March/April 2017 – Vol. 29 No. 6

Multimedia for Science Education

Posted: Thursday, November 12th, 2015

by Lisa Hegdahl

In the October 22nd issue of the School Improvement Network’s e-Newsletter, the Educational Strategy of the Week was The Increasing Importance of Technology in the Classroom. The article stated, “Today, with smartphones in every pocket and instant access to knowledge of virtually every kind, information technology is woven into every aspect of our children’s lives. The objective is no longer to teach children how to use the technology, but how to use the technology to best teach children.”

This month, California Classroom Science focuses on multimedia for science education. In the article “On Using Media as a Means to get Students Future – Ready or Intermediality in the Classroom,” Joseph Calmer points out that many teachers are already using a variety of media formats in their classrooms. Some use technology to organize, communicate, and inform themselves, while others use technology as a teaching tool to engage their students. Using technology in the classroom is one component of preparing our students to be “future ready”.

Anna Thanukos, Teresa MacDonald, David Heiser, and Robert Ross, in their article, “The Tree Room: A new online resource for teaching evolutionary relationships” introduce this month’s CCS readers to an online tool found on the UC Berkeley website, evolution.berkeley.edu, that helps educators make sense of evolutionary trees. Using new technology to look at “old” content is a great way to get students involved in the 3-dimensions of the Next Generation Science Standards (NGSS).

While the theme of this issue of California Classroom Science is multi-media for science education, it is also jam packed with articles that continue CSTA’s focus on helping the educators of California implement the Next Generation Science Standards. Speaking of implementation, read Ellen Raco’s article “Using Phase Changes to Remove Contaminants from Water” which gives an account of how 2nd and 5th grade teachers in the Galt and Tracy NGSS Early Implementation districts learned how to bring this real world problem to their students. A great NGSS lesson idea that you can try in your own classroom.

Articles by Pete A’Hearn & Wanda Battaglia as well as Robert Sherriff explore conversations educators are having about NGSS. “Is the NGSS Going to Ruin High School Chemistry looks at the concerns some educators have about high school NGSS courses. “Middle School Madness – Part 2, Integrated Science versus Coordinated Science” illustrates how what many people call integrated science is, in reality, coordinated science.

This November 2015 issue of California Classroom Science contains other articles by talented science educators who, along with CSTA, want to keep you informed. If you have something to contribute to California Classroom Science, visit the CSTA website for details. California Classroom Science is a great way to share your ideas with a large audience. Every one of us has something that we do in our classroom that other California educators would be excited to learn about. We are all more capable and knowledgeable when we collaborate.

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Written by Lisa Hegdahl

Lisa Hegdahl

Lisa Hegdahl is an 8th grade science teacher at McCaffrey Middle School in Galt, CA and is President for CSTA.

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California Science Curriculum Framework Now Available

Posted: Tuesday, March 14th, 2017

The pre-publication version of the new California Science Curriculum Framework is now available for download. This publication incorporates all the edits that were approved by the State Board of Education in November 2016 and was many months in the making. Our sincere thanks to the dozens of CSTA members were involved in its development. Our appreciation is also extended to the California Department of Education, the State Board of Education, the Instructional Quality Commission, and the Science Curriculum Framework and Evaluation Criteria Committee and their staff for their hard work and dedication to produce this document and for their commitment to the public input process. To the many writers and contributors to the Framework CSTA thanks you for your many hours of work to produce a world-class document.

For tips on how to approach this document see our article from December 2016: California Has Adopted a New Science Curriculum Framework – Now What …? If you would like to learn more about the Framework, consider participating in one of the Framework Launch events (a.k.a. Rollout #4) scheduled throughout 2017.

The final publication version (formatted for printing) will be available in July 2017. This document will not be available in printed format, only electronically.

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.

Call for CSTA Awards Nominations

Posted: Monday, March 13th, 2017

The 2017 Award Season is now open! One of the benefits of being a CSTA member is your eligibility for awards as well as your eligibility to nominate someone for an award. CSTA offers several awards and members may nominate individuals and organizations for the Future Science Teacher Award, the prestigious Margaret Nicholson Distinguished Service Award, and the CSTA Distinguished Contributions Award (organizational award). May 9, 2017 is the deadline for nominations for these awards. CSTA believes that the importance of science education cannot be overstated. Given the essential presence of the sciences in understanding the past and planning for the future, science education remains, and will increasingly be one of the most important disciplines in education. CSTA is committed to recognizing and encouraging excellence in science teaching through the presentation of awards to science educators and organizations who have made outstanding contributions in science education in the state and who are poised to continue the momentum of providing high quality, relevant science education into the future. 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.

Call for Volunteers – CSTA Committees

Posted: Monday, March 13th, 2017

Volunteer

CSTA is now accepting applications from regular, preservice, and retired members to serve on our volunteer committees! CSTA’s all-volunteer board of directors invites you to consider maximizing your member experience by volunteering for CSTA. CSTA committee service offers you the opportunity to share your expertise, learn a new skill, or do something you love to do but never have the opportunity to do in your regular day. CSTA committee volunteers do some pretty amazing things: 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.

A Friend in CA Science Education Now at CSTA Region 1 Science Center

Posted: Monday, March 13th, 2017

by Marian Murphy-Shaw

If you attended an NGSS Rollout phase 1-3 or CDE workshops at CSTA’s annual conference you may recall hearing from Chris Breazeale when he was working with the CDE. Chris has relocated professionally, with his passion for science education, and is now the Executive Director at the Explorit Science Center, a hands-on exploration museum featuring interactive STEM exhibits located at the beautiful Mace Ranch, 3141 5th St. in Davis, CA. Visitors can “think it, try it, and explorit” with a variety of displays that allow visitors to “do science.” To preview the museum, or schedule a classroom visit, see www.explorit.org. 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.

Learning to Teach in 3D

Posted: Monday, March 13th, 2017

by Joseph Calmer

Probably like you, NGSS has been at the forefront of many department meetings, lunch conversations, and solitary lesson planning sessions. Despite reading the original NRC Framework, the Ca Draft Frameworks, and many CSTA writings, I am still left with the question: “what does it actually mean for my classroom?”

I had an eye-opening experience that helped me with that question. It came out of a conversation that I had with a student teacher. It turns out that I’ve found the secret to learning how to teach with NGSS: I need to engage in dialogue about teaching with novice teachers. I’ve had the pleasure of teaching science in some capacity for 12 years. During that time pedagogy and student learning become sort of a “hidden curriculum.” It is difficult to plan a lesson for the hidden curriculum; the best way is to just have two or more professionals talk and see what emerges. I was surprised it took me so long to realize this epiphany. 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.