May/June 2017 – Vol. 29 No. 7

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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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.