students for 21st century careers and college and develop them into the designers and inventors of the future,” Torlakson said. “They rank among the finest in their profession and also serve as wonderful mentors and role models.”

The California Department of Education (CDE) partners annually with the California Science Teachers Association and the California Mathematics Council to recruit and select nominees for the PAEMST program—the highest recognition in the nation for a mathematics or science teacher. The Science Finalists will be recognized at the CSTA Awards Luncheon on Saturday, October 14, 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.

Thriving in a Time of Change

Posted: Wednesday, September 13th, 2017

by Jill Grace

By the time this message is posted online, most schools across California will have been in session for at least a month (if not longer, and hat tip to that bunch!). Long enough to get a good sense of who the kids in your classroom are and to get into that groove and momentum of the daily flow of teaching. It’s also very likely that for many of you who weren’t a part of a large grant initiative or in a district that set wheels in motion sooner, this is the first year you will really try to shift instruction to align to the Next Generation Science Standards (NGSS). I’m not going to lie to you, it’s a challenging year – change is hard. Change is even harder when there’s not a playbook to go by.  But as someone who has had the very great privilege of walking alongside teachers going through that change for the past two years and being able to glimpse at what this looks like for different demographics across that state, there are three things I hope you will hold on to. These are things I have come to learn will overshadow the challenge: a growth mindset will get you far, one is a very powerful number, and it’s about the kids. Learn More…

Powered By DT Author Box

Written by Jill Grace

Jill Grace

Jill Grace is a Regional Director for the K-12 Alliance and is President of CSTA.

If You Are Not Teaching Science Then You Are Not Teaching Common Core

Posted: Thursday, August 31st, 2017

by Peter A’Hearn 

“Science and Social Studies can be taught for the last half hour of the day on Fridays”

– Elementary school principal

Anyone concerned with the teaching of science in elementary school is keenly aware of the problem of time. Kids need to learn to read, and learning to read takes time, nobody disputes that. So Common Core ELA can seem like the enemy of science. This was a big concern to me as I started looking at the curriculum that my district had adopted for Common Core ELA. I’ve been through those years where teachers are learning a new curriculum, and know first-hand how a new curriculum can become the focus of attention- sucking all the air out of the room. Learn More…

Powered By DT Author Box

Written by Peter AHearn

Peter AHearn

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

Tools for Creating NGSS Standards Based Lessons

Posted: Tuesday, August 29th, 2017

by Elizabeth Cooke

Think back on your own experiences with learning science in school. Were you required to memorize disjointed facts without understanding the concepts?

Science Education Background

In the past, science education focused on rote memorization and learning disjointed ideas. Elementary and secondary students in today’s science classes are fortunate now that science instruction has shifted from students demonstrating what they know to students demonstrating how they are able to apply their knowledge. Science education that reflects the Next Generation Science Standards challenges students to conduct investigations. As students explore phenomena and discrepant events they engage in academic discourse guided by focus questions from their teachers or student generated questions of that arise from analyzing data and creating and revising models that explain natural phenomena. Learn More…

Written by Elizabeth Cooke

Elizabeth Cooke

Elizabeth Cooke teaches TK-5 science at Markham Elementary in the Oakland Unified School District, is an NGSS Early Implementer, and is CSTA’s Secretary.

News and Happenings in CSTA’s Region 1 – Fall 2017

Posted: Tuesday, August 29th, 2017

by Marian Murphy-Shaw

Cal

This month I was fortunate enough to hear about some new topics to share with our entire region. Some of you may access the online or newsletter options, others may attend events in person that are nearer to you. Long time CSTA member and environmental science educator Mike Roa is well known to North Bay Area teachers for his volunteer work sharing events and resources. In this month’s Region 1 updates I am happy to make a few of the options Mike offers available to our region. Learn More…

Written by Marian Murphy-Shaw

Marian Murphy-Shaw

Marian Murphy-Shaw is the student services director at Siskiyou County Office of Education and is CSTA’s Region 1 Director and chair of CSTA’s Policy Committee.