January/February 2018 – Vol. 31 No. 2

Taking on Tech: From Daunting Task to Indispensable Tool

Posted: Tuesday, May 5th, 2015

by Chelsea Poma and Jill Grace

Where does a second year science teacher start? Still getting used to a school and its students, families, and colleagues, we are still very much in survival mode. We find ourselves needing to re-vamp lessons from the prior year, wrap our heads around NGSS, and try to take care of ourselves so that we can bring our A-game – because isn’t that what every kid deserves? The cherry on top here in California has to be the added layer of BTSA (Beginning Teacher Support and Assessment). Designed to support new teachers and provide mentoring, BTSA also requires a lot of new teachers, adding another layer on to their to-do list.

Enter an unexpected partnership between us: Chelsea and Jill. My second year has, as a whole, been far more successful than my first… who’s wasn’t, really? I feel I owe that to the collaborative spirit of my colleague, Jill. Getting to pick her brain all year has been a privilege for me beyond measure; I guess I was blessed by the fact that she has had to valiantly take on a section of 6th grade science this year, which enabled this meeting of the minds to occur. There has also been some, if I may say, courageous dabbling in NGSS, something I never would have attempted without the opportunity to collaborate. Although I have a great BTSA mentor (a beloved retired language arts teacher with mad classroom management and organizational skills), I sometimes just need a science teacher to bounce ideas off of. (Jill will would like to add that I also graciously agreed to provide some support to her this Spring term, helping out with lessons for her many sub days as she is a part of the state’s NGSS Roll Out #2 team.)

When I initially found out that the focus of my final BTSA inquiry was to involve technology in the hands of the students, my heart dropped. A tech-focused inquiry coinciding with three solid weeks of computer-based testing during which virtually all usable tech would be unavailable? I started to feel Sisyphus-level futility sinking in. But, as all teachers do, I soldiered on.

As Jill and I mapped out our earthquake and volcano unit, I explained my plight. We quickly realized the solution: ”bring your own device”! Fortunately, our school has been forward thinking and recently adopted a “bring your own device” policy, allowing students to have mobile devices, tablets, etc. with them in class. Not all students have these, of course, but with some creative student grouping, we thought it would be fun to incorporate use of the United States Geologic Survey earthquake app into a lesson. Using the USGS earthquake app on their own devices, the use of a traditional classroom computer was unnecessary. Not only did this solution bring the lesson into the 21st century, but it also allowed us to integrate some NGSS critical-thinking and argumentation skills into the lesson plan.

Screen shot of the USGS Earthquake app

Screen shot of the USGS Earthquake app

We also decided that this would be a great time to challenge ourselves to play around a bit with NGSS. We quickly realized that Performance Expectations MS-ESS2-2 and MS-PS3-5 melded well with the 1998 standards we are currently teaching. Following the model for 5E lesson plan that is featured in California NGSS Roll Out #2, we began by teasing out the concepts we wanted to target in the lesson, followed by identifying what teachers and students would be doing.

5E adapted from Roger Bybee, Achieving Science Literacy, 1997. Modified by K-12 Alliance at WestEd with Addition of Concept Column.

5E adapted from Roger Bybee, Achieving Science Literacy, 1997. Modified by K-12 Alliance at WestEd with Addition of Concept Column. Click on image to enlarge.

 

 

*Sample Claim-Evidence-Reasoning table can be found in the “Output Arsenal” discussed in this article.  Please note that these students have been practicing these all year.  This would take more direct instruction/scaffolding if a new task for students.

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As a result, we took care of three birds with one stone: BTSA technology integration, practice with NGSS, and a collaborative effort from which both of us were able to benefit. Further, for me, more exposure to the 5E model has bolstered my ability to use this thorough and useful tool that supports student thinking. It’s exciting to practice guiding students to discover new ideas. Thus, an initially daunting and seemingly impossible prospect became an enriching and eye-opening opportunity to really play around with the new standards, incorporating technology as a tool to deepen student understanding and underscore the real purpose of NGSS: to shape learners (i.e. future voters) to become critical thinkers who can effectively use data in explanation, argumentation, and understanding. By no means is this a perfect NGSS lesson, but we thought it would be good to start trying. Truly, these are the exciting moments we as educators–veteran and untested alike–live for.

We are curious to know the ways you have discovered to incorporate technology into your lessons. Join our conversation on our California Middle School Teachers Facebook Group. (Not a member of the group? Send us a join request then check your “other” message box for verification)

Chelsea Poma is a second year 6th grade science teacher at Palos Verdes Intermediate School who bravely agreed to tackle this article as she was working on her final BTSA inquiry! Her colleague, Jill Grace (also a middle school science teacher at PVIS and the CSTA Middle School/Jr. High Director) was her cheerleader on the side.

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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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.

Find Your Reason to Engage

Posted: Monday, January 15th, 2018

by Jill Grace

I was recently reflecting on events in the news and remembered that several years ago, National Public Radio had a story about a man named Stéphane Hessel, a World War II French resistance fighter, Nazi concentration camp survivor, and contributor to the United Nation’s Universal Declaration of Human Rights. The story focused on a book he had published, Time for Outrage (2010).

In it, Hessel makes the argument that the worst attitude is indifference:

“Who is in charge; who are the decision makers? It’s not always easy to discern. We’re not dealing with a small elite anymore, whose actions we can clearly identify. We are dealing with a vast, interdependent world that is interconnected in unprecedented ways. But there are unbearable things all around us. You have to look for them; search carefully. Open your eyes and you will see. This is what I tell young people: If you spend a little time searching, you will find your reasons to engage. The worst attitude is indifference. ‘There’s nothing I can do; I get by’ – adopting this mindset will deprive you of one of the fundamental qualities of being human: outrage.  Our capacity for protest is indispensable, as is our freedom to engage.”

His words make me take pause when I think of the status of science in the United States. A general “mistrust” of science is increasingly pervasive, as outlined in a New Yorker article from the summer of 2016. Learn More…

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Written by Jill Grace

Jill Grace

Jill Grace is a Regional Director for the K-12 Alliance and is President of CSTA.