Teaching STEM with Little to No Budget
Posted: Monday, November 4th, 2013
by Jeanine Wulfenstein
Have you found yourself being asked to implement STEM practices into your curriculum with little to no funding? Are you confused about what STEM is, or what teaching STEM really means? You are not alone! Many teachers across California and the nation are being asked to teach STEM without much background, support, training, or funding.
I would argue that the most important part of STEM is the “S” for “science.” After all, the science is the conduit for which the technology, engineering, and math are incorporated. As science teachers we should embrace STEM education and promote best teaching practices that go along with it. Many scientific principles are best taught through authentic experiences. STEM is a great way to accomplish this!
Many teachers unfortunately find themselves being asked to teach STEM with little to no funding. Most of us know that there are an abundance of grants out there focused on STEM education. However, grant writing is an art in and of itself, and can be a time consuming process. So, what is a teacher to do in the meantime? A teacher must get creative!
I have found myself in this exact situation: without funding to afford expensive kits, robotics components, and consumable supplies, I have been forced to try a different approach to teaching STEM. From my experience, I recommend using recycled materials to turn our discards into a learning experience for all. Many principles used in science and building can be recreated using recycled materials. Students in my classroom have launched rockets, designed and built catapults, cars, and created helmets to more effectively protect the head. All of these were created out of recycled items like newspaper, chipboard from cereal boxes, egg crates, etc. We have also used recycled materials to build tables, taking into account the forces of compression, tension, gravity, torque, etc. The possibilities for teaching science are endless when we think differently about what is required to bring these concepts to life for students.
There are many free resources available to help us use recycled materials to teach STEM. The PBS series, “Design Squad,“ has a website devoted to supporting teachers in using recycled materials to teach principles of science, engineering and design. All of the resources on their site are free to use and are easy to implement. To access these materials go to http://pbskids.org/designsquad/.
Additional free resources range from flight design with NASA at http://futureflight.arc.nasa.gov/ to the National Institutes of Health http://science.education.nih.gov/customers.nsf/WebPages/CSHome. If you are looking to infuse your current curriculum with additional STEM activities, I encourage you to review these, collect recycled supplies, and jump in to incorporate STEM experiences appropriate to your content area. You will be amazed by the robust conversations your students will have, what your students will produce, and the learning your students will demonstrate!
Posted: Wednesday, October 12th, 2016
by Jessica Sawko
In June 2016 California submitted a waiver application to discontinue using the old CST (based on 1998 standards) and conduct two years of pilot and field tests (in spring 2017 and 2018, respectively) of the new science assessment designed to support our state’s current science standards (California Next Generation Science Standards (CA-NGSS) adopted in 2013). The waiver was requested because no student scores will be provided as a part of the pilot and field tests. The CDE received a response from the U.S. Department of Education (ED) on September 30, 2016, which provides the CDE the opportunity to resubmit a revised waiver request within 60 days. The CDE will be revising the waiver request and resubmitting as ED suggested.
At its October 2016 North/South Assessment meetings CDE confirmed that there will be no administration of the old CST in the spring of 2017. (An archive of the meeting is available at http://www.cde.ca.gov/ta/tg/ai/infomeeting.asp.) Learn More…
Posted: Thursday, September 22nd, 2016
by Carol Peterson
1) To celebrate the 100th anniversary of the National Park Service, Google has put together a collection of virtual tours combining 360-degree video, panoramic photos and expert narration. It’s called “The Hidden Worlds of the National Parks” and is accessible right from the browser. You can choose from one of five different locales, including the Kenai Fjords in Alaska and Bryce Canyon in Utah, and get a guided “tour” from a local park ranger. Each one has a few virtual vistas to explore, with documentary-style voiceovers and extra media hidden behind clickable thumbnails. Ideas are included for use in classrooms. https://www.engadget.com/2016/08/25/google-offers-360-degree-tours-of-us-national-parks/. Learn More…
Posted: Thursday, September 22nd, 2016
CSTA is pleased to announce the winners of the 2016 CSTA Awards for Distinguished Contributions, Margaret Nicholson Distinguished Service Award, 2014 and 2015 PAEMST-Science recipients from California, and the 2016 California PAEMST Finalists. The following individuals and organizations will be honored during the 2016 California Science Education Conference on October 21- 23 in Palm Springs. This year’s group of awardees are truly outstanding. Please join us in congratulating them!
Margaret Nicholson Distinguished Service Award
The Margaret Nicholson Distinguished Service Award honors an individual who has made a significant contribution to science education in the state and who, through years of leadership and service, has truly made a positive impact on the quality of science teaching. This year’s recipient is John Keller, Ph.D. Dr. Keller is Associate Professor, Cal Poly San Luis Obispo and Co-Director, Center for Engineering, Science, and Mathematics Education, Cal Poly San Luis Obispo. In her letter of recommendation, SDSU science education faculty and former CSTA board member Donna Ross wrote: “He brings people together who share the desire to make a difference in the development and implementation of programs for science teaching. Examples of these projects include the Math and Science Teaching Initiative (MSTI), Noyce Scholars Program, Western Regional Noyce Initiative, and the Science Teacher and Researcher (STAR) program.” Through his work, he has had a dramatic impact on science teacher education, both preservice and in-service, in California, the region, and the country. He developed and implemented the STEM Teacher and Researcher Program which aims to produce excellent K-12 STEM teachers by providing aspiring teachers with opportunities to do authentic research while helping them translate their research experience into classroom practice. SFSU faculty member Larry Horvath said it best in his letter:“John Keller exemplifies the best aspects of a scientist, science educator, and mentor. His contributions to science education in the state of California are varied, significant, and I am sure will continue well into the future.” Learn More…
Posted: Tuesday, September 20th, 2016
by Peter A’hearn
NGSS is a big shift. Teachers need to learn new content, figure out how this whole engineering thing relates to science, and develop new unit and lesson plans. How could NGSS possibly make life easier?
The idea that NGSS could make our lives easier came to me during the California State NGSS Rollout #1 Classroom Example lesson on chromatography. I have since done this lesson with high school chemistry students and it made me think back to having my own students do chromatography. I spent lots of time preparing to make sure the experiment went well and achieved the “correct” result. I pre-prepared the solutions and organized and prepped the materials. I re-wrote and re-wrote again the procedure so there was no way a kid could get it wrong. I spent 20 minutes before the lab modeling all of the steps in class, so there was no way to do it wrong. Except that it turns out there were many. Learn More…
Posted: Tuesday, September 20th, 2016
by Robert C. Victor. Twilight sky maps by Robert D. Miller. Graph of evening planet setting times by Dr. Jeffrey L. Hunt
Our evening twilight chart for September, depicting the sky about 40 minutes after sunset from SoCal, shows brilliant Venus remaining low, creeping from W to WSW and gaining a little altitude as the month progresses. Its close encounter within 2.5° N of Spica on Sept. 18 is best seen with binoculars to catch the star low in bright twilight. The brightest stars in the evening sky are golden Arcturus descending in the west, and blue-white Vega passing just north of overhead. Look for Altair and Deneb completing the Summer Triangle with Vega. The triangle of Mars-Saturn-Antares expands as Mars seems to hold nearly stationary in SSW as the month progresses, while Saturn and Antares slink off to the SW. Learn More…