The Next Generation of California Science Standards
Posted: Friday, March 1st, 2013
by Rick Pomeroy
What will California science standards look like at this time next year? At present, we really don’t know. As we saw with the number of changes between the first and second public drafts of the Next Generation Science Standards (NGSS), and with the large number of reviews received by Achieve (thank you to those who were able to take time of out your busy lives to submit a review), this means we still can’t be sure what the final NGSS will be until they’re released later this month. Even if we knew now, we still do not necessarily know what the California science standards will look like. As explained in last month’s president’s column, the NGSS release by Achieve, Inc. only starts the process. At this time, there is no guarantee that the State Board of Education (SBE) will adopt the NGSS, in their final form. Before the SBE’s final adoption of new standards occurs, State Superintendent of Public Instruction (SSPI), Tom Torlakson, must recommend new science standards that are based on the NGSS between the release of the final version of the NGSS and the presentation of the recommended science standards to the SBE the Superintendent will collect public comment and hear testimony from stakeholders. The SBE will then have four months to review the SSPI’s recommendation and make their own decision to adopt, amend, or reject the SSPI’s proposal. In the end, the version of science standards that will manifest in California is still unknown.
Given this uncertainty, what can we do to prepare for the changes that are bound to occur? First, we can take a lesson from the standards that have already been adopted – both Mathematics and English-Language Arts have the Common Core State Standards. Though the California implementation of those standards is just beginning, there are several lessons we can already take from them. In math, there is a major emphasis on the practices and applications of mathematics, and it will no longer be sufficient to memorize formulas for solving difficult problems or “find the right answer” without being able to explain what it means. Instead, greater emphasis is placed on the practices associated with using mathematics to understand real world problems. In the same vein, we already know that, regardless their final format, the new science standards will emphasize the realities of science, engineering, and technology and the practices and applications that tie all those subjects together. With this in mind, we can begin engaging our students in modeling and thinking critically. We can work to incorporate real world technology and engineering examples in our classes. We can help our students learn to create mental models of the phenomena that they observe everyday and pursue a deeper understanding of how those models work. For example, rather than just requiring student to memorize the stages of meiosis we must begin to help them build understanding of the connections those processes share with biodiversity, understanding cancer, and disease heritability. In the process, we will better engage our students and may motivate them to pursue further studies in the STEM fields.
Similarly, the ELA Common Core standards contain specific expectations for including more non-fiction reading and technical writing in science classes. Already, their implementation is having a significant impact in our science classes. More and more, teachers are including technical writing in their lessons by setting higher expectations for linking evidence to conclusions. These are excellent tools for improving students’ scientific reasoning and communication skills, which we know will be central to any new science standards that strive to prepare students for college and career. As science educators, we can help improve these skills by incorporating authentic reading and writing as part of the science curriculum to demonstrate the importance of context. By making literacy a key part of the science curriculum instead of a subject all its own, science will be seen as an integral part of the core curriculum.
Although we don’t know what the next generation of science standards will be in California there is no reason to sit idly by waiting for a bolt of lightning from on high to define them for us. There are many things we can already do within the context of the already-adopted Common Core Standards that will support and ease the implementation of new science standards. Any task that engages our students in critical thinking, problem solving, and the general practices of science, technology, engineering, and math can only serve to better prepare them for the college and careers of their futures.
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…