By Debra Shapiro
Posted on 2019-06-28
Teaching students science, technology, engineering, and math (STEM) by connecting it with bicycle motocross (BMX), closed-course bike racing over natural or simulated rough terrain, is possible with programs from the American Bicycle Association’s USA BMX philanthropic arm, the USA BMX Foundation, located in Gilbert, Arizona. Marianne Landrith, gifted education teacher for the Sunnyside Unified School District in Tucson, Arizona, says she discovered the foundation’s educational programs in 2017 when a student was working on “an inquiry project on helmet safety in extreme sports. We had to find resources for Daniel!”
Landrith contacted Mike Duvarney, executive director of the USA BMX Foundation. Through the foundation’s Motivational Speaking program, Duvarney arranged for Olympic BMX racer Donny Robinson to visit Daniel’s school. “Olympians can come to schools anywhere in the country [at no charge]. They talk about how much STEM is involved in the field and the tools used. Each Olympian talks about failure and staying motivated through the lens of cycling,” Duvarney relates.
“We received lots of great information for Daniel,” Landrith recalls. “Donny rode a bike into the classroom, talked about goals and perseverance, and [answered students’ questions]. [The foundation] gave Daniel a BMX bike. [The school has] 92% [of its students receiving] free or reduced-price lunch, so it was very generous of them to do this.”
With funding from the district’s Jacob K. Javits Gifted and Talented Students Education Program grant, which Landrith coordinates, she was able to bring another USA BMX Foundation STEM program, the Track Modeling Program, to Tucson schools. “We started with classes with a high number of gifted students in them, and the program expanded from there [to include all students],” she explains.
Schools that don’t have grant funding can receive help from USA BMX Foundation in finding funding sources, and may be matched with sponsors, Duvarney points out.
Designed for fourth graders, the weeklong/25-hour Track Modeling Program supports the Next Generation Science Standards (NGSS) and gives students an opportunity to conceptualize, design, and build a scale BMX track. “Students talk to a track builder and learn about which track features go well together [and] the engineering behind them. They are able to Skype with an Olympian. Then [students visit a local track] for themselves…They [get to] ride [bikes] on the track,” says Duvarney. Back at their schools, they design their own tracks and work in groups to incorporate their individual designs “into one final track design,” he adds.
“We spend an hour with teachers to help them teach it, an hour-long phone conversation,” Duvarney reports. “All supplies [for the program], including dirt, are delivered to the school. It’s truly a kit.”
“Students are creating something from nothing, engaging their creativity,” Landrith asserts. “They learn how to apply the information they heard [at the track] to their new creation. They gather information from their own experience riding on the track several times, which helps them make the track the right size.” Making tracks to scale “is challenging because fourth graders haven’t been exposed to ratios and scale,” she adds.
“They work in teams and learn to collaborate, how to have good discussions and compromise, how to divide tasks evenly. They get to play in dirt and be messy, which can bring science to life. And [Track Modeling] gets them outside and exercising. So many of our students have never ridden a bike, so they learn how to ride one,” Landrith relates. The physical education teachers, she adds, “get the students on bikes three weeks before the trip and make sure the students are comfortable and know how [to use the hand brake].”
“People think of BMX as flips and tricks, but there are two types of BMX: freestyle (flips and tricks) and racing. We are BMX racing. We take safety very seriously and ensure that all precautions are followed. Students must wear a helmet, a long-sleeved shirt, and pants, along with closed-toe shoes,” Duvarney explains.
Craycroft Elementary School in Tucson is in its second year of using the Track Modeling Program. Principal Jim Ridge says the program’s “project-based, inquiry approach” supports “gifted students’ strengths and supports all of our students [as well]…Our students took agency and created their tracks based on their learning and the resources [provided]. This was an engineering project [that taught students about concepts like] soil compaction, ratios, and elements of design that could be produced on a real track…Students learn about how water is important in track design; in the new Arizona standards, water is a big content piece.”
Ridge adds, “None of the teachers are experts in track design and BMX, but the program doesn’t require it…We had access to experts from the field: riders, engineers, and designers whose support helped move the project forward.”
Cheryl Lane and Alison Scranton, fourth-grade teachers at Michael G. Wickman Elementary School in Chino Hills, California, taught the Track Modeling program with three of their fourth-grade colleagues. “The engineering project was clearly outlined and easy to follow. It was great! Alison was the only one who had experience with the BMX sport, but we all were able to do the project,” asserts Lane.
“The only tweak [we made was] timing. The program was designed for one week; we spaced the activities out over a two-week time period. That worked perfectly,” Scranton observes.
“We are in the beginning stages of NGSS implementation, but this gave us an opportunity to dive into the three dimensions of NGSS. We were able to design [lessons] through project-based learning and connect related curriculum. Track Modeling helped us design effective curriculum,” say Lane and Scranton.
The program also increased students’ environmental awareness. According to Lane and Scranton, students had to consider “where to build a track and the environmental impact. Is there enough space? How can we bring in natural elements? What is the impact of animals on a new track?”
“Students have to think about how to use recycled, reusable items in the track design,” Ridge notes. “One award the judges present [when judging track designs] is for the greenest track.”
“When students go to the track, they see the impacts of weather [on it, such as] erosion,” says Duvarney. “So much maintenance is needed to keep these tracks in tip-top condition. Students learn it’s all about safety and maintenance to preserve what you have built.”
Students were assessed, says Scranton, “with the use of science journals. The kids kept record of all the stages of the project using the 5E lesson plan. The final track build was also used to assess overall understanding.”
Learn more about USA BMX Foundation’s youth education programs at
http://bit.ly/31zTsgH.
The USA BMX Foundation also offers a STEM Program in which students in grades 3–5 (and in grades 6–8 in an expanded version) “assemble bikes and do [STEM-related] experiments with them, such as calculating speed and trying out different tires,” Duvarney explains. “Teachers get an instructor’s manual, and no prior knowledge is needed. Our STEM Program is unique because it can fit with physical education, summer camps, and out-of-school time.”
The program supports NGSS, and the instructor manual includes “pre- and post-tests that help teachers see what students learned,” he adds.
Landrith brought the STEM Program to fifth graders at a Tucson middle school. “Students are on bikes every day, and work in groups; they do experiments with bikes, gathering data on [things like] the effects of tire pressure on bicycle efficiency; seat position and its effects on the force on the pedal; how tire tread affects a bike on different terrains; how speed affects balance; and how much stopping distance is needed on sloped versus flat terrain,” she relates. “Back in the classroom, they analyze the data and reach a conclusion…[The program] matches many standards beautifully.”
This article originally appeared in the Summer 2019 issue of NSTA Reports, the member newspaper of the National Science Teachers Association. Each month, NSTA members receive NSTA Reports, featuring news on science education, the association, and more. Not a member? Learn how NSTA can help you become the best science teacher you can be.
The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.
Follow NSTA
 |
 |
 |
 |
 |
 |
 |
By Carole Hayward
Posted on 2019-06-25
For veteran science educators Laura Tucker and Lois Sherwood there is no debate about climate science. But Tucker and Sherwood realized that few books provide the much-needed assistance that teachers need to cover the scope of climate science with special attention to humanity’s role.
Tucker and Sherwood’s NSTA book, Understanding Climate Change, fills that gap and does so with “conscious attention” to three-dimensional teaching and learning called for in the Framework (for K-12 Science Education), writes NSTA Executive Director Dr. David L. Evans in the book’s forward. “The authors have made a real contribution … by providing structured suggestions that encourage students to use they science they have learned in considering the effects of human activity,” Evans said. “By making this connections, students have the best chance to use science to positively ‘affect the lives of future generations.’”
Not every secondary teacher will have received specialized climate science training, so the authors provide the much-needed text summarizing the underlying science.
The book takes students from awareness of climate change to comprehension over nine sessions, which the authors recommend being taught as a unit once between grades 7 and 12. The authors encourage science educators to decide where this units “fits best in your school or district’s scope and sequence to maximize the learning opportunities while building solid comprehension,” but urge teachers to follow their suggested time frame so that “complex topics are not shortchanged and students are allowed ample time to engage, process, and reflect.
“It is critical that the entire unit be taught with fidelity. It takes time to cover a topic as complex as climate change,” Tucker and Sherwood write.
The unit was strategically structured to engage student interest and to build a conceptual foundation without overloading learners. Scaffolding is then provided for students to conduct their own research, draw their own conclusions. The linkage and sequencing of the nine sessions allows students to build on concepts in order to better understand what comes next, thus providing a constructivist model of learning.
Each session incorporates most if not all of the following components:
The book’s first edition was field tested across Sherwood’s four, 10th-grade classes, and after completing this unit, a number of them formed their own group—Students for Sustainability—and affected positive changes within their school and out in their community. They even made a 6,000-mile round-trip journey, traveling from Washington state to Washington, D.C. and back, using only public transportation, to advocate for climate action. Their work is featured in Session 8.
If you’re trying to answer the question, “What’s the best way to approach the potentially controversial subject of climate change in my classroom?” the comprehensive curriculum provided in this book is an excellent resource for doing so.
Order a copy of Understanding Climate Change, here.
Check out a sample chapter, What Have You Heard About Climate Change?
For veteran science educators Laura Tucker and Lois Sherwood there is no debate about climate science.
Safety Blog
By Kenneth Roy
Posted on 2019-06-25
The OSHA Laboratory Standard 29 CFR 1910.1450 details specific recommendations when labeling and storing hazardous chemicals within school laboratories.
First of all, the laboratory standard [(1910.1450(h)(1)(i)] requires that labels on incoming containers not be removed or defaced. Incoming container refers to the original receptacle that holds hazardous chemicals that were purchased and shipped to the lab. But there is not a specific labeling requirement for secondary containers of hazardous chemicals in a laboratory. Secondary containers are used to transfer hazardous chemicals from their original containers. The OSHA lab standard does not require labeling because the contents are only to be temporarily stored in secondary container. Once in the lab, labeling now falls under the OSHA Lab Standard if transferred to secondary container as noted below with reference to Appendix A.
Secondly, the laboratory standard [CFR 1910.1450(b)] allows laboratories flexibility in tailoring their written Chemical Hygiene Plan (CHP) and standard operating procedures to protect employees in laboratories. For example, labels on incoming containers must follow strict labeling requirements for hazardous chemicals under OSHA HazCom standard. Once in academic lab and transferred to secondary container, the lab has flexibility on what is to be required for labeling. This would be noted in the employer’s CHP, and Appendix A provides additional guidance. In addition, 1910.1450(f)(4) requires the employer to train employees regarding the physical and health hazards of chemicals in the work area, the measures employees can take to protect themselves from these hazards, and the employer’s CHP.
In academic science labs covered under the OSHA laboratory standard, chemicals in secondary containers, such as beakers and flasks, require some sort of identification (e.g., chemical name, concentration, date prepared, and hazard information). This helps lab employees protect themselves from chemical and health hazards. The CHP along with employee training will determine the hazards of the chemicals in the secondary containers. Moreover, OSHA encourages employers to consult Appendix A of the laboratory standard, which contains numerous recommendations for labeling chemicals in laboratories. The following recommendations from Appendix A describe examples of proper chemical and waste storage for academic labs.
Chemical storage
• Chemicals should be separated and stored according to hazard category and compatibility.
• Follow the safety data sheets (SDS) and label information for storage requirements.
• Maintain existing labels on incoming containers of chemicals and other materials.
• Labels on containers used for storing hazardous chemicals must include the chemical identification and appropriate hazard warnings.
• The contents of all other chemical containers and transfer vessels, including beakers, flasks, reaction vessels, and process equipment, should be properly identified.
Collection and storage of waste
• Chemical waste should be accumulated at or near the point of generation, under the control of laboratory workers.
• Each waste type should be stored in a compatible container pending transfer or disposal. Waste containers should be clearly labeled and sealed when not in use.
• Incompatible waste types should be kept separate to ensure that heat generation, gas evolution, or another reaction does not occur.
• Waste containers should be stored in a designated location that does not interfere with normal laboratory operations. Ventilated storage and secondary containment may be appropriate for certain types of waste.
• Waste containers should be clearly labeled and sealed when not in use. Labels should include the accumulation start date and hazard warnings as appropriate.
For additional information, read the OSHA letter of interpretation regarding laboratory standard requirements.
Submit questions regarding safety to Ken Roy at safersci@gmail.com or leave him a comment below. Follow Ken Roy on Twitter: @drroysafersci.
NSTA resources and safety issue papers
Join NSTA
Follow NSTA
The OSHA Laboratory Standard 29 CFR 1910.1450 details specific recommendations when labeling and storing hazardous chemicals within school laboratories.
Are you a K-12 teacher who works near a Shell asset? Join us on Wednesday, December 4, from 6:30 to 8:00 pm ET to learn how you could win a science classroom makeover.
Are you a K-12 teacher who works near a Shell asset? Join us on Wednesday, December 4, from 6:30 to 8:00 pm ET to learn how you could win a science classroom makeover.
Are you a K-12 teacher who works near a Shell asset? Join us on Wednesday, December 4, from 6:30 to 8:00 pm ET to learn how you could win a science classroom makeover.
Are you a K-12 teacher who works near a Shell asset? Join us on Wednesday, December 4, from 6:30 to 8:00 pm ET to learn how you could win a science classroom makeover.
By Gabe Kraljevic
Posted on 2019-06-22
I am interested in high school engineering projects. I’m looking for fun, engaging, and challenging projects for my honors students.
—T., Rhode Island
There is a vast amount of resources and ideas to help you out with engineering projects. Start with teaching the engineering design process – there are some excellent resources in The Learning Center.
Depending on your budget and access to tools and technology, you can offer a range of projects. Catapults or trebuchets are relatively easy to build and low-tech. These can range from hand-held, popsicle stick affairs all the way to larger ones you can test on the football field!
A friend of mine teaches his entire physics course through science, technology, engineering, and mathematics (STEM) projects. One student favourite is designing and building headphones. They can listen to music in his class only if they use the ones they construct in class from scratch!
If you want to incorporate computing and coding consider building robots with embedded microprocessors (like Arduino or Raspberry Pi) for specific tasks. A small autonomous robot to find and extinguish a candle is a real challenge. Another option is to build an autonomous greenhouse that monitors humidity, soil moisture and light levels and responds accordingly.
One of the best projects around, in my opinion, is to launch high-altitude balloons with science experiments, cameras, radio equipment. You can check out my collection of resources in The Learning Center on these types of projects: http://bit.ly/2W4Mtbv
These are just a few ideas. TryEngineering.org has an amazing array of resources and ideas.
Hope this helps!
Image by annca from Pixabay
I am interested in high school engineering projects. I’m looking for fun, engaging, and challenging projects for my honors students.
—T., Rhode Island
By Korei Martin
Posted on 2019-06-21
Guest blog post by Paul Orbe
Dear NSTA Members:
I would like to take this opportunity to share my experience with NSTA, our professional organization. Before I embark in storytelling I deem necessary to offer a quick overview in how I became an educator and a proud NSTA member. I feel somewhat obliged to pay it forward. I’m confident there is someone out there who could possibly benefit from my personal story.
After spending several years in healthcare administration and with a nascent family, I made the conscious decision to transition into education. I must admit it was not an easy transition but one somewhat facilitated by my academic background. I received my BS in Biochemistry from Rutgers University in my home state of New Jersey as well as a masters in Administration. I opted to attend an alternate route program to obtain the necessary training to become a certified teacher. After completing the necessary requirements, I received teaching certificates in Biology and in Chemistry. I have been employed with the Union City School District in Union City, NJ since 2012.
Although previous education and work experience provided the necessary tools to excel in my new endeavor, I felt there was something missing. While searching for content for my courses, I stumbled across the NSTA website. Destiny…possibly. My prayers were answered (my doubts subsided) when I learned about the mission of the NSTA. The NSTA’s Guiding Principles and the NSTA’s Strategic Goals offered valuable insights to a newcomer like myself. The decision of becoming a member was a no brainer. Gaining access to a myriad of resources for teachers was certainly a welcomed perk. But the more I learned about the NSTA, the more involved I became.
During my first year as a member of the NSTA, I applied to
one of their many professional learning programs. I was beside myself when I
was selected to the New Science Teacher Academy sponsored by the Bayer USA
Foundation and the NSTA. I was one of nine educators representing NJ. As a New
Science Teacher Academy Fellow, I was able to attend my first national
conference in Chicago, IL. The
New Science Teacher Academy was a competitive and comprehensive program
encompassing a yearlong e-mentoring with the New Teacher Center among other
activities. Moreover, my professional network was immediately expanded. NSTA
officers and staff were responsive to my questions and concerns. Knowing that
someone has your back is certainly comforting. During my attendance to the
National Conference, I quickly learned the multitude of workshops, topics, guest
speakers and exhibits available. I felt like a kid in a candy store. So many
interesting activities to attend…so little time. I was grateful to learn more
about our profession.
The following year I received a Maitland P. Simmons Memorial Award for New Teachers. This time I attended the National Conference in Nashville, TN. I also received the 2016 Urban Science Educator Development Award from Shell Oil Company and NSTA. Since, I have presented original research in numerous NSTA Area and National Conferences. These locations include: Minneapolis (2016), LA and Baltimore (2017), and Atlanta (2018). NSTA offers an extensive Awards and Recognition Program. Award recipients attend the black-tie gala at the yearly National Conference and are honored for their accomplishments. But this is not all…
NSTA also offers leadership opportunities. I’m currently serving in the Committee on Research in Science Teaching. There are multiple opportunities to serve in standing committees, advisory boards and panels. So, what are you waiting for?
I would like to thank Dr. Carolyn Hayes. I consider her my mentor. I met Dr. Hayes in my first national conference while she was serving as the President-elect for the NSTA. She was easy going and quick to offer suggestions to increase my profile as an educator.
Well…this is my story. I strongly encourage you to become involved. Applying for fellowships and awards is not for the faint of heart, it requires work. Yet, if you love what you do, you will never have to work a day in your life! Give yourself a chance and let your voice be heard. These are transcendental times, respond to my plea for becoming an agent of change and positively alter the future of education.
Paul Orbe, Ed.S.
Guest blog post by Paul Orbe
Dear NSTA Members:
I would like to take this opportunity to share my experience with NSTA, our professional organization. Before I embark in storytelling I deem necessary to offer a quick overview in how I became an educator and a proud NSTA member. I feel somewhat obliged to pay it forward. I’m confident there is someone out there who could possibly benefit from my personal story.
By Kate Falk
Posted on 2019-06-21
This week in education news, NEA sees small increase in membership; effective grading practices, classroom technology, and social-emotional competencies among blind spots in teacher professional development; new study finds that 61% of high schools in California do not offer computer science courses; and new survey finds U.S. teachers in grades 7-9 spend more hours teaching and have longer work weeks than most of their counterparts in 48 other education systems.
For a generation now, school reform has meant top-down mandates for what students must be taught, enforced by high-stakes standardized tests and justified by macho rhetoric — “rigor,” “raising the bar,” “tougher standards.” Here’s a thought experiment. Suppose that next year virtually every student passed the tests. What would the reaction be from politicians, businesspeople, the media? Would these people shake their heads in admiration and say, “Damn, those teachers must be good!”? Read the op-ed featured in the New York Times.
Nation’s Largest Teachers’ Union Sees Slight Upswing in Membership
The National Education Association projected a steep membership decline in the wake of an adverse Supreme Court ruling—but the losses were not as bad as anticipated. The NEA had projected a more than 10 percent membership decline from 2018 to 2020. In response, it cut $50 million from its two-year budget. But the latest figures show that the projected losses did not entirely realize. The NEA recorded about 2.29 million full-time equivalent members (a number that includes teachers, education support professionals, and retirees) for the upcoming budget year of 2019-20. The union had projected dipping down to 2.11 million members. Read the article featured in Education Week.
What Are the Blind Spots in Teacher PD?
Teacher professional development is a multibillion-dollar industry that every educator will participate in over the course of his or her career. But often, it’s a source of teacher frustration. Nearly all educators can name an example of professional development that wasn’t relevant to their work, did not inspire lasting change, or was just plain boring. And according to a 2016 Education Week Research Center and MCH Strategic Data survey of teachers, 42 percent of respondents said they have little to no influence on the professional development available to them. Read the article featured in Education Week.
Study: More than Half of California High Schools Lack Computer Science Courses
California has the highest number of technology workers in the country. But many students in the state lack access to the computer science courses that may set them up for those career opportunities, a new study shows. Read the article featured in EdSource.
STEM Teachers are Most in Need of Additional Pay
Low teacher pay has attracted much attention over the last year in the wave of teacher unrest, even gathering attention among Democratic presidential candidates. A recent report from The Economic Policy Institute shows teachers were paid lower than other college graduates in all states, and the teacher pay penalty in the U.S. is also large by international standards. Yet, most conversations fail to acknowledge that teacher wage penalties differ quite markedly between teachers of different disciplines. Individuals with degrees in STEM fields are hit the hardest when they choose to enter teaching over other careers in their field. Read the article featured on the Brown Center Chalkboard.
Local Firefighters Spark Middle School STEM Lessons
Students learn about emergency services career while also getting to light something on fire. Read the article featured in District Administration.
Survey: Despite Long Working Hours, US Teachers Satisfied with Jobs
The latest Teaching and Learning International Survey also shows U.S. teachers are less likely than peers in 48 other educational systems to express a “high need” for professional development. Read the article featured in Education DIVE.
How A Former Teacher Is Improving STEM Education In America’s Schools
A former teacher, Serene Gallegos leads the Ignite My Future in School (IMFIS) initiative, an educational program designed to help instill computational thinking in American students and expand STEM skills within their curriculums. In her role, Gallegos partners with school districts across the country to bring free, high-quality professional development in computational thinking to teachers. In addition, she uses her personal experience as a teacher to improve educational experiences, opportunities, and outcomes for students from underrepresented communities. Read the article featured in Forbes.
Stay tuned for next week’s top education news stories.
The Communication, Legislative & Public Affairs (CLPA) team strives to keep NSTA members, teachers, science education leaders, and the general public informed about NSTA programs, products, and services and key science education issues and legislation. In the association’s role as the national voice for science education, its CLPA team actively promotes NSTA’s positions on science education issues and communicates key NSTA messages to essential audiences.
This week in education news, NEA sees small increase in membership; effective grading practices, classroom technology, and social-emotional competencies among blind spots in teacher professional development; new study finds that 61% of high schools in California do not offer computer science courses; and new survey finds U.S.
By Peggy Ashbrook
Posted on 2019-06-18
It’s amazing how much animal life a small patch of ground can sustain. Over the last three weeks in the row house yard there have been Black swallowtail butterfly larvae (caterpillars) on a fennel plant; isopods (roly-polies/pillbugs), slugs, and centipedes under the flower pots; Cabbage white butterfly larvae on the kale, Milkweed Leaf beetles on the milkweed plants; and a Monarch butterfly laying two eggs on a milkweed plant.
Plus many kinds of bees on the flowers, ants between the patio bricks and on the trumpet vine flowers, a few spiders resting in webs, flies buzzing around, and different kinds of birds at a feeder. There are likely to be many other kinds of animals that did not show themselves.
The first sighting of Monarch butterflies is exciting because they are one of the animals that migrate seasonally so they may not be in your area for very long. Scientists encourage citizen scientists to report their “firsts” data of when and where they first see an adult butterfly, milkweed emerge in the spring, monarch eggs, and monarch larvae (caterpillar).
Journey North, a citizen science program, provides tools on the website for us to record our data, helping scientists understand the monarch’s conservation needs (as well as American Robins, hummingbirds, frogs, and other living organisms). Data recorded year round is helpful!
Read about planting a garden that will sustain butterflies, and all about Monarch biology, rearing, milkweed cultivation, and migration on the Monarch Watch website, another program dedicated to the conservation of Monarch butterflies.
Those two Monarch eggs on a small milkweed plant are now in a “butterfly house” at a preschool with plenty more milkweed for those very hungry caterpillars when they hatch out. The children will maintain the butterfly house, observe the caterpillars as they eat, grow, and pupate before emerging from their chrysalids as adult Monarch butterflies.
Legislative Update
By Jodi Peterson
Posted on 2019-06-17
Education Appropriations Part of Four-Bill “Minibus” Being Considered by U.S. House of Representatives
Members of Congress are currently working through a slew of amendments as the House of Representatives considers FY20 appropriations bills in four areas–State-Foreign Operations, Energy-Water, Defense, and Labor-HHS-Education– that have been combined together into a “minibus” now making its way through the chamber.
The Education portion of the minibus, which would provide a 6 percent increase to the Department of Education, includes $1.3 billion for Title IV/A Student Support and Academic Enrichment (SSAE) grant and $2.5 billion for the Title IIA grant, an increase of $150 million and $500 million respectively. A previous legislative update on the appropriations for education under consideration is here.
While the bill is expected to pass the Democratic-controlled House, the appropriations process is still very unclear in the Senate due to the lack of a deal to raise the funding caps.
Top Democratic and Republican congressional leaders are also meeting with White House officials to try again to reach a budget deal before the FY20 budget year officially begins on Oct. 1 and automatic spending cuts kick in this year. Lawmakers also have to come to an agreement to raise the government’s debt ceiling later this year too.
Of particular note (and good news for science and STEM ed advocates): the House report language on the Title IVA grant, which clarifies and signals Congressional intent as to the use of the grant funds, includes specific language on engineering education and computer science:
Engineering Education.—The Committee is aware that among science, technology, engineering and mathematics (STEM) topics, there is a relatively limited focus on engineering education; however, engineering is important in its application of scientific and mathematical principles to innovation, analysis, design, evaluation, and manufacturing processes and systems. Therefore, the Committee is supportive of efforts by LEAs to use SSAE funds to support rigorous academic coursework or educator professional learning in engineering education programs and encourages the expansion of engineering initiatives in elementary and secondary schools through public-private partnerships.
Computer Science.—The Committee notes that States and school districts may use funds available under the SSAE Grant Program to strengthen instruction in science, technology, engineering, arts, and mathematics (STEAM) fields, including computer science, and improve access to Pre-K–12 computer science and STEAM programming for underserved students, such as minorities, girls, and youth from families living at or below the poverty line. The Committee recognizes that supporting education in the STEAM fields, particularly computer science, is critical to ensuring that our nation continues to lead in innovation. As computer science is a basic skill in the 21st century global economy, the Committee intends for investments in Title IV–A to reduce the computer science enrollment and achievement gaps.
Report language on arming teachers also directs the Secretary of Education to issue guidance clarifying that Title IVA funds are not allowed to be used for the purchase of firearms or for firearms training.
Stay tuned.
Senate Committee Approves STEM Bill
Last month the Senate Commerce, Science, and Transportation Committee approved S. 737 (116), a bill that would expand STEM education initiatives at the National Science Foundation for young children. The bill, titled “Building Blocks of STEM Act” was sponsored by Sen. Jacky Rosen (D-Nev.), a former computer programmer. It would also provide new research grants to help boost girls’ participation in STEM education. Companion legislation has been introduced in the House Science Committee. Read the bill here.
Administration Proposes New Rules on College Accreditation
Last week the Administration proposed a major overhaul of the federal regulations governing college accreditation.
The proposed Education Department regulations are based on language that a negotiated rulemaking panel agreed upon earlier this year after months of debate.
The department will solicit public comments on the proposals over a 30-day period. To view the proposed rule in its entirety, click here.
Presidential Campaigns Kick Off, Many Introduce Education Platforms
Former Vice President and now Presidential Candidate Joe Biden recently released his education agenda; the former vice president wants to triple grants under the Title I program, now funded at nearly $16 billion to ensure teachers in low-income districts receive “competitive” pay, provide 3- and-4-year-olds with access to preschool and ensure districts put in place “rigorous coursework across all their schools.” Read more from Education Week here: Biden, Sanders Lay Out Broad Education Platforms
Sen. Bernie Sanders (I-Vt.), also called for tripling Title I funding for low-income schools and for setting a minimum starting salary for teachers of $60,000. Sen. Kamala Harris (D-Calif.) proposed spending $315 billion over 10 years to boost teacher pay, while former San Antonio Mayor and HUD Secretary Julian Castro has called for giving teachers a tax credit of up to $10,000.
And the National Education Association has announced it will hold a Presidential Forum on Education on July 5 during their annual meeting in Houston. Confirmed attendees include Julián Castro, Sen. Amy Klobuchar (D-Minn.), Sen. Kamala Harris (D-Calif.), Washington Gov. Jay Inslee, former Rep. Beto O’Rourke, Sen. Bernie Sanders, (I-Vt.) and Sen. Elizabeth Warren , (D-Mass.); other candidates are expected to join in coming days.
Toolkit on ESSA Funding for Science and STEM Now Available
The CS3 ESSA Title II and IV Toolkit explains ESSA grant programs and points to actions that state and district leaders and lead teachers can take to use this funding to support high quality science education for educators as well as students.
ESSA Title II (Preparing, Training, and Recruiting High-Quality Teachers, Principals, and Other School Leaders Grants) allow districts and states to fund teacher professional development. Districts can also use this funding to provide stipends to recruit STEM teachers, and support generalists (like elementary teachers) who integrate more STEM into their classrooms.
ESSA Title IVA (Student Support and Academic Enrichment Grants) will allow districts to provide students with a well-rounded education and improve instruction and student engagement in STEM by:
Also check out the resources NSTA has available on ESSA here.
Stay tuned, and watch for more updates in future issues of NSTA Express.
Jodi Peterson is the Assistant Executive Director of Communication, Legislative & Public Affairs for the National Science Teachers Association (NSTA) and Chair of the STEM Education Coalition. Reach her via e-mail at jpeterson@nsta.org or via Twitter at @stemedadvocate.
Education Appropriations Part of Four-Bill “Minibus” Being Considered by U.S. House of Representatives
Members of Congress are currently working through a slew of amendments as the House of Representatives considers FY20 appropriations bills in four areas–State-Foreign Operations, Energy-Water, Defense, and Labor-HHS-Education– that have been combined together into a “minibus” now making its way through the chamber.
By Gretchen Brinza
Posted on 2019-06-17
In an elementary science classroom, it’s not incredibly challenging to motivate students to want to do science and engineering. I find that the students at the grade-level I teach (fifth) are excited about school and learning and their attitudes mirror the words of the Framework for K–12 Science Education: The actual doing of science or engineering can also pique students’ curiosity, capture their interest, and motivate their continued study; the insights thus gained help them recognize that the work of scientists and engineers is a creative endeavor [5, 6]–one that has deeply affected the world they live in.” (Framework 2013, 42-43).
Because of this vision for science and engineering education, I recognize that I must capitalize on this incredible interest by building community, the natural glue, to serve as the foundation for our classroom culture of “figuring it out.” Over time, I have realized that this community-building process is slow, yet deliberate, and by doing it thoroughly and thoughtfully, the class gains so much more than ever intended. It not only increases their science knowledge, but also helps students develop respectful relationships with one another. Students acknowledge the importance of listening meaningfully to one another while respectfully disagreeing with someone else’s ideas. They also come to value the meaning and importance of consensus.
First things first. We establish norms early, publicly post them, and revisit them daily. Building classroom community is a work-in-progress for these young students. It’s also a way to ensure that everyone has a voice, that science ideas are built together over time, and that we make sense of what we’re doing in a way that is collaborative, not isolating. We do a lot of “talk science,” moving between statements and questions that encourage us to not only value what someone has said but also try to bring meaning and understanding to their ideas.
For example, the statements “Are you saying…?”; “Say more”; and “What do you mean by…?” encourage students to recognize that we value what they have to say. This sense of respect between one another also enables us to accomplish more in the long run because we feel safe and trust one another with our ideas, even if we disagree with them.
Second, we build our classroom community together by recognizing that as a community of scientists and engineers, we design our learning together. As the teacher, I am not the giver of information, but rather a facilitator who is also “figuring out” science ideas alongside students. This means that as we engage with phenomena, the investigation ideas are chosen by the students. If the class agrees on an idea to investigate that they think will hopefully answer class questions, these ideas are publicly posted alongside the norms. These investigation ideas remind students that they are the ones who not only have to do the “figuring out,” but they also depend upon one another to build the ideas over time.
Finally, a big idea that emerges from student-led investigations is that sometimes the classroom community’s investigations bring us somewhere, and at other times, they don’t. Either way, our class celebrates the roads we’ve traveled in this process, and we accept failure and success together.
For example, in a fifth-grade unit designed to show where our clean water comes from and where it goes after use, we wanted to discover which way treated water flowed once it left a wastewater treatment plant. Thinking that boat traffic or wind had something to do with it, we tried putting wind-up toy boats in containers of water and running fans over those same containers. To no avail, the water didn’t flow. But when we tilted the containers, water came rushing out, demonstrating how elevation plays a role in flowing water. Without the “failed” investigations, we never would have learned to what we needed to figure out, and missed out on a success story for our class! From here, we could then uncover where treated water ended up in our city.
Each year, as a new group of students walks in, or I loop with another group of students, I am excited to build community with them, either by starting new, or picking up where we left off. My excitement for building community in science inspires my students, and we hit the ground running…with one another, working together.
Gretchen Brinza is a fifth- and sixth-grade science teacher in the Chicago Public Schools. She is NGSX trained and an author and pilot teacher for both NextGen Storylines and PAGES curriculum development. She is the 2016 PAEMST Awardee for K-6 Science in Illinois and was honored as the 2017 Illinois STEM Educator of the Year. She is always willing to learn more about three-dimensional learning and the positive impact it has on student learning in science.
Note: This article is featured in the June issue of Next Gen Navigator, a monthly e-newsletter from NSTA delivering information, insights, resources, and professional learning opportunities for science educators by science educators on the Next Generation Science Standards and three-dimensional instruction. Click here to sign up to receive the Navigator every month.
Visit NSTA’s NGSS@NSTA Hub for hundreds of vetted classroom resources, professional learning opportunities, publications, ebooks and more; connect with your teacher colleagues on the NGSS listservs (members can sign up here); and join us for discussions around NGSS at an upcoming conference.
The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.
STEM Forum & Expo
2019 Fall Conferences
In an elementary science classroom, it’s not incredibly challenging to motivate students to want to do science and engineering.
Join