NGSS and CCSS – Science Fair Is Back!
Posted: Monday, April 1st, 2013
by Peter A’Hearn
Science Fair season is in full swing and I can’t speak for the whole state, but I know that in our region science fair participation has declined in recent years. This is especially true at the high school level but can be seen at all levels. However, I’m wondering if the Next Generation Science Standards (NGSS) and the Common Core State Standards (CCSS) mean that science fair will be making a comeback?
The decline in science fair participation can be traced to the current California Science Standards and the CST test’s emphases on treating science as bits of factual knowledge that are best assessed by multiple choice tests. The low percentages assigned to science relative to language arts and math as a part of a school’s overall test score is also a big factor. I know of several schools where the science fair was killed by administrators who decided it wasn’t worth it because the science fair takes too much time, and there isn’t an obvious connection to the test scores.
However, the NGSS has a central goal of integrating science knowledge with science practices; that is, learning how to do science is as important as knowing what science has discovered. This provides a great opportunity for integration with the CCSS emphasis on reading expository text and on using multiple sources of information to do research. There are 10 standards for reading and 10 for writing that are basically the same from K-12 with the level of complexity and sophistication increasing. I’ll show some examples from 6th grade since that’s in the middle of the pack.
- CCSS.ELA-Literacy.WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
- CCSS.ELA-Literacy.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- CCSS.ELA-Literacy.WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.
- CCSS.ELA-Literacy.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
- CCSS.ELA-Literacy.WHST.6-8.1 Write arguments focused on discipline-specific content.
- CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
If we are looking for something that already exists that will involve students in reading and writing as well as the NGSS science and engineering practices, we might want to go back to teaching and supporting science fair.
I can hear some folks grumbling about now, “Don’t the parents really do the projects? What do kids really learn by counting the number of un-popped kernels of popcorn or testing which brand of toilet paper hold the most pennies? Doesn’t science fair present an overly simplistic, cartoon version of how science is done?”
These are valid concerns but can be readily overcome when science fair is really taught and structured by teachers. It takes time and much scaffolding and will only happen if learning how to do research and how to ask questions is central to all the standards. For example, we can break science fair into chunks over several weeks’ time and by working on it in class we remove the possibility that it’s the parent doing the project. One approach is to have the student identify an area of interest, then learn how to do research while also learning about the topic, making observations, and conducting short preliminary tests. Only afterward would they then develop a testable question and a larger experiment. This is a much different process than assigning the whole project with a short due date that makes Mom and Dad scramble to the Internet to look for a project that can be done in the next hour and involves no more than a quick trip to the toilet paper aisle in the supermarket.
The vision of science practices in the NGSS is rich and goes well beyond the “scientific method” to ensure that students get an authentic sense of the scientific enterprise. It’s okay for elementary students to be introduced to “the scientific method” as a first simple introduction to science as long as they have a chance to develop a more complete picture later on in their education. The current standards lack emphasis on scientific process and probably don’t easily allow the time for students to really understand what scientists do. In contrast, the NGSS add practices like using models and arguing from evidence to experimentation with the aim of giving students a full view of how science works.
Many teachers will need training to help students develop real (not canned Internet) science fair projects. In my district we have tried to promote the idea of whole-class science fair projects in the lower grades (K-3). Students this young might not be ready to do their own projects without strong parental support but many parents aren’t able to give that level of support, for various reasons. Doing class projects, instead, will help students build a base for understanding the process in the upper grades where they will eventually do their own projects. Whole-class projects involve students brainstorming questions, jigsawing research, doing individual and whole class writing, and being guided by the teacher to design an “experiment” that controls variables. To help teachers do this we held a half-day training early in the year on how to structure class projects. The teachers were amazed when they compared the process to the CCSS English Language Arts standards. One concluded, “ the standards are practically telling us to do science fair projects!” As a result, we tripled the number of class projects that went to the district science fair this year. These represent classes where students are well on their way to learning the Common Core Standards in conjunction with the NGSS.
This potential for integrating curriculum to meet both the NGSS and Common Core Standards offers hope that administrators will soon be looking for ways to not only facilitate, but showcase science fairs at their schools.
Posted: Wednesday, October 12th, 2016
by Jessica Sawko
In June 2016 California submitted a waiver application to discontinue using the old CST (based on 1998 standards) and conduct two years of pilot and field tests (in spring 2017 and 2018, respectively) of the new science assessment designed to support our state’s current science standards (California Next Generation Science Standards (CA-NGSS) adopted in 2013). The waiver was requested because no student scores will be provided as a part of the pilot and field tests. The CDE received a response from the U.S. Department of Education (ED) on September 30, 2016, which provides the CDE the opportunity to resubmit a revised waiver request within 60 days. The CDE will be revising the waiver request and resubmitting as ED suggested.
At its October 2016 North/South Assessment meetings CDE confirmed that there will be no administration of the old CST in the spring of 2017. (An archive of the meeting is available at http://www.cde.ca.gov/ta/tg/ai/infomeeting.asp.) Learn More…
Posted: Thursday, September 22nd, 2016
by Carol Peterson
1) To celebrate the 100th anniversary of the National Park Service, Google has put together a collection of virtual tours combining 360-degree video, panoramic photos and expert narration. It’s called “The Hidden Worlds of the National Parks” and is accessible right from the browser. You can choose from one of five different locales, including the Kenai Fjords in Alaska and Bryce Canyon in Utah, and get a guided “tour” from a local park ranger. Each one has a few virtual vistas to explore, with documentary-style voiceovers and extra media hidden behind clickable thumbnails. Ideas are included for use in classrooms. https://www.engadget.com/2016/08/25/google-offers-360-degree-tours-of-us-national-parks/. Learn More…
Posted: Thursday, September 22nd, 2016
CSTA is pleased to announce the winners of the 2016 CSTA Awards for Distinguished Contributions, Margaret Nicholson Distinguished Service Award, 2014 and 2015 PAEMST-Science recipients from California, and the 2016 California PAEMST Finalists. The following individuals and organizations will be honored during the 2016 California Science Education Conference on October 21- 23 in Palm Springs. This year’s group of awardees are truly outstanding. Please join us in congratulating them!
Margaret Nicholson Distinguished Service Award
The Margaret Nicholson Distinguished Service Award honors an individual who has made a significant contribution to science education in the state and who, through years of leadership and service, has truly made a positive impact on the quality of science teaching. This year’s recipient is John Keller, Ph.D. Dr. Keller is Associate Professor, Cal Poly San Luis Obispo and Co-Director, Center for Engineering, Science, and Mathematics Education, Cal Poly San Luis Obispo. In her letter of recommendation, SDSU science education faculty and former CSTA board member Donna Ross wrote: “He brings people together who share the desire to make a difference in the development and implementation of programs for science teaching. Examples of these projects include the Math and Science Teaching Initiative (MSTI), Noyce Scholars Program, Western Regional Noyce Initiative, and the Science Teacher and Researcher (STAR) program.” Through his work, he has had a dramatic impact on science teacher education, both preservice and in-service, in California, the region, and the country. He developed and implemented the STEM Teacher and Researcher Program which aims to produce excellent K-12 STEM teachers by providing aspiring teachers with opportunities to do authentic research while helping them translate their research experience into classroom practice. SFSU faculty member Larry Horvath said it best in his letter:“John Keller exemplifies the best aspects of a scientist, science educator, and mentor. His contributions to science education in the state of California are varied, significant, and I am sure will continue well into the future.” Learn More…
Posted: Tuesday, September 20th, 2016
by Peter A’hearn
NGSS is a big shift. Teachers need to learn new content, figure out how this whole engineering thing relates to science, and develop new unit and lesson plans. How could NGSS possibly make life easier?
The idea that NGSS could make our lives easier came to me during the California State NGSS Rollout #1 Classroom Example lesson on chromatography. I have since done this lesson with high school chemistry students and it made me think back to having my own students do chromatography. I spent lots of time preparing to make sure the experiment went well and achieved the “correct” result. I pre-prepared the solutions and organized and prepped the materials. I re-wrote and re-wrote again the procedure so there was no way a kid could get it wrong. I spent 20 minutes before the lab modeling all of the steps in class, so there was no way to do it wrong. Except that it turns out there were many. Learn More…
Posted: Tuesday, September 20th, 2016
by Robert C. Victor. Twilight sky maps by Robert D. Miller. Graph of evening planet setting times by Dr. Jeffrey L. Hunt
Our evening twilight chart for September, depicting the sky about 40 minutes after sunset from SoCal, shows brilliant Venus remaining low, creeping from W to WSW and gaining a little altitude as the month progresses. Its close encounter within 2.5° N of Spica on Sept. 18 is best seen with binoculars to catch the star low in bright twilight. The brightest stars in the evening sky are golden Arcturus descending in the west, and blue-white Vega passing just north of overhead. Look for Altair and Deneb completing the Summer Triangle with Vega. The triangle of Mars-Saturn-Antares expands as Mars seems to hold nearly stationary in SSW as the month progresses, while Saturn and Antares slink off to the SW. Learn More…