July/August 2017 – Vol. 29 No. 8

Students Apply NGSS Science Practices in Environmental Stewardship

Posted: Thursday, January 14th, 2016

by Deborah Tucker, Bill Andrews, and Kathryn Hayes

Regardless of the grade level(s) you teach and the ability levels of your students, if you are looking for collaborative projects that get your students excited about learning while applying the NGSS science practices, read on! We surveyed California teachers who participated in a 4-month Environmental Education (EE) Professional Development (PD) institute in Spring 2015 and found they were re-energized and truly inspired as they facilitated student-driven environmental stewardship projects that encouraged student use of NGSS science practices. Based on participating teacher feedback, your passion for teaching may also be renewed and your students will be proud that they made a difference for the environment!

EE Professional Development Institute

Science practices can be taught at all grade levels in a variety of environment-based projects, as evidenced by 28 teachers (K-12) from the Los Angeles area with an average of 13.5 years of teaching experience. The teachers participated in a 4-month environmental education professional development institute and received in-depth content instruction from experts provided by the Los Angeles Department of Water and Power and the California Environmental Education Foundation (CEEF) in partnership with the CA Department of Water Resources, Sandia National Laboratories, and the Los Angeles Metropolitan Water District. The institute also focused on effective pedagogy (including the 5Es), required teacher facilitation of a student-driven environmental stewardship project, and provided follow-up support from both the local California Regional Environmental Education Community (CREEC) Network Coordinator and a Regional Director with the K-12 Alliance. The teachers were asked to incorporate two NGSS science practices (#6 explaining and #8 communicating) into the student work.

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The students determined the topic and conducted the research. Projects ranged from water conservation and water quality testing to energy audits, school gardens, and campus beautification. Most projects contained a communication component, for example, a local campaign to “pick up your trash,” a parent “Eco” night, or a digital storybook.

Figure 1: Students create a collaborative Google Slide presentation of their research on solving the need to add woodland plants around water-stressed redwood trees.

Figure 1: Students create a collaborative Google Slide presentation of their research on solving the need to add woodland plants around water-stressed redwood trees.

All stewardship projects can be viewed on the CEEF website. This list includes descriptions of the environmental benefits of the stewardship projects, as well as the teachers’ observations of student engagement in the stewardship projects.

Research Conducted on the Institute

The teachers’ shifts in instructional practices while engaged in the institute were the subject of a research study. Pre/post quantitative data analyses demonstrated that teachers made statistically significant instructional shifts in their integration of stewardship, their use of reasoning, explanation, and argument (Science and Engineering Practices 6 and 7), and data collection and analysis (Science and Engineering Practice 3 and 4). Teachers were able to incorporate grade-appropriate science practices into their instruction. (See Appendix C: Progression of the Science and Engineering Practices in Grades K–12 of the draft CA Science Framework), successfully aligning them with several of California’s Common Core (CCSS) anchor standards (e.g., Reading 1, 2, 8; Writing 1, 2, 7, and 8).

Qualitative data analyses of teacher interviews and reflections also demonstrate increase in the use of the NGSS practices and shifts in integrating EE activities and stewardship into instruction. The research indicated the following three key findings:

  • Environmental stewardship is an effective vehicle for science practices, with the inclusion of science practices “legitimizing” EE in schools. From a high school science teacher, “The advantages of integrating the NGSS practices and CCSS into the environment stewardship projects is that you will be teaching the students what needs to be taught at their grade level and at the same time you are helping them learn the importance of taking care of the environment and how they can become advocates…” A high school teacher wrote how essential it is to bring the practices to life. “I think that integrating environmental stewardship strategies into your teaching practice will bring life into the NGSS practices [emphasis added]. So when you have standards like that, they tend to be abstract. But there are things like energy flows [integrating the crosscutting concepts of Energy and Matter: Flow, cycles and conservation], … if you use the framework of environmental stewardship and figure out how to teach the standards…then you can make the NGSS practices come alive for the kids. You’ve got to have something real at the core.” 
Figure 2: Student poster, which is intended to raise awareness of fellow students about water use and waste at their school; communicates student thinking.

Figure 2: Student poster, which is intended to raise awareness of fellow students about water use and waste at their school; communicates student thinking.

  • Students were engaged in and excited about learning and exhibited positive As another teacher stated, “Students have become more aware of their personal responsibilities as stewards of the environment.”
  • Teachers noticed the integration of NGSS science practices was seamlessly applied in the stewardship projects. One grade 5 teacher whose class worked on campus beautification wrote of her students, “Then they actually started tallying, going to different areas of the school to see if they could notice any different trends when there was more litter, to kind of get an idea of what’s happening. Like are the students walking out to the yard and just throwing their trash anywhere?…So they were walking around and tallying and taking notes. Then we brought it back together, talked about the data and why they think the results were the way they were.”
Figure 3: Graphs of student-generated data on campus litter collection; amount of trash (y-axis) and the day and time of the litter collection (x-axis) at an elementary school

Figure 3: Graphs of student-generated data on campus litter collection; amount of trash (y-axis) and the day and time of the litter collection (x-axis) at an elementary school

In the context of this stewardship project, the teacher combined practice 8 (communication) with both practice 3 (Planning and Carrying Out Investigations) and practice 4 (Analyzing and Interpreting Data).

What does this mean for California’s teachers?

Whether you’re teaching science, math, or environmental science, you can incorporate the NGSS science practices into your instruction. Make the science practices an integral part of your curriculum, integrating them into every activity your students do, and consider using environmental stewardship as a means to powerfully motivate your students and recharge your enthusiasm for teaching.

For information about the 2016 EE Professional Development Institute, go to the CEEF website. To apply, download an application.

References

Bybee, R. W. 1997. Achieving scientific literacy: From purposes to practices. Portsmouth, NH: Heinemann.

CA draft CA science framework (http://www.cde.ca.gov/ci/sc/cf/scifw1st60daypubreview.asp)

California Common Core Standards

Loucks-Horsley, S., K. Stiles, S. Mundry, N. Love, and P. Hewson. 2009. Designing professional development for teachers of science and mathematics. 3rd ed. Thousand Oaks, CA: Corwin Press.

National Research Council. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press.

National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

Deborah Tucker is an Independent Science Education Consultant and a past president of CSTA. Bill Andrews is an Environmental Education Consultant and member of CSTA. Kathryn Hayes is Assistant Professor, Dept. of Educational Leadership, CSU East Bay.

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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CTC Seeking Educators for Science Standard Setting Conference

Posted: Wednesday, August 16th, 2017

The Commission on Teacher Credentialing (CTC) and Evaluation Systems group of Pearson are currently seeking California science educators to participate in a Science Standard Setting Conference for the California Subject Examinations for Teachers (CSET) program. Each standard setting panel is scheduled to meet for one-day, in Sacramento, California. The fields and dates are listed below:

Multiple Subjects Subtest II (Science), Monday, October 2, 2017
Science Subtest II: Physics, Monday, October 2, 2017
Science Subtest II: Chemistry, Tuesday, October 3, 2017
Science Subtest II: Life Sciences, Wednesday, October 4, 2017
Science Subtest II: Earth and Space Sciences, Thursday, October 5, 2017
Science Subtest I: General Science, Friday, October 6, 2017

The purpose of the conference is for panel members to make recommendations that will be used, in part, by the Commission on Teacher Credentialing (CTC) in setting the passing standard, for each field, in support of the updated California Subject Examinations for Teachers (CSET).

Click here to nominate educators. If you are interested in participating yourself, complete an application here for consideration.

Eligibility:

Public school educators who are:

• Certified in California
• Currently practicing (or have practiced within the last school year) in one or more of the fields listed above. 

College faculty who are:

• Teacher preparation personnel (including education faculty and arts and sciences faculty)
• Practicing (or have practiced within the last school year) in one or more of the fields listed above, and
• Preparing teacher candidates in an approved California teacher preparation program.

 Benefits of Participation Include:
• Receive substitute reimbursement for their school (public school educators only),
• Have the opportunity to make a difference in California teacher development and performance,
• Have the opportunity for professional growth and collaboration with educators in their field,
• Be reimbursed for their travel and meal expenses, and
• Be provided with hotel accommodations, if necessary.

For more information, visit their website at www.carecruit.nesinc.com/cset/index.asp

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 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.