January/February 2018 – Vol. 31 No. 2

Science and Math: Working to Connect NGSS and CCSS

Posted: Tuesday, September 2nd, 2014

by Peter A’Hearn

All science people know that there is a strong connection between science and math, so finding the connections between the Next Generation Science Standards and the Common Core Math Standards should be a no brainer. Last year, Palm Springs USD conducted a dozen Science/Math lesson studies to explore the connections. We found many strong connections and also identified some challenges in putting the two sets of standards together.

The math and science teachers used a modified version of the K-12 Alliance TLC lesson study to plan their lessons. There were two teams from grades 6, 7, and 8, and teams for Earth Science/Algebra, Biology/Geometry, and Chemistry/Algebra II. Some of the lessons clicked perfectly, some failed awkwardly, and many lessons were learned about the challenges of implementing NGSS and the Math Common Core Standards.

One of the Biology/Geometry teams focused on data analysis (part of Geometry in the CCSS). They decided to do a science lesson based on HS-LS4-3:

In a pre-lesson, the class acted as predators of two kinds of beans in a cup. When they chose beans without looking they preferentially chose the larger kidney beans over smaller pinto beans. The lesson began with a discussion of the class data:  AHearn_Image1

Students made predictions and then graphed the data to find a best-fit line to generate a prediction for when the kidney bean population would go extinct.

Once students had practiced with this self-generated data, they were given real world data on local populations of mesquite trees.

AHearn_Image2
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Students graphed the data and made a prediction about the year when there would no longer be a mesquite-based ecosystem along the San Andreas Fault in Desert Hot Springs, CA.

Lessons Learned – The NGSS standard is really about natural selection, but the real world data we used wasn’t really comparing two competing populations. The NGSS is asking students to interact with real world data sets. We couldn’t find any readily accessible real world data about advantageous vs. disadvantageous traits. The data is out there but much of it isn’t in student and teacher ready to use formats. (Thanks to KD Fleming from the UCR Center for Conservation Biology for the Mesquite Data!) (P.S. The reason for the drastic decline in Mesquite population is probably due to the declining water table due to groundwater pumping)

The 6th grade team decided to focus on the water cycle and real world data. They looked at data on the declining water level in Lake Mead using real time data. AHearn_Image4Based on the trends in the graph, students were asked to predict (based on evidence) what the blue curve would look like for the rest of 2014.

Lessons learned – Most 6th graders have a very hard time using evidence to make a prediction. Many predicted that people would start saving water or that there would be huge rainstorms and had curves that went up ignoring the pattern in the data. Some believed that their graphs had to stay within the boundaries of the page and so couldn’t follow the downward trend of the past two years. Both the Common Core and the NGSS place a strong emphasis on the use of evidence. We learned through the lesson studies we conducted that teachers will have hard work to do to help our students to learn to follow the evidence instead of their opinions and hopes.Teachers need to work hard to find the right questions to ask to help kids look at evidence. They also need to work on helping kids understand what kinds of evidence count in math and science.

By the way – here’s what really happened: AHearn_Image5

Scary huh?

The Chemistry/Algebra II team had a hard time finding standards that provided a strong link between their subjects. They decided to use the change of pH of lemon juice at different concentrations as a model of a log function: AHearn_Image6

 

Lessons Learned – Probeware gave us some really nice results. There were some good discussions about how much to let kids struggle with figuring out how to do the dilutions. The biggest challenge was that to find a math alignment we had to create a lesson on acid-base chemistry, which doesn’t have an NGSS standard attached to it. Note that it is important to understand that the NGSS is understood as representing the floor, not the ceiling – this means that it is okay to go beyond the standard in teaching. We also decided that acid-base systems are a type of equilibrium system, which is an NGSS Standard.

Other teams created lessons on probability in genetics, graphs of motion, scaling craters on a map, and mathematically modeling the relationship between force, mass, and acceleration.

Trying to create common science and math performance tasks (and even science, math, ELA) presents its own set of opportunities and challenges. We are trying to do this so students spend fewer days testing and so that we can make the connections between the subjects apparent. In the 6th grade teachers in our district teach both math and science, so developing common assessments makes sense.

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The challenge is to really understand what both the Common Core and the NGSS are asking for and then find the commonalities. We have discovered that the NGSS assessment boundaries sometimes need to be crossed to bring the math up to grade level. For example this middle school energy standard:

“Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.” (MS-PS3-5)

… comes with this assessment boundary:

“Assessment Boundary: Assessment does not include calculations of energy.”

However, to make a common math/science assessment we do need the students to multiply decimals, which means calories of heat transferred. The key in designing an assessment is to have students show that they understand heat flow in non-mathematical ways as well so they aren’t just memorizing a procedure to get the answer.

The connections between the NGSS and the Math Common Core are strong and we can do great things for our students by working closely with our math colleagues. There will also be hard work and frustration as we try to fit our two sets of standards and two ways of looking at math together.

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Written by Peter AHearn

Peter AHearn

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

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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!

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.

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.