January/February 2018 – Vol. 31 No. 2

Patterns of Survival

Posted: Friday, May 20th, 2016

by Joey Noelle Lehnhard

To develop a scientific understanding of the natural world, students need lots of time to observe that world and notice patterns. In fact, the Next Generation Science Standards tell us, “noticing patterns is often a first step to organizing phenomena and asking scientific questions about why and how the patterns occur.” This may be different from the way we’ve guided student observations in the past. Before, we might ask for detailed sentences about color, size, and shape. We might have encouraged students to add an illustration and stopped there. However, focusing students on pattern identification can foster authentic engagement with a phenomenon and can lead to opportunities for deeper meaning making.

Finding patterns in the natural world often requires getting out of the classroom. To both contextualize content and develop a conservation ethic, it’s important for young students to study their local environment, rather than exotic ones. So exploring your schoolyard, a field site, or local habitats exhibited by your area zoo or aquarium is an excellent way to engage students in this crosscutting concept. Educators at the Monterey Bay Aquarium recently developed the following PreK-2nd grade curriculum piece, which you can lead with your students at any informal science institution or outdoor site. We’ll use the rocky shore as an example, but you can use any habitat that is accessible to you or available on your next field trip. (We’re a bit biased, but we think the rocky shore is pretty amazing.)

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Our activity centers around the focus question, What patterns do we see in animals that live in the rocky shore? You might choose to begin this activity by introducing the focus question to students. First, we access prior knowledge about the habitat by asking if any of the students have ever been to a tide pool. We discuss the various creatures they saw there and create a shared list. Then, we read the book In One Tide Pool by Anthony D. Fredericks aloud with students and add to the list of animals they think they might find in the rocky shore.

Lehnhard_May-16-Image1At the Aquarium, students spend time exploring the rocky shore touch pools. Coming back together, each student or group of students chooses three animals they saw in the touch pools. They return to the touch pools, as well as other exhibits, to carefully observe those three animals and record their thoughts by taking photos with an iPad or other mobile device, sketching the animal in a science notebook, or talking about what they see with a chaperone. Then students use a sentence frame to construct an explanation about patterns they observed in animals that live in the same habitat. For example, one recent student wrote: “In the rocky shore, the sea star, sea urchin and anemone all stick to rocks.” Other patterns they identify in the rocky shore might include: needing water, having a hard shell, or eating kelp.

Lehnhard_May-16-Image2Each student then shares the pattern they found and tries to think of why that pattern might be helpful to the animals that live in that habitat. This can be facilitated in small groups by each chaperone or as a whole group in a quieter part of the facility (the back deck of the Aquarium works well for this). In response to the next sentence frame, a student might write: “In the rocky shore, I think sticking to rocks helps animals survive. I think this because of the strong waves.”

Later, back in the classroom, students use their photos, illustrations, observations, and completed sentence frames to create a screencast to communicate their thinking. We use the free version of Educreations, but any screencast program or application would work. Depending on time, students can share their screencasts with a partner, a small group, the whole class or at a school event.

Lehnhard_May-16-Image4Finally, we return to our focus question: What patterns do we see in animals that live in the rocky shore? We review the patterns we identified and the reasons we think those patterns are helpful. This often leads to more sophisticated discussions about adaptations (body parts and behaviors) and the needs of living things. One way we help solidify student understanding is to end the activity with a meaning-making science talk.

Content Connections:

This activity could support a variety of NGSS performance expectations including

  • K-LS1: Use observations to describe patterns of what plants and animals (including humans) need to survive.
  • 1-LS1: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

The current draft of the California Transitional Kindergarten Science Standards also includes this standard that may be applicable: PreK-LS1.3: Recognize that living things have habitats in different environments suited to their unique needs.

If you decide to have your students create screencasts, a variety of Common Core State Standards can be addressed as well, including:

  • Language Arts, W.K.6, W.1.6, W.2.6 Writing: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
  • Language Arts, SL.1.5 Speaking and Listening: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
  • Language Arts, W.K.2 Writing: Use a combination of drawing, dictating and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Lehnhard_May-16-Image5Field trips to the Monterey Bay Aquarium are always free. Register for next year in May.

Joey Noelle Lehnhard is a Senior Education Specialist at the Monterey Bay Aquarium and CSTA member. Find her on Twitter @JoeyElle or Email: jlehnhard@mbayaq.org.

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.

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California Science Test Academy for Educators

Posted: Thursday, February 15th, 2018

California Science Test Academy for Educators

To support implementation of the California Science Test (CAST), the California Department of Education is partnering with Educational Testing Service and WestEd to offer a one-day CAST Academy for local educational agency (LEA) science educators, to be presented at three locations in California from 8:30 a.m. to 3:30 p.m. As an alternative to traveling, LEA teams can participate virtually via WebEx on one of the dates listed below.

The dates and locations for the CAST Academy are as follows:

  • Monday, April 23, 2018—Sacramento
  • Wednesday, April 25, 2018—Fresno
  • Thursday, April 26, 2018—Irvine

The CAST Academy will help participants develop a deeper understanding of the assessment design and expectations of the CAST. The academy also will provide information and activities designed to assist educators in their implementation of the California Next Generation Science Standards and three-dimensional learning to help them gain an understanding of how these new science assessment item types can inform teaching and learning. The CAST Academy dates above are intended for school and district science instructional leaders, including teacher leaders, teacher trainers, and instructional coaches. Additional trainings will be offered at a later date specifically for county staff. In addition, curriculum, professional development, and assessment leaders would benefit from this training.

A $100 registration fee will be charged for each person attending the in-person training. Each virtual team participating via WebEx will be charged $100 for up to 10 participants through one access point. Each workshop will have the capacity to accommodate a maximum of 50 virtual teams. Each virtual team will need to designate a lead, who is responsible for organizing the group locally. Registration and payment must be completed online at http://www.cvent.com/d/6tqg8k.

For more information regarding the CAST Academy, please contact Elizabeth Dilke, Program Coordinator, Educational Testing Service, by phone at 916-403-2407 or by e‑mail at caasppworkshops@ets.org.

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.

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.