January/February 2018 – Vol. 31 No. 2

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.

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Written by Peter AHearn

Peter AHearn

Peter A’Hearn is the Region 4 Director for CSTA.

5 Responses

  1. HELP!!! If I see another tri-fold board it will be too soon! My students did their projects & presented their results on Prezi. The blowback was astounding. Many teachers were positively hateful. What can we do to get out of the 20th century and into the 2st?

  2. Your point of view is interesting, and I do not disagree with it, however let me offer another, along with some questions that I struggle with…..

    The science fair must undergo drastic change in order to comply with the NGSS. The basis of the science fair is the scientific method, a linear, concrete process that does not depict how science is really done by scientists. If you look in the NGSS they never mention the scientific method, nor do they encourage this linear model of science. There is a shift to a “science flowchart” such as the one depicted in the “Understanding Science” website with no predetermined path.

    If this is the case, 1)what will science fair projects look like and, 2)without this concrete, linear model, how do we tech the process (other than classroom inquiry based activities hoping they get the idea enough to apply them to their own investigations)?

    Carl Erickson
    8th grade science teacher and department chair in Santa Clara

  3. Good points Meg and Carl. I agree that science fair is too tradition bound and will need to adapt to the fuller view of science practices in the NGSS. I does however provide many students with their only opportunity to”do science” and is a great way to tie science to the Common Core. A great alternative model for running a science fair is the Placer County STEM Expo that was presented at the last CSTA conference. http://stemexpo.org/

  4. Peter, thanks for writing this blog. A few of us here at Education Development Center also think science fairs can offer an opportunity for kids to be exposed to science practices. In fact, we’ve just been funded for a national study that will be specifically looking at to what extent participation in a school science fair enhances students’ mastery of science and engineering practices (SEP), as well as what student-, teacher- and school-level factors contribute to or inhibit students gains in SEP mastery. More info on our project can be found here: http://ltd.edc.org/re-imagining-science-fairs

  5. I need some assistance. I’m trying to align my elementary school’s science fair to the NGSS. Does anyone know of a judging rubric that could be used? Thank you.

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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!

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!

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.



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.