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: 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…