January/February 2018 – Vol. 31 No. 2

Teachable Moments

Posted: Friday, February 1st, 2013

by Amanda L. Smith

What do natural disasters, national holidays, international wars, and bizarre events all have in common?  These can all be incorporated into your classroom as “teachable moments.”  A teachable moment is not something that you can typically plan for, and often may cause you to digress from your original lesson plan; however, it provides an organic way to maximize “the moment”, which in turn, captivates the interest of the students in ways that pre-planned lessons might not.

One of my favorite ways to incorporate teachable moments in the classroom is to start with my current events bulletin board.  Each week, I bring in articles about current topics within the scientific community. These are often brief articles, such as one on a new fossil organism that was discovered, or perhaps an explanation on a large solar magnetic storm coming up. Students can borrow the articles to read during silent reading and free time, and it gives them a great opening to ask questions and inquire about the world around us.

Living in California provides a multitude of teachable moments, especially when it comes to natural disasters.  Depending on where you live in California, each year you may deal with flash floods, extremely hot and extremely cold temperatures, wild fires, and of course, earthquakes.  Even if a major earthquake occurs in another country students may hear about it on the local news and ask about it in class.  I find that because I teach science, that my students think that I am the “knower of all things science-related.”  I’ve found that even though I may not be the most knowledgeable about earth science, or an expert on the ins and outs of earthquakes, I can still use the moment to tell the students what I do know, and let them know that I will do my own research and expand my own understanding about it, too. It’s great when we can show our students that even though we’re teachers, we’re still learning, too!

Great ways to incorporate discussions can come from a variety of methods: oral discussion (with lead-in questions, such as, “Did you hear about…?”; “Why do you think that…?”; “What might have happened if…?”); written work like drawing pictures of the event or process leading up to the

event or writing poetry about the event; compare and contrast with another previous event (Hurricane Sandy versus Hurricane Katrina); mathematical investigations (altitude of clouds; changes in barometric pressure; graphing “p” and “s” waves in a recent earthquake); interviews (asking family members how they felt about a major historical event of the past, and making connections to how current families feel about the recent event); and so many more!

New teachers are often so caught up with trying to cover more than they have time for, already, that they miss out on these teachable moments or feel like they just can’t possibly take advantage of them.  The longer that I have been teaching, the more I’ve adopted a, “go with the flow,” mindset, because I figure if my students are more interested in the meteor that hit northern Peru than my planned lesson on Newton’s Laws, I am willing to part with my plan and discuss the meteor. Learning to be flexible was difficult for me as a new teacher, but has proven more beneficial for my students in the long run.  Although it can be unsettling to be off of your pacing guide or divert from your normal lesson plan, it is usually well worth it in the end.  Ultimately, as science educators, our goal is to educate children within the vast world of science; not just stick to the plan.

Written by Amanda Smith

Amanda Smith is a science teacher at Wilder’s Preparatory Academy Charter School and a member of CSTA.

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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!

WHO SHOULD ATTEND
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!

OVERVIEW
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.

REGISTER

http://bit.ly/ACCELERATINGINTONGSS

DATES & LOCATIONS
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.

Find Your Reason to Engage

Posted: Monday, January 15th, 2018

by Jill Grace

I was recently reflecting on events in the news and remembered that several years ago, National Public Radio had a story about a man named Stéphane Hessel, a World War II French resistance fighter, Nazi concentration camp survivor, and contributor to the United Nation’s Universal Declaration of Human Rights. The story focused on a book he had published, Time for Outrage (2010).

In it, Hessel makes the argument that the worst attitude is indifference:

“Who is in charge; who are the decision makers? It’s not always easy to discern. We’re not dealing with a small elite anymore, whose actions we can clearly identify. We are dealing with a vast, interdependent world that is interconnected in unprecedented ways. But there are unbearable things all around us. You have to look for them; search carefully. Open your eyes and you will see. This is what I tell young people: If you spend a little time searching, you will find your reasons to engage. The worst attitude is indifference. ‘There’s nothing I can do; I get by’ – adopting this mindset will deprive you of one of the fundamental qualities of being human: outrage.  Our capacity for protest is indispensable, as is our freedom to engage.”

His words make me take pause when I think of the status of science in the United States. A general “mistrust” of science is increasingly pervasive, as outlined in a New Yorker article from the summer of 2016. Learn More…

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Written by Jill Grace

Jill Grace

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