New School-Year Science Resolutions: My Top Five List
Posted: Wednesday, September 1st, 2010
by Michelle French
At the end of the last school year, I sat in my first grade classroom, stared at the empty walls, and reflected upon the year. That time of quiet and uninterrupted peace also allowed me to start dreaming of what my classroom environment and curriculum will look like next year. As I looked at the wall that displays my students’ work in science, I began thinking about how I could build upon what I did in science this year and make next year even better. So, I narrowed down the five areas where I felt I could use some rejuvenation, research, and refinement. I thought that perhaps my “Top Five List” of science resolutions might be helpful to others as we start off a new year.
1) Ensure that my classroom environment is a safe place for children to ask questions, take risks, and learn from each other … not just from me. Last year, I went over basic classroom survival rules right off the bat: take turns and share, clean-up after yourself, keep all parts of our bodies to ourselves, etc. This year, in addition to those rules, I would like explore norms for discussion from the start. I delayed introducing norms for discussion last year, and I felt like I was playing catch-up the rest of the year. Ready, Set, SCIENCE! Putting Research to Work in K-8 Science Classrooms (2008) by the National Research Council states, “Proficiency in science entails skillful participation in a scientific community in the classroom and mastery of productive ways of representing ideas, using scientific tools, and interacting with peers about science.” Even children in K-2 classrooms are capable of engaging in these types of productive content-driven discussions. By having my students engage in scientific discussions when school begins, I hope to have students understand that it is okay to respectfully disagree with each other, feel safe even if they don’t know something, and know that their peers can help them find answers to questions.
2) I will craft questions and talk stems that: engage students, allow all students to participate, and lead to higher level thinking. As I went through our adopted science materials last year, I noted that many of the questions were designed to elicit “right there” or “yes/no” answers. I felt that there were missed opportunities in the curriculum for asking higher level questions. While reading through Activating & Engaging Habits of the Mind (2000), Arthur L. Costa and Bena Kallick propose that teachers should “…formulate and pose questions that intentionally challenge students’ intellect and imagination.” They also state that the level of questions that I mentioned finding in my curriculum is important for data gathering. The next two levels that move students forward in their metacognitive abilities are processing and then speculating, elaborating, and applying concepts. The authors break down questions in a way that is very easy to follow. In a nutshell, they state to select:
- First, an invitational stem
- Next, the cognitive operation (Data Gathering; Processing; or Speculate, Elaborate, and Apply)
- Then, chose internal content (focus on feelings/emotions, thoughts, or reactions) or external content (focus on the lesson, the event, or the other students, etc).
A sample first grade science question could be “How might we (invitational stem) compare and contrast (processing level) the goldfish and the millipede (external content)?” Costa and Kallick have provided me a blueprint to help me as I am crafting my own questions/talk stems and analyzing existing textbook questions.
3) I will look for every opportunity to make science meaningful, relevant, and accessible for all of my students. In Teaching with the Brain in Mind (1998) by Eric Jensen, the author states, “It’s not more content that students want; it’s meaning.” One of my most eye-opening moments last year actually came during a social studies lesson. A very bright, inquisitive girl asked me, “Mrs. French, why do we need to know this?” I obviously hadn’t made the lesson meaningful for her. Ready, Set, SCIENCE! advocates using “practical or applied problems” to engage students in using what they already know to find solutions. So, my plan of action to accomplish this will include accessing prior knowledge, creating problems for students to work on in collaborative groups, and scaffolding the science content/process skills that will support the problem.
4) I will attend the 2010 California Science Education Conference in Sacramento, October 22-24. I am already registered and ready to go. The last two years I attended the CSEC, I came away excited and more prepared to teach science. I have looked through the extensive list of workshops that are available to K-2 teachers and have picked the ones that I know will strengthen my teaching. I also can’t wait to meet with other K-2 teachers from around the state. This is a great opportunity to hear about what is going on in the world of science education. The networking alone is reason to attend.
5) I will try not to be so stressed-out. My self-imposed stress should dissipate because I am going to follow my first four resolutions. My goal is to work smarter, not harder. Even though my resolutions will take more time initially, I know that in the long run, time spent with my students will be much more productive. I will have: predesigned, targeted questions; norms for discussion established early in the year; designed problems that engage and motivate my students; been rejuvenated from attending the CSEC.
I hope that my list of resolutions is helpful to other primary teachers. If you would like to talk to me about anything I mentioned in this article or anything else that I might be able to help you with, please feel free to contact me at email@example.com. In the subject field, please put that you are emailing me about CSTA.
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.
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…
Posted: Monday, March 13th, 2017
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…
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…
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…