January/February 2018 – Vol. 31 No. 2

STEM in the Classroom – Find a Place to Start

Posted: Friday, December 11th, 2015

by Sue Campbell

STEM – Science, Technology, Engineering and Math. While they don’t always have to be taught together, when you do, it is almost magic. To shift your lesson strategy, all you have to do is find a place in a lesson and start.

For me, the shift began with a question from one of my eighth grade students about what made instant hot packs get hot. We had just finished completing some investigations on endothermic and exothermic reactions when the question was raised. Although I knew that different reactants were involved in the hot packs, I realized that this was an opportunity to introduce an application of scientific understanding. I drafted a letter from a fictitious company asking students to create the most cost effective instant hot pack using only the materials owned by the company. Students had to design their own tests, collect data, and then write a proposal to the company, complete with supporting data. Students floundered a bit as they worked to find ways to organize their tests and data. They realized they needed to be careful and precise as they recorded the information. We, fortunately, had a set of probeware thermometers on loan from the Office of STEM Educational Services at San Joaquin County Office of Education that allowed students to be very accurate with their measurements.

The next opportunity to shift my strategy came when a group of students had completed finding the density of all the blocks in the ten-block density set and the rest of the class was only partially finished. The group needed something to do so I decided to give them a challenge. I asked them which of the blocks had the greatest mass in the set. It was the copper cube. My challenge? Make something with a single piece of aluminum foil that would float with the block in or on it. I wasn’t sure how it could be done, but I gave the challenge. The group of students jumped at the opportunity to do something new and began to design and test. I found a dishpan for them to use to test their designs. Before long, the rest of the class wanted in on the action and worked faster so they could participate. Soon we were investigating buoyancy. Although it began as an idea off the top of my head, I quickly saw that this had some possibilities.

The next year I refined the challenge and added some constraints such as size and material limits. In the following years I connected the force and motion standards by adding to the challenge. The new challenge not only required that their boat would float with the copper cube (or equivalent weight in pennies) inside. It also had to move across my “lake” (a large tub used to mix cement) without human, electrical, battery, or animal power. “It’s impossible!” “That’s hard!” These were the comments frequently heard and often there were moments of frustration. Students discovered that they needed to observe closely when testing. A tool that helped with those observations was a camera. We had some simple point and shoot cameras that would capture still photos or videos. Sometimes students were allowed to use their cell phone cameras. Watching the videos of their tests revealed information about the design too difficult to see at the time of testing. When something didn’t work, it wasn’t failure. It was a learning opportunity. I had to resist the urge to step in and solve their problems. I learned to ask better questions. I also learned to acknowledge their persistence, which encouraged them to keep trying.

Then there were the bridges. “Why are we studying bridges?” students would ask. They could see the standards on the wall and in their notebooks and bridges were not on the list. This was the furthest I had strayed from the traditional way of teaching about forces and motion. This was also new territory for me and I had to find some resources. I found great guides and an affordable structure-testing table from Pitsco. We started with toothpick bridges the first year and in subsequent years added wooden coffee stirrers as another option for building materials. Students investigated bridge designs and how forces acted on them. Although it was not a major focus of the unit, they also came to realize that understanding the properties of the building materials was important. When it came time to construct their bridges, I gave the students a budget. They also had a deadline. In the real world time is money. Again, the cameras proved to be a valuable tool. Students recorded their load tests and were able to pinpoint the areas of failure, which in turn lead to improvement of their designs.

This shift in my teaching strategy did not happen instantly. It developed over time. I was fortunate to be at a school and in a district that was supportive of inquiry-based STEM instruction. I learned and am still learning from those first shifted lessons. Here are some of the lessons I learned:

  • It doesn’t always take a big change to make a big difference. That first shifted lesson made a connection to something familiar to the students. It also demonstrated an application of what they were learning to the real world. There was a reason to learn.
  • It is okay to try something (as long as it is safe) even if you aren’t sure it will work. When something doesn’t go according to plan, it doesn’t mean it is a waste of time. Learning can and still does take place.
  • Be ready for your students to be frustrated. This approach is new for them, too. Much of their education has been focused on them learning answers to questions. They are not accustomed to having more than one possible answer or solution.
  • Ask probing questions instead of answering questions. The right question can provide an opportunity for the students to think more deeply.
  • Find a way to organize student projects and supplies. Recently our science department rescued boxes from the purchased Chromebooks from being trashed. They are perfect for project storage and can be stacked which is especially helpful when you have multiple classes.
  • Look for connections when considering projects. Think about how the science concepts you are teaching are applied in the world. How are they used?
  • Be prepared for a buzzing classroom full of students having fun.

A STEM classroom? Decide to start and find the place.

Sue Campbell is CSTA’s Middle School/Jr. High Director.

Written by Sue Campbell

Sue Campbell

Sue Campbell is the District STEM Coach for Livingston Union School District and is a member of CSTA.

One Response

  1. Sue Campbell
    I enjoyed reading your piece on STEM. Makes sense. There is nothing better than a classroom buzzing with a project. I love when teachers put a spark of interest in their students into the science field.
    Dixie Campbell

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LATEST POST

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.