Posted: Friday, July 1st, 2011
by Rick Pomeroy
This column will appear regularly with a selection of some of my favorite science activity ideas gleaned from over 35 years of classroom teaching and classroom observations. I take no credit for the creation of most of these activities. Any similarity to activities included in copyrighted material, texts, or online media is coincidental. These activities simply represent lessons that I have seen or taught that engaged students and promoted critical thinking or problem solving. A common philosophy of the activities presented here will be the use of data, scenarios or story problems, or simply asking questions instead of providing information. If you have questions or comments, please feel free to contact me at email@example.com.
The “e” Alternative
One of the most popular activities that I have observed at many grade levels is the “e” lab. Used as an introduction to microscopes, the lab, as normally presented, asks students to look at a letter “e” under a microscope at low, medium, and high power, drawing what they see. Typically, students notice that the “e” is upside down and backwards, and, if they pay attention to detail, their drawings show some representation of the changing size of the “e” at higher and higher magnification. In most cases, students calculate total magnification for each slide.
The “e” Alternative offers all of these same opportunities but the focus is not on looking at the “e” for the sake of the “e” but as a way to answer a question. In this case, a scenario is set up where students must look at letters printed with different types of inks, on different types of paper, by different types of printers and draw some evidence-based conclusions about which sample matches a note provided by the instructor. In my case, I set up the scenario that one of my students finds my coffee cup and writes me a note offering to give it back to me. Unfortunately, they forget to put their name on the note so I look at assignments that they have turned in, matching the ink, paper, and printer type with the note to identify who has the cup. (The “assignments” are really samples prepared by the teacher as a source of data to compare to the note.) A key difference between this and the traditional “e” activities is that the students are asked to look at the samples for a reason. They have to draw conclusions about which students’ papers most closely match the note and they have to write a justification about their decisions based on what they see under the microscope.
Though the above scenario sounds relatively contrived to teachers, students enjoy the challenge of matching the correct sample to the note and they have to develop the ability to write an explanation that focuses on observations and avoids inference (the new Common Core Standards for English/Language Arts require this type of technical writing at many grade levels.) A side benefit of this activity is that students see that different types of paper look much different under a microscope and different types of ink and printing are distinctly different when viewed under the microscope.
When I set up this activity, I print the student samples on a variety of cotton bond, standard copier paper, ink jet paper, and photo papers using ink jet or laser printers, a typewriter, and a photocopier. Given four types of paper and four printing options yields up to 16 combinations, which may be too many to complete in one class period. There is no magic combination as long as you make sure that there are discernible differences between the papers you choose and the printer types selected.
Rick Pomeroy is science education lecturer/supervisor in the School of Education, University of California, Davis and is CSTA’s president.
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…