January/February 2018 – Vol. 31 No. 2

Science Education in Primary Classrooms

Posted: Wednesday, November 2nd, 2011

by Michelle French

I would like to begin by sharing where the “Photo of the Month” found in this issue of the eCCS came from. Last year, I received one of the best presents I will ever get. Paulina, a first grader in my class, walked into my room first thing in the morning and said, “Mrs. French, I have something for you.” She proudly presented her display of painted Styrofoam and toothpicks, and in a grand gesture, handed it to me. She said, “It’s the solar system. I stayed-up until 10:00 last night, and I made it all by myself for you.” The attached note stated, “Planits is a grat way to lern about siens.” I was blown away by her attention to detail and amount of effort she put into her childlike representation of the solar system.

This gesture by Paulina not only warmed my heart, but it strengthened my resolve to provide my students with the highest quality science education I can offer. Young children crave to explore, ask questions, and begin to make sense of the world around them. It is my job as an educator to provide meaningful experiences in which this happens for my students. I know from talking with people from around the state, that for various reasons, not all teachers, administrators, and districts are able to make this happen. Please understand, I am not pointing fingers. I am in the trenches every day, and I know the pressures and stresses that occur with our job.

In order to fix a problem, we must first identify it. CSTA Region I Director and second grade teacher, Valerie Joyner, discusses in her eCCS article this month, the recently released study High Hopes-Few Opportunities-The Status of Elementary Science Education in California. This study identifies specific concerns of teachers, administrators, and districts. I would like to “piggy-back” on the points that Valerie covers in her article and highlight the key points that are found in WestEd’s Summary Report and Recommendations:

  • Less than half of principals (44%) believe it is likely that a student would receive high-quality science instruction in his or her school,
  • Nine in ten principals say science education is very important and should start early,
  • 85% of teachers say they have not received any professional development in science during the last three years,
  • 40% of elementary teachers say they spend 60 minutes or less teaching science each week, and
  • Only one third of elementary teachers say they feel prepared to teach science.

As the Primary (K-2) Director for CSTA, I feel compelled to say that we cannot continue to ignore this data. I also need to say that we are at critical crossroads. We can let this data continue to be the norm, or we get off of our rear-ends and DO SOMETHING ABOUT IT! I know times are financially tough, but this is no excuse for the state of science education in California. I know that we cannot allow our students to fail in language arts and mathematics, but we cannot continue to focus on these areas to the exclusion of science (or other curricular areas). I do not see how we can continue to deny students equal access to science, history, or the arts simply because they cannot pass a test on language or math.

Where there is a will, there is a way. This report provides some solid ideas for teachers, administrators, and districts with ways to enact change in schools. Also, as CSTA members, we are part of a network replete with expertise in both science content and pedagogy. In addition to thousands of science teacher/members, Valerie and I are here for you. If you ever have any questions, you may contact us through the CSTA website. I encourage you to reach out to teachers within your school and your district. It is amazing how much help you may find in your backyard. You will find a “comment” section at the bottom of this page. This is a great place to start asking questions. For those that are regularly teaching science, feel free to post ideas and suggestions on how you deal with the common themes of lack of time, materials, support, and personal competency in science.

Valerie also sites another study entitled “A Priority for California’s Future: Science for Students.” This study clearly states that parents and the public believe all students should receive a high-quality science education.

  • 65% of respondents believe that students should receive more science education than they received when they were in school, and
  • 47% of respondents believe that science education should begin in grades K-2.

Clearly, we have the support of our parents and the public. They mirror the concerns and desires that we do as professional educators. Reach out to them. There are financial resources available through public and private grants and websites like www.donorschoose.org. This site links potential donors with teachers expressing a need for materials. Many of the items we need to perform elementary science activities are found in the home. Parents may be willing to provide those materials and provide time to help with science activities.

For those of you that are regularly teaching science in K-2, keep it up. For those of you that are hesitant, take baby-steps. No one is expecting you to go from 0 to 100 minutes this week. Start off by looking for read-alouds and guided reading materials to expose your students to science content and its wonderful language. Try writing an expository paragraph on students’ hands-on observations of a plant. Dissect one lesson from your adopted science materials, and teach that one lesson well. Make plans to attend the 2012 California Science Educators Conference in San Jose. Valerie and I would love to hear from you on the comments section of this page regarding specific needs that we might address for K-2 teachers during the conference.

All students should receive a high quality education in all curricular areas. Fellow primary teachers, please, know that we provide the foundation for our students, and this includes science instruction. Don’t let the creativity and inquisitiveness of the “Paulinas” of the world slip through our fingers.

Resource links:

High Hopes – Few Opportunities Summary Report: http://www.cftl.org/documents/2011/StrengtheningScience_summ.pdf

High Hopes – Few Opportunities Full Report: http://www.cftl.org/documents/2011/StrengtheningScience_full.pdf

A Priority for California’s Future: Science for Students: http://www.cftl.org/Spotlight__On.htm?prodid=8

Michelle French is a first-grade teacher at Wilson Elementary School in Tulare and is CSTA’s primary director.

 

Written by Michelle French

Michelle French is a STEM Curriculum Specialist at the Tulare County Office of Education and is a member of CSTA.

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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.