January/February 2018 – Vol. 31 No. 2

Second Grade Seed Dispersal Engineers!

Posted: Monday, November 14th, 2016

by Nila Arensberg, Kristi Drake, Amanda Cloutier, and Pete A’Hearn

It’s time for the big test! Which seeds will stick to the animal’s fur?

It’s time for the big test! Which seeds will stick to the animal’s fur?

Second graders had worked hard on their engineering designs to make a lima bean that would be transported by sticking to an animal’s fur. The used wires, tape, Play-Doh©, staples, paperclips, foil, and paper to make their seed dispersal attachments.

This was the highlight of a lesson designed and taught by a team of second-grade teachers in Palm Springs Unified School District as part of the California Next Generation Science Standards K-8 Early Implementation Initiative. Our team used a lesson study process, designed by the K-12 Alliance, called a Teacher Learning Collaborative (TLC). As a team, we know that in elementary school, and especially early elementary, we need to find the strong connections between science and the Common Core standards. We set out to design an engaging lesson that would teach science and provide students with opportunities to engage in speaking and listening, writing, and reading.

Our team had worked on second grade physical science earlier in the year and we were eager to try our hand at the second-grade life science standards. We decided to focus on the needs of plants and used the conceptual flow tool to get our heads clear about what concepts, practices, and crosscutting concepts would belong in a unit about the needs of plants (if you’ve been to a CA NGSS Rollout you have experienced this tool and process).

Turns out, there is a lot of content for this topic. Plants need soil and sunlight, water and air, but they also need help from animals by assisting with pollination and dispersing seeds in locations where they will find the right conditions for growth. We planned for students in this unit to think in terms of Structure and Function and Cause and Effect. They would make models and conduct investigations as a way on understanding the concepts. After getting clear on the three-dimensional content, we focused in on this Performance Expectation for the lesson we would design:

2-LS2-2: Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

Image source: http://pgtnaturegarden.org/2012/09/droughts-arent-all-bad/

Image source: http://pgtnaturegarden.org/2012/09/droughts-arent-all-bad/

We tried to think about a good way for students to demonstrate their understanding of seed dispersal. We studied various curricula and resources to look for ideas. Nila came up with the idea that we could have the students try to design a seed structure that we could test with a stuffed animal to see if it would stick to an animal’s fur. After testing the designs, students could practice writing an argument about whether their structure was successful or not. Now that we had a good idea about where the lesson was going, we could design a sequence that would lead them to the seed test.

We decided to engage the students with the phenomenon of a dog covered with seeds. We asked the students to talk to a partner about why the seeds stick to the dog. We were hoping for responses both about the structure of the seeds (Structure and Function) and the idea that animals help to move seeds around (Cause and Effect). We had follow-up questions planned if students didn’t address both ideas.

Students observing seed structures.

Students observing seed structures.

Then it was time to let kids explore some real seeds. We gave the kids some desert seeds to study under a hand lens and then also gave them cotton balls that they could use like an animal to “walk” over their seeds and see which ones would stick. The hand lenses allowed them to closely observe the structures that functioned to allow the seeds to stick to the cotton balls.

Students using sense-making notebooks.

Students using sense-making notebooks.

Science notebooks were used for drawings and written descriptions of the seed structures. We had some students share their notebook entries using the document camera. Students shared structures like hairs, spikes, hooks, and fuzzies.

Now for some reading to help reinforce the idea. We chose a short passage about how seeds travel and grow that expanded the idea about seed dispersal with other means like ending up in animal scat and being carried on the wind. Students recorded new ideas from the reading in their notebooks to show their understanding of both the hands-on exploration and reading (explain).

Now it was time for the engineering design challenge as an elaborate! We showed students the lima beans and showed how we would test their designs by walking the animal over their seeds. The lima beans sure did not stick! We also showed kids the materials that would be available for the building.  Students began by brainstorming designs in their notebooks.

They could choose to work with a partner or on their own. Once they had a design idea, we gave them materials to start building.

These seeds stuck!

These seeds stuck!

Then finally the big test. Seeds were sorted into a pile of those that worked and those that didn’t. We then asked students to write a claim in their notebooks about whether their design worked or didn’t and support it with evidence.

As always in a lesson study, we teach the lesson as a team debrief the lesson by examining student work for evidence of the lesson’s effectiveness. This debrief informs changes to the lesson that are warranted. One change was obvious: don’t include balloons in the materials. They don’t work but are way too exciting for second graders not to want to use. Their inclusion just distracted from the designs. We also shortened the reading to the essential pages of the book.

Analysis of the student work revealed a bigger concern: the claims were poorly written and the students didn’t really have any idea of what evidence to use. We decided that we needed to include a class discussion of what worked in the designs and what didn’t. This was done by sorting the seeds under the document camera and having a class discussion. We charted ideas from the discussion on the board. We also provided sentence frames (Table 1) for the writing to help students with the types of evidence that would support a claim.

ngss-ei-oct-16-table-1

We taught the lesson a second time and could see from the designs and the student work that the adjustments had a big effect. The students walked away with a deeper understanding of seed dispersal, structure and function, design, and using evidence. As teachers, we learned a lot about how an NGSS lesson could incorporate engineering into science learning. We also reinforced what we already knew – in teaching, little changes can make a big difference!

Nila Arensberg is a 2nd grade teacher at Bubbling Wells Elementary School, PSUSD, a Teacher Leader in the CA NGSS K-8 Early Implementation Initiative, and a member of CSTA.

Kristi Drake is a 2nd grade teacher at Rancho Mirage Elementary School, PSUSD, a Teacher Leader in the CA NGSS K-8 Early Implementation Initiative, and a member of CSTA.

Amanda Cloutier is a 2nd grade teacher at Bubbling Wells Elementary School, PSUSD, a Teacher Leader in the CA NGSS K-8 Early Implementation Initiative, and a member of CSTA.

Pete A’Hearn is a K-12 Science Specialist in PSUSD, a Project Director for the CA NGSS K-8 Early Implementation Initiative, and the Region 4 Director for CSTA.

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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.

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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…

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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.