May/June 2017 – Vol. 29 No. 7

Staying Local – Investigating the Schoolyard

Posted: Tuesday, March 3rd, 2015

by Joey Noelle Lehnhard

Exploring a local schoolyard ecosystem is an accessible, engaging, and relevant way for students to investigate life science topics. Contextualizing ecology by investigating the life in your own schoolyard can be deeply enriching for students. It also allows students to later apply their learning to a variety of ecosystems including rainforests or the deep sea, which otherwise may be too abstract for elementary students. Spending time outside exploring and investigating their environment also contributes to conservation behavior later in life (Wells & Lekies, 2006). Informal science centers can help with resources such as locally relevant place-based curriculum, professional development, as well as by providing additional outdoor spaces for students to explore.

To learn more about an ecosystem, ecologists typically use a tool known as a quadrat to define a specific area where they collect biodiversity data. Quadrats are used both on land and in aquatic environments. Students can replicate this in their schoolyard. Scientists and students use this tool to count the number of organisms, number of different organisms, and/or percent coverage (i.e. 75% of the plot is covered by nonnative grasses) within the quadrat. Quadrats are great tools for elementary students as they help focus and manage the outdoor experience, ideally with groups of 2-3 students assigned to each quadrat. Traditionally, they are meter or half-meter squares made of PVC pipe. Small hula hoops and even stretched out wire hangers can function as quadrats – anything for which the area can be calculated will suffice.

N_Lehnhard_Photo_1 copy

A year-long quadrat data collection project is a great way for elementary students to practice authentic science outdoors. Each month during the school year, students can return to the same spot to take data on their quadrat. Students can explore a variety of topics in this way. Here are a few data collection ideas to get you started:

  • Biodiversity–Students can take biodiversity data by counting the number of different species they find in their quadrat. Combining that data with rainfall and temperature data, students may be able to find patterns in how the seasons relate to the abundance and biodiversity of living things.
  • Biotic and abiotic factors–If students are not quite ready for biodiversity, they can draw a picture of five things they see in their quadrat. Then, back in the classroom, they can classify the objects into living and nonliving things. Each month, they can count living and nonliving things and see if a pattern emerges.
  • Needs of living things–Students can identify things in their plot that provide animals and plants with what they need to live. Back inside, you can discuss whether your schoolyard is a good home for plants and animals and perhaps decide to make it a better habitat for living things through a habitat restoration project.
  • Adaptations–Each month, students can make a scientific illustration of one living thing they find. Then, they can connect its structures to functions that may help it survive in the schoolyard habitat.
  • Their own ideas–Students may think of other questions they have about their area of the schoolyard. You can invite them to suggest a testable question to collect data on throughout the year.
  • Human impact–Students can take data about human impact, such as the presence or absence of litter or invasive species. Students can count the number of pieces of litter they find and track that throughout the day, week or year. Then, you can discuss how we can all help keep our schoolyard healthy or even develop an action plan that will encourage conservation.

This type of long-term data collection project is in line with project-based learning and engages students in many Next Generation Science Standards practices, including asking questions, planning and carrying out investigations, and analyzing and interpreting data. Repeated data collection over time can help students feel comfortable and confident taking data as well as engaging in science in the field. Using their own data to learn and practice analysis and writing may increase ownership and student motivation. And, learning more about their local ecosystem connects to students’ prior knowledge and contextualizes science concepts. This could also be adapted to support the NGSS Kindergarten LS1-1 Performance Expectation: Use observations to describe patterns of what plants and animals (including humans) need to survive.

References:

Wells, N. M., & Lekies, K. S. (2006). Nature and the life course: Pathways from childhood nature experiences to adult environmentalism. Children Youth and Environments16(1), 1-24.

Resources:

Attend a Monterey Bay Aquarium teacher professional development institute and learn more about integrating field investigations into your curriculum. http://www.montereybayaquarium.org/education/teacher-programs

Learn more about tracking litter with Instagram at http://litterati.org.

Joey Noelle Lehnhard is a Senior Education Specialist at the Monterey Bay Aquarium and is a member of CSTA.

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.

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CSTA Annual Conference Early Bird Rates End July 14

Posted: Wednesday, July 12th, 2017

by Jessica Sawko

Teachers engaged in workshop activity

Teachers engaging in hands-on learning during a workshop at the 2016 CSTA conference.

Don’t miss your chance to register at the early bird rate for the 2017 CSTA Conference – the early-bird rate closes July 14. Need ideas on how to secure funding for your participation? Visit our website for suggestions, a budget planning tool, and downloadable justification letter to share with your admin. Want to take advantage of the early rate – but know your district will pay eventually? Register online today and CSTA will reimburse you when we receive payment from your district/employer. (For more information on how that works contact Zi Stair in the office for details – 916-979-7004 or zi@cascience.org.)

New Information Now Available On-line:

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.

Goodbye Outgoing and Welcome Incoming CSTA Board Members

Posted: Wednesday, July 12th, 2017

Jill Grace

Jill Grace, CSTA President, 2017-2019

On July 1, 2017 five CSTA members concluded their service and four new board members joined the ranks of the CSTA Board of Directors. CSTA is so grateful for all the volunteer board of directors who contribute hours upon hours of time and energy to advance the work of the association. At the June 3 board meeting, CSTA was able to say goodbye to the outgoing board members and welcome the incoming members.

This new year also brings with it a new president for CSTA. As of July 1, 2017 Jill Grace is the president of the California Science Teachers Association. Jill is a graduate of California State University, Long Beach, a former middle school science teacher, and is currently a Regional Director with the K-12 Alliance @ WestEd where she works with California NGSS K-8 Early Implementation Initiative districts and charter networks in the San Diego area.

Outgoing Board Members

  • Laura Henriques (President-Elect: 2011 – 2013, President: 2013 – 2015, Past President: 2015 – 2017)
  • Valerie Joyner (Region 1 Director: 2009 – 2013, Primary Director: 2013 – 2017)
  • Mary Whaley (Informal Science Education Director: 2013 – 2017)
  • Sue Campbell (Middle School/Jr. High Director: 2015 – 2017)
  • Marcus Tessier (2-Year College Director: 2015 – 2017)

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.

Finding My Student’s Motivation of Learning Through Engineering Tasks

Posted: Wednesday, July 12th, 2017

by Huda Ali Gubary and Susheela Nath

It’s 8:02 and the bell rings. My students’ walk in and pick up an entry ticket based on yesterday’s lesson and homework. My countdown starts for students to begin…3, 2, 1. Ten students are on task and diligently completing the work, twenty are off task with behaviors ranging from talking up a storm with their neighbors to silently staring off into space. This was the start of my classes, more often than not. My students rarely showed the enthusiasm for a class that I had eagerly prepared for. I spent so much time searching for ways to get my students excited about the concepts they were learning. I wanted them to feel a connection to the lessons and come into my class motivated about what they were going to learn next. I would ask myself how I could make my class memorable where the kids were in the driver’s seat of learning. Incorporating engineering made this possible. 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.

State Schools Chief Tom Torlakson Unveils Updated Recommended Literature List

Posted: Wednesday, July 12th, 2017

SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson unveiled an addition of 285 award-winning titles to the Recommended Literature: Prekindergarten Through Grade Twelve list.

“The books our students read help broaden their perspectives, enhance their knowledge, and fire their imaginations,” Torlakson said. “The addition of these award-winning titles represents the state’s continued commitment to the interests and engagement of California’s young readers.”

The Recommended Literature: Prekindergarten Through Grade Twelve list is a collection of more than 8,000 titles of recommended reading for children and adolescents. Reflecting contemporary and classic titles, including California authors, this online list provides an exciting range of literature that students should be reading at school and for pleasure. Works include fiction, nonfiction, poetry, and drama to provide for a variety of tastes, interests, and abilities. 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.

Teaching Science in the Time of Alternative Facts – Why NGSS Can Help (somewhat)

Posted: Wednesday, July 12th, 2017

by Peter A’Hearn

The father of one of my students gave me a book: In the Beginning: Compelling Evidence for Creation and the Flood by Walt Brown, Ph. D. He had heard that I was teaching Plate Tectonics and wanted me to consider another perspective. The book offered the idea that the evidence for plate tectonics could be better understood if we considered the idea that beneath the continent of Pangaea was a huge underground layer of water that suddenly burst forth from a rift between the now continents of Africa and South America. The waters shot up and the continents hydroplaned apart on the water layer to their current positions. The force of the movement pushed up great mountain ranges which are still settling to this day, resulting in earthquakes along the margins of continents. This had happened about 6,000 years ago and created a great worldwide flood. Learn More…

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Written by Peter AHearn

Peter AHearn

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