The Next Generation Science Standards: Ready or Not, Here They Come!

NGSS coverThis is a particularly exciting time for science educators across our nation, both for those in states that have adopted the Next Generation Science Standards (NGSS) and those in areas that will never formally take that step, as they begin the process of putting into practice the vision of science education outlined in the Framework for K–12 Science Education and the Next Generation Science Standards.

As exciting as this time is, it would be disingenuous to suggest that this process will be an easy one. Anyone who has ever been involved in a major renovation can attest to the fact that the business of change is never fast, can be overwhelming, and is always messy. In order to succeed, science teachers must prepare themselves for this task. In order for this vision of science education to fully take hold, teachers will have to take responsibility for their own professional learning and for shifting the instruction in their classroom. Teachers will have to take the lead, but they shouldn’t expect to do it on their own. My advice to readers is to start by connecting with your colleagues, whether that is in your school or district, through NSTA’s listservs and online communities, or on broader social media like Twitter (follow @NSTA or search #NGSS for starters).

Framework coverOnce you’re plugged into a professional learning community, how might you go about bringing the Framework for K-12 Science Education and the NGSS to life? First, fully familiarize yourself with the contents of both documents, beginning with the Framework, which brings together more than a decade’s worth of research on student learning in science and provides a solid foundation for the subsequent standards. This means not skipping the front matter or the appendices in order to get to the “good parts”! In fact, you might want to begin with the appendices, as they provide context and guidance for teachers as they translate the NGSS into classroom practice. Reflect deeply on your current instructional practices and compare them to those described in the Framework and NGSS.

A word of caution, it is easy to fall victim to the temptation to tell yourself that you are already using some teaching strategies that align with the Framework and NGSS. While you likely have some excellent lessons in your repertoire, this new vision of science teaching represents a true innovation for the vast majority of us. In order to shift our practice, we have to turn a critical eye toward that practice. Think about your needs in terms of professional knowledge and pedagogy and develop a plan to address those areas of need. NSTA offers a host of resources through the Learning Center and NGSS@NSTA hub, both of which can assist you in your quest for understanding. Continue reading …

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NSTA’s K-College Science Education Journals: September 2014 Issues Online

Just as teachers gear up for a new year, so too do NSTA journal editors! We just published our first issues of the school year, and there’s a lot of great science teaching ideas, lesson plans, STEM information, and of course materials to help you learn more about and integrate the Next Generation Science Standards. These journals, while published by the National Science Teachers Association, are full of articles written by your peers in the trenches. So take a minute to catch your breath, and read some of the articles below. Explore the mystery of argumentation, popular science nonfiction, the use of mobile devices in field science, post-secondary STEM education, and more!

Science and Children coverScience and Children

Lessons intended to develop all of the Next Generation Science Standards components must include the nature of science (NOS). But designing those lessons may not be easily accomplished; ways to infuse the NOS are often unclear. The resources in this issue of Science and Children will help deepen your understanding of the NOS and guide you as you cultivate this awareness in your students.

Featured articles (please note, only those marked “free” are available to nonmembers without a fee):

Science Scope

Science Scope coverEffective assessment is integral to the three-dimensional learning and teaching needed to realize the vision set forth in the Next Generation Science Standards and A Framework for K–12 Science Education. Use the articles found in this issue to learn how to align your assessment with the three-dimensional learning called for in the new standards.

Featured articles (please note, only those marked “free” are available to nonmembers without a fee):

The Science Teacher coverThe Science Teacher

New technologies—social media and cloud computing, mobile smart devices, “big data,” advanced computational modeling, and countless others—could revolutionalize science teaching and learning. While such advances make new classroom activities possible, the Next Generation Science Standards require us to rethink how we deliver science instruction. The pedagogical foundation provided by the NGSS can combine with new technology to create more engaging learning experiences for all students. Science teachers must lead the 21st-century skills movement. The articles in this issue of The Science Teacher describe teaching with a sample of new technologies, none of which would have been possible a mere decade ago.

Featured articles (please note, only those marked “free” are available to nonmembers without a fee):

JCST coverJournal of College Science Teaching

An article in the Two-Year Community column describes a dual-enrollment program that gives high school students an opportunity to experience college science in a supported environment, along with lessons learned and challenges faced by faculty when setting up such a program. Also, read how one group of investigators examined whether short “Kahn style” video lectures, assigned as homework, could replace live classroom lectures in the presentation of buffer theory and problem solving. This issue also has an article on the development and evaluation of graduate teaching assistant learning communities to enhance the implementation of inquiry experiences in undergraduate laboratories.

Featured articles (please note, only those marked “free” are available to nonmembers without a fee):

Get these journals in your mailbox as well as your inbox—become an NSTA member!

The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.

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I’ve Retired from Classroom Teaching. How Can My NSTA Membership Still Benefit Me?

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Kathy Brooks says that her NSTA membership helped her tremendously during her almost 30-year career as a middle-level science teacher. And, she says, her NSTA membership is still just as valuable to her now that she’s retired from classroom teaching. Brooks says that you don’t have to end your involvement with NSTA when you leave the classroom. “There are a lot of ways NSTA can help you with your career and ways that you can be involved in the organization,” she says.

Brooks: NSTA has been a wonderful resource for me throughout my career. For example, when I was in the classroom I used SciGuides and the NSTA Learning Center for lesson ideas and to beef up my own knowledge on scientific topics. And, when I was named a district project manager to oversee revisions to the K–12 science curriculum, I turned to NSTA’s Safety Issue Papers, written by the NSTA Safety Advisory Board. I used the papers as documentation and support for the safety precautions we included in the curriculum. The funny thing is, I now serve on the NSTA Science Safety Advisory Board. I’m editing and working on position papers that were once a lifeline for me and helped me do the right thing in the curriculum.

In addition, I’ve always enjoyed attending NSTA Conferences. Presenting at the NSTA conferences has helped me gain confidence. I retired from teaching a year ago because my district offered an early retirement at the right age for me. After retiring, I became an educational consultant for the Capital Region Education Council (CREC) in Connecticut. I think that all of the presentations I made at NSTA conferences has helped me with my consulting work.

I still attend every NSTA conference that I can. Now that I’m retired, though, I look at the conferences from a different angle than when I was teaching. I have the opportunity to share my experiences with other teachers who, like me 20 years ago, were so eager to learn. Giving back is part of our professional duty. It makes me feel good when I share something I’ve done in the classroom for years and somebody says, ‘wow, that’s really cool’. Also, part of my consulting work involves giving presentations on energy education. When I attend the conferences now, I go with the intent of getting more ideas for teaching about energy.

In addition to the conferences, I still rely on other NSTA resources for my consulting work. The company I consult for has a contract with Connecticut utility companies to oversee the eeSmarts program. It provides free professional development and curriculum materials to all teachers in the state. Consultants like me take the materials into the classroom and model the lessons for teachers. This summer, I had to write two investigations—one on energy and one on water. I’ve taught a great deal on water, but not as much on energy. So, I turned to a variety of resources in the NSTA Learning Center to get a better handle on my own understanding.

NSTA membership certainly has given me a lot of support over the years. I used my NSTA membership a great deal when I was teaching, and I still get a lot of use out of it now that I’m retired. Just because I stopped teaching full time doesn’t mean I’m not interested in science education anymore. I am still very involved with NSTA because I’m young enough in my retirement that I want to stay current.

Not a member of NSTA? Learn more about how to join.

Jennifer Henderson is our guest blogger for this series. Before launching her freelance career as a writer/editor, Jennifer was Managing Editor of The Science Teacher, NSTA’s peer-reviewed journal for high school science teachers.

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Do children in your program have direct access to nature?

Puffy clouds over a green landscape.Being outside under the sky is different from being inside under a roof. The experiences that can happen in either place are not necessarily better than the other place, but they are different. We know that children can learn about distant places and the living organisms in those places by using non-fiction books and videos, including television programs. I would not trade the week of my father’s bedtime hour read-alouds of The Borrowers Afield (Mary Norton 1955) for a week spent camping. I would not trade even one day spent in bed reading Charlotte’s Web (E.B. White 1952) for one day on a farm. But since I grew up in a house at the edge of “The Valley” of a small creek, I didn’t have to make those choices—I had both experiences of learning from books and learning through experiences in nature. I think all children should have outdoor experiences in natural settings in "NSTA Recommends" logoaddition to looking at fiction and non-fiction books (or reading or having them read aloud) that are engaging, have rich vocabulary and accurately present the topic. The National Science Teachers Association “NSTA Recommends” is a good source of non-fiction book titles that are accurate and engaging.

Cover of the Eric Carle book, The Very Hungry CaterpillarUsing teaching about the life cycle of an organism as an example, teachers can use the many fiction and non-fiction books, ideas for craft projects, and series cards to illustrate the life cycle of a butterfly. We can read The Very Hungry Caterpillar (Eric Carle 1969), have children paint and cut and glue to illustrate the egg-larvae- pupa-to-adult-egg lifecycle, and ask them to show us which life stage card comes first. These activities do not provide the same “ah-ha” moments as actually observing living butterflies. Details such as the roundness of a butterfly’s eye, or the two-part wings pop out when seen firsthand. When a school plants some plant sources for nectar for adult butterflies and “nice green leaves” for caterpillars, children can observe a butterfly drinking nectar from a flower, or find an egg or caterpillar on a leaf. They can make first hand observations, gathering evidence for understanding Child holds caterpillar with guidance from a docent.that animals depend on plants for food. When children observe an adult butterfly emerging from a chrysalis, they are gathering evidence from their own observations for understanding that a butterfly changes form during its life cycle. When teachers ask children for the evidence for their understanding, they will have first hand experiences and observations to relate. Early childhood educators in all programs can support children’s understanding of their observations by voicing their own thoughts aloud while making observations, and by supporting discussion and productive arguments about the meaning of those observations.

Weekly walking fieldtrips around the block expose children in built-up areas to a larger slice of nature than what they experience in the schoolyard. Can you go a bit farther once a season, to a near-by natural area? Longer walks can be great exercise and the open space found at many natural locations allow more vigorous exploration on the wider vistas. See the National Association for the Education of Young Children’s list, “Resources for Environments That Engage and Inspire Young Learners,” to find articles and other print sources for learning how others find ways to teach children in natural settings. The July 2009 Young Children article “We Need a Way to Get to the Other Side!: Exploring the Possibilities for Learning in Natural Spaces,” presents many reasons for outdoor exploration and some tips on how to implement it. The authors’ ability to work with small groups of five children is a strength of their program. If your program can not accommodate such groupings, consider other ways to bring children in contact with nature. Authors of the Young Children article, Carolyn Galizio, Julia Stoll, and Pamela Hutchins, reported that the outdoor play supported positive changes in children’s behavior and learning. They also said, “The freedom children experience in a natural environment heightens their feelings of joy, passion, fun, peace, excitement, wonder, and fear. These feelings make times spent outdoors in these spaces valuable for children and adults. As teachers this is foremost in our minds.”

The HighScope Curriculum Newsletter, Extensions (v25 no. 2), addresses nature education in preschool with tips for teachers, resources and support for inclusion of all children.

Cucumber flower
I’ve noticed that children find a way to engage with natural materials wherever they are. On one playground with just one tiny garden corner, children eagerly point out the bee in the cucumber flower and the struggling pumpkin vine. They dig in the wood mulch to create pits and scoop it up to move and mound it up. TheChildren look for ants on a tree trunk.y still use the “climbing structure” with steps, platform and ladder but not for as long as they engage w
ith the mulch. What natural materials can you add to playscapes made of only human-created materials? Tubs of water, a large pot for a few plants, and a box of sand come to mind. Going out the gate to view a neighboring tree and the ants that crawl on it, or walking to a nearby more-or-less natural area to run through the grass or investigate the ant
hills in the dirt will expand children’s world just a little more.

 

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Classroom science centers

Untitled1One of my goals this year is to focus more on science. I teach at the elementary level (third grade), and I’m thinking of setting up a science corner in the classroom with materials and activities for students. Rather than reinventing the wheel, do you have any ideas?
—Kate, Davenport, Iowa

In a school I visited, the second grade classes were doing lessons on butterflies. Each classroom had a cage with chrysalises and students were to observe how the adult butterflies emerged. In one classroom, the teacher had created an elaborate and colorful bulletin board about butterflies, but the cage was on a table with unrelated materials in a back corner of the room. In another classroom, the cage was an integral part of a science center. There were books on caterpillars and butterflies, pictures of common local species, a hand lens, a ruler, and student drawings. The center was labeled with questions for students to consider as they made their observations. Students were invited throughout the day to observe the chrysalises and record their observations, drawings, or questions in a log that was part of the center. Both teachers referenced the butterfly activity during the morning meeting, but I suspect that the classroom with the interactive center fostered more student involvement and interest.

Some classroom science centers (also called science stations or tables) include activities for students to do on a rotating basis. This is useful when there are not enough materials for an entire class, when you want to provide a choice of activities, or for providing alternative or more advanced activities for interested students. These centers include directions, and the activities should be safe enough for students to do independently. You should have procedures in place for how and when students access the center.

Creating centers for each unit can be time-consuming for the teacher, especially during the first year. An alternative is to have students contribute to them, giving students ownership in the project. Blogger and retired educator John Paull describes a science table as an integral part of his teaching:

Continue reading …

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Outdoor Science Preconference Workshop at NSTA’s Richmond Conference This Fall

Bringing Outdoor Science InIf you’ve thought about taking students outdoors to learn science, this preconference workshop in Richmond, Virginia, on Wednesday, October 15, 2014, will provide the tools you need to be successful. Teachers can expect to take part in practical, hands-on strategies correlated to the NGSS that get students engaged in active learning. Engineering practices will be considered with questions such as “How does a bird engineer a nest?” NSTA Press author Steve Rich will cover additional strategies, such as the integration of children’s literature, mathematics, and social studies into outdoor science. Participants will leave with resources that will help make teaching science outdoors a powerful learning experience for their students. All participants will receive a copy of Bringing Outdoor Science In: Thrifty Classroom Lessons, a $25.95 value. Continental breakfast for participants is included in the ticket price. The workshop takes place in conjunction with the NSTA Area Conference in Richmond, Virginia.

More information and registration details can be found here: www.nsta.org/richmondoutdoor

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Learn What Science Teachers Are Reading

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You are what you read. As many teachers know, summer reading requirements don’t just apply to students. In the fields of science, many teachers never stop reading about what is happening and where their field is evolving. Engaging students and creating exciting classroom investigations and activities means reading up not only on subject-specific resources, but also best methods for instruction.

But how do you know where to look for well-written, relevant, and fun science books? Whether on a mobile device, computer, or print, teachers can get in the back-to-school spirit by reading the best science books reviewed and rated by their peers. As the summer wraps up, use your next block of 45 minutes to find out what science teachers are reading:

  1. Get What Science Teachers Are Reading and Book Beat.

NSTA publishes two monthly bulletins, What Science Teachers Are Reading and NSTA’s Book Beat, to announce new resources and highlight tips and lesson ideas in publications. Each issue has a theme and related products to help you expand your scope of knowledge. In this the e-newsletter of NSTA Press, you’ll also find special offers or discounts active in NSTA’s online Science Store. Browse back issues of NSTA’s Book Beat and sign up to receive future issues.

  1. Put a pin in it.

NSTA is on Pinterest! Follow the NSTA Pinterest board What Science Teachers Are Reading, which offers an easy-to-view image collection of the newest NSTA offerings. Create an online reading list, get up-to-date publishing announcements, and enjoy instant notice of special offers or discounts on NSTA products. Pinpoint what you need in your classroom—and share with others.

  1. Consult the winners.

This is the year to consult the Outstanding Science Trade Books K-12 list. 2014 was the longest list of books in the program’s 42-year history. Selected by a committee of educators across the nation with an emphasis on applications for Next Generation Science Standards (NGSS) and Common Core State Standards (CCSS). These titles reflect the best in subject matter and inquiry—with the right dose of imagination.

Literature is an essential partner for scientific inquiry. Scientists must be able to read and write to fully explore and prove their ideas. NSTA is ready to help you find what you and your students need to read next.

More Time?

NSTA launched a line of Multi-Touch books full of gorgeous color photography, dynamic enhancements, and interactive features that enable you to learn, share, and explore. Animations, simulations, and video bring content to life, while pop-up review questions and special notes help underscore the most crucial points of knowledge. Each e-book is correlated to the Disciplinary Core Ideas of the NGSS.

Learn more.

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Action research on notemaking/taking

4810954845_13f12b6948_qIn your response to my question about notetaking, you suggested “action research” on notetaking/notemaking as a professional development project. How would I go about beginning such a process? I have the question but I’ve never tackled something of this nature.
—Kelly, Raleigh, North Carolina

Action research is inquiry or research focused on efforts to improve student learning. It typically is designed and conducted by teachers or teams of teachers who analyze the data from their own classrooms to improve their practice and student learning. Action research gives teachers opportunities to reflect on their teaching, explore and test strategies, assess the effectiveness of the strategies, and make decisions about which ones to use and for which students they might be effective. Action research uses the types of thinking and problem-solving we want our students to develop.

The response to your original question on note taking referenced a recent study, “The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking” (summarized here) This study compared note taking with pen and paper versus typing notes on a laptop keyboard. You are wondering about a variation on this—handwritten paper-and-pencil notes vs. notes written on a tablet with a stylus.

Action research models generally have several components, which I’ve annotated with some thoughts about your area of interest: Continue reading …

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Where Can I Find Free or Low-Cost Resources and Opportunities for Science Teachers?

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Free or low-cost programs and materials can help teachers stretch their tight budgets. NSTA member Sharon Cumiskey has turned to NSTA’s member newspaper, NSTA Reports, for over 20 years to find quality teacher resources. Throughout her career, Cumiskey has benefited from opportunities she’s found in NSTA Reports. “Some of my fellow teachers ask me how I hear about the opportunities,” Cumiskey says. “I tell them that they just need to read NSTA Reports.

Cumiskey: When NSTA sends out NSTA Reports, I like to check out the different sections such as “In Your Pocket,” “Grab Bag,” and “Summer Programs” for free resources and opportunities for teachers. (Note from NSTA: Our popular Freebies column is available online).

I look at programs for the summer months, in particular. At one point during my career I was a single parent, so I was happy if I could find a program that paid me over the summer. I sometimes would apply for three or four of the summer programs I read about in NSTA Reports. I took advantage of anything I could apply for. Fortunately, most of the time, I only got accepted to one program. Only once did I get accepted to two programs and I had to choose (one of the programs let me postpone my participation for a year).

One summer, I spent six weeks in Arizona studying astronomy with the American Astronomical Society Teacher Resource Agent (AASTRA) Program, which I read about in NSTA Reports. During AASTRA, we attended classes taught by astronomers, such as Dr. Mary Kay Hemenway from the University of Texas. We worked our way through a huge notebook of astronomy activities for middle school and high school and would practice teaching the activities to one another. After AASTRA ended, we got paid through a National Science Foundation (NSF) grant to make presentations about what we learned during the program. I gave presentations about AASTRA at NSTA conferences.

In 2010, I took part in MIT’s Science and Engineering Program for Teachers (SEPT), which I also learned about from NSTA Reports. SEPT is like an honor class for teachers. To be accepted into the program, you have to already have proven that you can network and that you give back to the science education community. You spend a week at MIT attending specific classes, networking with professors, and learning about MIT’s cutting-edge scientific research.

Thanks to NSTA Reports, I also found out about two programs—one on nanotechnology and the other on digital imaging—at the University of Massachusetts, Amherst. Both of those programs were very informative. In fact, I’m presenting about digital imaging at the NSTA Conference in Richmond, VA, this coming October. The summer program gave us access to free digital imaging software, so I devised a genetics lesson for my students in which we analyze eye color. I recently wrote up the lesson, and it was published in Science Scope.

NSTA provided me with the opportunity to find out about and participate in these programs. So, I feel like I owe something back to NSTA. That’s why I like to present at NSTA conferences.

What other opportunities have you learned about in NSTA Reports?

Cumiskey: A while ago, I read in NSTA Reports that Massachusetts (my state) was offering to pay the fee for a certain number of teachers to pursue National Board Certification. I didn’t have $2,500 to spend on the fee, especially for a certification that I might not get. But, since Massachusetts was paying the bill, I was willing to try. I received my National Board Certification, and it was worth doing. The certification has helped me get into some of the programs I’ve attended.

(Note from NSTA: For more information on NSTA Reports, see “Get Your Hands on NSTA Report” and “Use the NSTA Calendar.” Not a member of NSTA? Learn more about how to join.)

Jennifer Henderson is our guest blogger for this series. Before launching her freelance career as a writer/editor, Jennifer was Managing Editor of The Science Teacher, NSTA’s peer-reviewed journal for high school science teachers.

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Help Young Learners Discover Answers to Their “Why” Questions

New I Wonder Why books from NSTA Kids

Why can’t I see my shadow when it’s dark?” “Why are some sounds loud and some sounds soft?” “Why do we need machines?” “Why can’t I see colors when there is no light?

Teachers and parents know how inquisitive young learners are. Now you can guide K–6 graders to discover answers for themselves as they explore the latest NSTA Kids books in the I Wonder Why series by Lawrence F. Lowery.

Light and ColorLight and Color is a child’s introduction to light and its relationship to the color of objects. This book for young children lays a foundation for science concepts students will learn in middle school that are only possible with early learning experiences.

 

 

Michael's Racing MachineIn Michael’s Racing Machine, Michael and his friend Luci build a racing car, and the story serves as a framework for explanations about machines. Simple machines, such as the lever, the wheel and axle, the inclined plane, and the pulley, are applications of science principles, so they can be used as an opportunity to investigate science principles.

Rubber vs. GlassRubber vs. Glass focuses on the idea of properties—the characteristics of objects or substances—by following a brother, Bill, and sister, Mary, through the exploration of two seemingly divergent substances: rubber and glass. Each of these substances, like all substances of the world, has its own set of properties.

 

Sounds Are High, Sounds Are LowSounds Are High, Sounds Are Low was written for children who are just beginning to learn how to read. It presents some fundamental concepts related to sounds—pitch and volume. Because this is a book on sounds, the sounds of words when they are spoken is part of the content. The semi-poetic structure, the repetitive rhythm of the words, and the reuse of consonant sounds in single-syllable words make the content easy to follow and remember.

Dark as a ShadowAll things—people, animals, plants, and objects—cast shadows of their own particular shape. Through Dark as a Shadow, the reader learns that it is possible to identify most objects by their shadow shapes and that a shadow can be obtained at any time of day or night if there is a light, and object, and something for the shadow to fall on.

 
International Reading Day is September 8, and these NSTA Kids titles have a universal appeal. NSTA is offering a 10 percent discount on the NSTA Kids books until August 22. When ordering any of the NSTA Kids books, enter the promotion code NEWKID.

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