This week in education news, California state analysts aren’t happy about the governor’s plan to allocate $10 million to set up a new online “intersegmental” higher education initiative; some economics departments are changing the formal classification of their programs so that international students have more opportunities to work in the U.S.; NSTA unveils new book geared toward teachers of 3- to 7- year-olds; after-school programs level the playing field; and Idaho Senate Education Committee votes to approve revised school science standards.

All About STEM High Schools

What is a STEM school? It used to mean there were a few more science and math classes. These days, the best STEM schools engage students in real engineering and design challenges and connect them with career opportunities. Some STEM schools, with the help of employers, focus on specific job clusters. Others take advantage of community assets like a college, employer or a zoo. Read the article featured in Education Week.

Online Initiative Not The Answer to STEM Gaps In California

A proposed budget by California’s governor would allocate $10 million to set up a new online “intersegmental” higher education initiative. The project would fund competitive grants for intersegmental teams of faculty to create new and redesign existing STEM courses — both online and hybrid — in a program titled the “California Education Learning Lab.” However, state analysts aren’t keen on the idea. Read the article featured in Campus Technology.

IS Econ STEM?

Some economics departments are changing the formal classification of their programs so that international students have more opportunities to work in the U.S. after they graduate. It may seem like the most bureaucratic of changes, but changing the formal classification — what’s known as the federal CIP code — for an economics program from the one for “economics, general” to the one for “econometrics and quantitative economics” means that international graduates of those programs can work in the U.S. for two extra years after they graduate while staying on their student visas. That’s because the Department of Homeland Security considers econometrics and quantitative economics — but not general economics — to be a STEM field. Read the article featured in Inside Higher Ed.

Computer Science for All: Can Schools Pull It Off?

Alante Klyce wants to be a dancer. Yet here she is, inside a sun-filled classroom at Lindblom Math & Science Academy on the city’s South Side, throwing around tech-industry terms like “ideation” and working with friends to design her first mobile app. It’s all part of the introductory computer-science course that every student in Chicago must now take in order to graduate. “I’m still not really that into technology,” said Klyce, 15. “But this is actually my favorite class now.” Read the article featured in Education Week.

Teachers Group Looks To Develop Future Scientists With Book For Preschoolers

NSTA recently unveiled its latest book, and the audience it was developed for may surprise you. A Head Start on Life Science: Encouraging a Sense of Wonder is geared toward teachers of 3- to 7- year-olds and offers 24 inquiry-based lessons, which are designed to develop a sense of curiosity about the world within preschoolers. Read the article featured in Associations Now.

What Does Growth Look Like for a Student Who Isn’t Having Success on Standardized Tests?

Over the course of my career, I’ve had some years where my students’ standardized test scores were on the rise, and other years where they stagnated. Rarely did these scores correlate to the amount of growth each learner had experienced during our time working together. One thing I know to be true is that little things matter a lot when it comes to recognizing student growth. Read the article featured in EdSurge.

After-School Programs Level The Playing Field

For many educators, this is a time of confusion and frustration as we watch continued attacks on federal funding for education — including after-school programming. We watched with concern earlier this year as the Trump Administration shortsightedly sought to eliminate funding for the 21st Century Community Learning Centers program for fiscal year 2018. Read the article featured in EdSource.

What Is Innovation In Early Education And Why Is It Crucial?

The term “innovation” can conjure images of Silicon Valley, product pitches, dramatically new ideas for solving problems, and, ultimately, disrupting the status quo. What can be more challenging, though, is to think about this notion of innovation in the context of fields where advancement largely depends upon building capacity among adults, to improve relationships and interactions among people. Take, for example, the field of early education, where improving teaching and care practices are a linchpin to improving quality. Read the article featured in Education DIVE.

Senate Panel’s Vote Gives Idaho Schools New Science Standards, Climate Change And All

After three years of resistance at the GOP-dominated Idaho Statehouse, including more pushback from House Republicans this session, the Senate Education Committee voted 6-3 on Thursday to approve revised school science standards as-is – with no parts relating to climate change deleted. Read the article featured in the Idaho Statesman.

Why Arming Teachers Is Highly Unlikely

President Donald Trump said Wednesday that the White House is “very strongly” considering the possibility of arming teachers and other school staff following the deadly Florida school shooting — but the reality is that won’t happen any time soon, even in states that would allow guns in schools. Read the article featured in POLITICO.

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.

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

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Throughout my career as an educator, I’ve had many opportunities to select instructional materials. One experience is particularly memorable because I learned then that how you select instructional materials can be as important as what materials are selected. 

By that point in my career, I had selected materials for other content areas, but I had been the only teacher making the choices, and the process was simple: Pick the text I like most, and submit it to the district. 

This time, however, the process was a bit more complicated because I was part of a team making the selection. The biology team reluctantly gathered our sub lesson plans and headed to the district office. Using the district’s evaluation criteria, we spent all day reading and evaluating stacks of sample materials. By the end of the day, we narrowed our selections down to two options. 

The first option was not surprising: It was the newer version of what we were currently using, and we were ecstatic about the resources that would be at our fingertips. Every page was filled with great photos, graphics, and icons, along with thoughtfully formatted text on glossy pages; technology supports were integrated throughout; accompanying video clips were provided; lab books and student worksheets were coordinated with the student text; and a tall stack of fancy color transparencies (yes, this was a few years ago) were at our disposal. These resources and more were coordinated with an equally glossy wraparound teacher’s edition. 

The second option seemed much less desirable. It lacked DVDs; provided only a few color transparencies; included neither links to additional online information, nor glossy visuals; and had fewer hints and tips embedded on the pages. In addition, the teacher’s guide was a separate volume with little except text to support instruction. 

You might be wondering why we would choose this textbook as a finalist when it was so obviously lacking the resources the first one offered. We did so because the district’s review process challenged us to closely examine our choices. When we did, we realized that the second book was organized in a way that better aligned with the type of teaching we were striving for—one that supported students in making sense of the world around them, rather than just memorizing increasingly complex scientific information. It was less flashy, but more relevant to students.

Publisher sales pitches we heard the following month reaffirmed our thoughts and we chose the second text. Because my district had a process and criteria that allowed us to focus on what mattered most while giving us the autonomy to make a wise decision, we were able to select the materials that would help us improve our instruction.

If we hadn’t undertaken a facilitated, criterion-based review, we would have ended up with the same type of materials as before and experienced the same frustrations in the classroom. The selection process helped us identify what we really needed to change in the classroom and motivated us to make the right choice to achieve those goals. Additionally, because we came to this realization through the process rather than having it imposed on us, we owned the implementation of the materials and used it as an opportunity to advance instruction in our classrooms.

This experience was a watershed moment for me because it helped me understand that a robust process for selecting instructional materials can pay significant dividends over time.

Based on my experiences in the classroom, at the state level, and now at Achieve, I have five big lessons that I’ve learned about selecting instructional materials. Many of you are seeking instructional materials that are truly designed for teaching the NGSS, materials that don’t just have an alignment sticker or use the NGSS colors. You want materials that will make your classroom one in which students develop and use all three dimensions of the standards to make sense of phenomena and design solutions to problems. As you evaluate materials and make selections, keep these lessons learned in mind:

1. Selecting instructional materials should be a part of a broader implementation plan. Materials are key, but can’t do everything and they’ll have a bigger impact if they are embedded in a larger initiative. If you don’t know where to start, check out these state and district implementation resources. 
2. Don’t do it alone. It’s helpful to have other local educators to work with, but for those in rural areas with few science colleagues, or those struggling to find willing colleagues, communities on Twitter, Facebook, and in the NSTA Learning Center can serve as a sounding board for ideas and a source of support and feedback. 
3. Be clear on what you need. It’s a common mistake to think that materials are the first step to implementation, but if you don’t know what materials designed for teaching the NGSS look like, you might select ones that appear to be aligned, but aren’t. Check out the criteria and support in the NGSS Lesson Screener (for lessons), the EQuIP Rubric for Science (for units), and PEEC (for year-long materials) here. In particular, read about the NGSS Innovations in PEEC that highlight what is new in these standards and how instructional materials can reflect that. Many producers of materials are making claims about NGSS alignment. Be skeptical consumers.
4. Try out a unit designed for the NGSS in your classroom. To determine and understand the types of materials you’ll need, try a few in your classroom to decide what support is most helpful. You can find a variety of units identified as quality units designed for the NGSS here, and more are being posted regularly. 
5. Understand the power of the process. Develop a selection process that brings teachers together to build a common understanding of what good materials are, and use carefully selected criteria to analyze the materials You’ll ultimately choose the materials best suited for your students, and teachers will be better prepared to implement them. 

While high-quality materials are needed, that’s only one of the factors to consider. The materials need to be part of a broader science implementation plan that includes, among other things, professional learning to support ongoing improvement in instruction. But how these materials are selected can help address several implementation issues simultaneously if it is done well. Because this is likely the most significant science-specific expenditure your district will make, it’s worth devoting the time and resources needed to select materials in a thoughtful, strategic way. Use this process as a lever for change to improve science instruction for every student in your district.

Matt Krehbiel

Matt Krehbiel is the Science Director at Achieve, Inc. Reach him at mkrehbiel@achieve.org and follow him on twitter at @ksscienceguy. Come learn more about selecting instructional materials designed for the NGSS during his session at the NSTA National Conference in Atlanta. The session, Looking for NGSS-Focused Instructional Materials?, is part of the day-long NGSS@NSTA Forum focused on instructional materials.

This article was featured in the February 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.

2018 National Conference

• Atlanta, March 15–18

NGSS Workshops

• Dive Into Three-Dimensional Instruction in Atlanta, March 14–15

2018 STEM Forum & Expo, hosted by NSTA

• Philadelphia July 11–13

2018 Area Conferences

• Reno, October 11–13
• National Harbor (MD), November 15–17
• Charlotte, Nov. 29-Dec. 1

Follow NSTA

The Next Generation Science Standards (NGSS) encourage three-dimensional thinking in students. 3-D thinking, and the process of developing scientific explanations, are curiosity-driven: They involve wondering, posing questions, and making observations; reading books to discover what others have learned; planning investigations; gathering and analyzing information; reflecting on what was learned in light of new evidence; and proposing explanations and predictions. Developing explanations requires critical and logical thinking, considering alternative explanations, and being willing to change one’s ideas when new evidence requires it.

Not only do scientists develop their explanations, but so do good readers, and information gathered from text is an important source of evidence. Therefore, developing explanations serves as one of the central strategies in the learning and teaching of science and literacy in the Seeds of Science/Roots of Reading® program developed by Amplify. Teachers can access the free 33 strategy guides that promote the development of explanations.  Those strategy guides can be accessed on the Seeds of Science website. 

A Cycle for Developing Explanations While Conducting Science Investigations.

Much has been written about using the science and engineering practices and instructional models when teaching students to develop explanations (American Association for the Advancement of Science Benchmarks for Science Literacy 1993; Chinn and Malhotra 2002; Hapgood, Magnusson, and Palincsar 2004; Krajcik et al 1998; White and Frederiksen 1998). The Seeds of Science/Roots of Reading cycle for developing explanations is grounded in this research and can help students better understand how the explanatory process can be applied to answer important questions in science.

Each unit incorporates selected aspects of developing in-depth explanations. Explanatory skills are developed by having students interpret visual representations, use visual evidence to make inferences, model how to write science explanations, and connect science and everyday words to enhance observations or derive meaning from data.  Additionally, one unit for each grade-level span engages students in a scientific investigation to encourage reflection on the cycle and how it is used to develop new ideas in science. Students participate in each phase of the cycle as they investigate scientific questions posed by the teacher or generated by students and design their investigations and make scientific explanations. This encourages the use of many science and engineering practices, including asking questions and defining problems; engaging in argument from evidence; analyzing and interpreting data; constructing explanations and defining solutions; and obtaining, evaluating, and communicating information.

The units also introduce students to a cycle for developing explanations to help them understand that scientists don’t march through the steps in a particular order, but often alternate among steps as they refine their ideas and use growing evidence and experience to modify their plans.

One widespread student misconception is that only one “scientific method” exists. Scientists engage in science learning through observations, running trails, asking questions, designing and revising investigations to test another aspect of the problem, and collaborating with colleagues  to enhance their explanations. Recognizing this aspect of science also acknowledges scientists’ creativity and their individual contributions to an expanding body of scientific knowledge. Students use this creative process to develop their explanations and enhance their understanding about how things work. Students can also use their educational gifts to express this in many other ways.

Stages of Developing Explanations.

Evidence provides a foundation for developing explanations. The Seeds of Science/Roots of Reading program helps students develop critical-thinking skills while devising well-supported explanations based on evidence. The program uses a defined trajectory with increasing sophistication to help students employ evidence to form logical explanations.

Initially, students search for evidence to support their ideas. Next, they use that evidence to make inferences and create explanations and predictions, while following the logical course of the data. They then seek additional evidence to support their ideas, thereby expanding their confidence in the conclusions that can be made. Finally, students are ready to substantially change their ideas and explanations when confronted with conflicting evidence that they know is substantial and persuasive.

The chart below shows the relationship of individual explanatory skills to the foundational process of making and revising explanations based on evidence.

Seeds/Roots Stages of Developing Explanations

Teachers can find a variety of resources for this process at http://scienceandliteracy.org. Under the Teacher Resources heading, you will find strategy guides for growing skills in developing explanations, understanding the connections between science and everyday words, teaching scientific explanations, and showing how scientists make inferences.

References
American Association for the Advancement of Science. 1993. Benchmarks for science literacy. New York: Oxford University Press.

Chinn, C. A., and B. A. Malhotra. 2002. Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86(2), 175–218.

Hapgood, S., S. J. Magnusson, and A. S. Palincsar. 2004. Teacher, text and experience: A case of young children’s scientific inquiry. Journal of the Learning Sciences, 13(4), 455–505.

Krajcik, J., P. Blumenfeld, R. Marx, K. Bass, J. Fredericks, and E. Soloway. 1998. Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7(3–4), 313–350.

Seeds of Science, Roots of Reading. Retrieved from http://scienceandliteracy.org.

White, B. Y., and J. R. Frederiksen. 1998. Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition & Instruction, 16(1), 3–118.

Jim McDonald

Jim McDonald is a Professor of Science Education at Central Michigan University in the Department of Teacher Education and Professional Development.  He advises the NSTA preservice student chapter at CMU, is director of the Central Michigan GEMS Center, and is currently President of the Council for Elementary Science International, an NSTA affiliate organization.

This article was featured in the February 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.

Future NSTA Conferences

2018 National Conference

• Atlanta, March 15–18

NGSS Workshops

• Dive Into Three-Dimensional Instruction in Atlanta, March 14–15

2018 STEM Forum & Expo, hosted by NSTA

• Philadelphia July 11–13

2018 Area Conferences

• Reno, October 11–13
• National Harbor (MD), November 15–17
• Charlotte, Nov. 29-Dec. 1

Follow NSTA

As a former elementary science specialist, I am familiar with the elementary teacher’s skill set. They excel at managing a classroom, are very organized, and love a great mentor text—a text that is an example of good writing. However, many don’t feel confident enough when teaching science to consider themselves science experts. Helping elementary teachers begin to become comfortable with the NGSS and similar three-dimensional standards and able to search for resources to support them consumed my days and nights as a science supervisor in a new district.

To fully understand what teachers experienced in the past, I trudged my way through the “science sheds,” as they were so fondly dubbed. I likened what I found to an episode of Hoarders Buried Alive, with a dash of the science kits from years past. The shed contained good stuff, but teachers either didn’t know how to use it, or were so overwhelmed with the vast teacher’s edition that they could just barely teach the allotted 40 minutes a week of science.

I didn’t want to give teachers another science kit with materials that would sit for years untouched and unused. I especially didn’t want to give them anything without ensuring they have a true understanding of the science content and the NGSS’s three dimensions. To begin to make the approach to NGSS elementary teacher–friendly, I introduced them to a resource guaranteed to be in their comfort zone:the Picture-Perfect Science book series published by NSTA Press.

I worked my way through each lesson in the series and arranged them by topic, disciplinary core idea, and grade level using the NGSS Correlation document from the Picture Perfect website, which was a great resource. The lessons contain many features to help teachers begin to make the instructional shift to NGSS. They are written in a 5E format—Engage, Explore, Explain, Elaborate, and Evaluate— based on the BSCS 5E instructional model (Bybee 1997). This progression provides a great introduction for teachers.  

The lessons also give teachers a brief content overview that is not overwhelming and complicated, so teachers can become comfortable with the subject. Guided questions are also included to help students think about the topic in a way that a simple hands-on experiment alone may not. The guided questions also highlight the Crosscutting Concepts, enabling students to think about the topic in a different way.

In addition, each lesson includes at least two trade books that are used to either engage students in the topic or elaborate on the topic. The trade books include stories that allow elementary teachers to do what they are comfortable with: teaching using trade books. What I also appreciated about the lessons was the simple planned activities that teachers facilitate as a part of the Explore section. Each activity is relevant and easy to follow, and best of all, includes the Science and Engineering Practices. The beginning of each lesson highlights the objectives (see the sample page of Roller Coasters).

The lesson objectives on the page under Content Standard A: Scientific Inquiry correlate well with the Science and Engineering Practices outlined in NGSS.

Having determined that the series offers a teacher-friendly approach I decided to purchase each volume of Picture Perfect Science and the accompanying trade books. I created the matrix below for the K–3 teachers in my district to help them organize lessons and prevent the overlap of teaching the lessons in each grade level. We also used built-in PD time to review the lessons and discuss the correlations to NGSS. After that, we added them to our shared pacing calendar and collection of shared lessons that continues to grow as we progress through our first year of implementation.

Picture Perfect Science Lessons Matrix

Shared pacing document

When introducing Picture Perfect to my staff, I gave them one lesson to try at each grade level. I invited myself into classrooms and modeled for teachers how to read, stop, ask questions, and not answer them. The Explore section of the lessons was key: Teachers observed students thinking about science concepts and sharing their ideas. Within a few weeks, teachers felt comfortable implementing the lessons themselves and told me how much they appreciated them. They would say, “I really like the 5E model; I think I will use it for all my science lessons” or “My class loved Sheep in a Jeep!”

Classroom lesson modeling

My next search will be for nonfiction texts to enhance students’ knowledge…Stay tuned!

Kristen Crawford

Kristen Crawford has worked in the science education field for more than 20 years. She holds a bachelor’s degree in marine biology from Roger Williams University in Bristol, Rhode Island; a master’s of art in teaching with a concentration in elementary science education from Fairleigh Dickinson University in Teaneck, New Jersey; and a master’s of science in educational administration from the University of Scranton in Scranton, Pennsylvania. Crawford has played leadership roles in science education, serving as a K–6 science specialist in New Jersey’s River Edge School District and as a math and science supervisor there. She participated in focus groups for the New Jersey Department of Education’s Science Division during the state’s adoption of the Next Generation Science Standards. Crawford has taught in the NASA Endeavor STEM certificate program for seven years and has provided professional development for the Kean University Math Science Partnership program. She currently writes curriculum, provides professional development, and serves as K–12 science supervisor in New Jersey’s School District of the Chathams.

This article was featured in the February 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.

2018 National Conference

• Atlanta, March 15–18

NGSS Workshops

• Dive Into Three-Dimensional Instruction in Atlanta, March 14–15

2018 STEM Forum & Expo, hosted by NSTA

• Philadelphia July 11–13

2018 Area Conferences

• Reno, October 11–13
• National Harbor (MD), November 15–17
• Charlotte, Nov. 29-Dec. 1

Follow NSTA

Why don’t antibiotics work like they used to? is an NGSS-aligned storyline developed by the Next Generation Science Storylines Project that focuses on natural selection and other mechanisms of evolution.  Wayne Wright and I (Holly Hereau) teach science at Thurston High School in Redford, Michigan. We implemented this storyline with our 11th-grade honors biology and general biology classes in spring 2017 and again in fall 2017 with a revised version following professional development on how to support a classroom culture of “figuring out”.

The first part of the curriculum is anchored on the phenomenon of antibiotic resistance. Students meet Addie, a little girl who is on the brink of death after contracting methicillin-resistant staphylococcus aureus (MRSA). The class decides that the problem of antibiotic-resistant bacteria should be investigated. Students have many interesting ideas and share their questions with the class. Students create a Driving Question Board (DQB) that helps them determine what kinds of questions must be answered to help them explain this problem. The questions they ask can be organized into two types: questions about what is happening inside Addie’s body and questions about what is occurring outside her, including which environments she was in and what symptoms are occurring in other infected people (the growing prevalence of cases over time).

Students first decide to answer questions focused on bacteria transmission, including where bacteria exist and how to prevent their transmission to humans. Students perform investigations and observe that the “invisible” bacteria can become “visible” if they are moved to an environment such as a petri dish containing food.

The students also plan investigations to discover where bacteria can be found, how bacteria might be transmitted to humans, and what might be used to eliminate those bacteria. Armed with these findings, they explore the effects different concentrations of antibiotic might have on the bacteria. They then plan another investigation to discover if bacteria found growing in different environments (in the presence or absence of antibiotic) might respond differently if introduced to a new environment with the same antibiotic concentration. Time-lapse videos, informational readings, computer simulations, and student-created mathematical models help them comprehend how bacteria reproduce, compete for resources, and interact with antibiotics. With this knowledge, students understand that the scenarios in the computer simulations and in our petri dishes help explain what was happening inside Addie.

Students create and repeatedly revise a model that ultimately shows trait variation in a population of bacteria; individuals with certain traits are shown to survive and reproduce better than others when exposed to antibiotics. This causes the next generation of bacteria to have a higher proportion of individuals with the advantageous trait than the previous generation did. Students extend this model to explain how this mechanism (natural selection) is responsible for populations of bacteria becoming resistant to antibiotics over time. The students use this knowledge to create an infographic that educates the community about why proper antibiotic use is so important.

The second part of the curriculum focuses on determining if the student model explains how other living things have changed over time. To do so, students explore two populations of birds: a junco population on the University of California, San Diego campus and another that migrates between the campus and Mt. Laguna. These bird populations have changed due to non-random mating, migration, and mutations. Video clips help students gather information about the differences in these populations and inspire the class to create a DQB. The questions fall into these categories: Are their traits learned or inherited? What role does the environment play in how the birds have changed, and why they stay? Are the birds the same type/species of Junco?  How different are the juncos? Are they different enough to be two different species?

As they did earlier, students determine what kinds of investigations are needed to answer the questions on our DQB. The class analyzes data sets that have been excerpted from peer-reviewed journal articles and watch video clips showing different aspects of the birds’ characteristics, behavior, and environment. To conclude the unit, we collected all of our evidence and find we can use our expanded model to explain how all life on Earth has changed over many millions of years.

Alignment to NGSS

Teacher Guide

The curriculum and materials are well planned and cohesive.  For each lesson, the teacher guide includes the question to be answered by the lesson, the Performance Expectation(s) we’re working toward, the DCIs and CCCs addressed during the lesson, and the related phenomena. Each lesson also provides “where we’ve been” and “where we’re going” statements that coherently tie lessons together. Finally, the guide has a a list of materials needed for the lesson, including direct links to videos, articles, or student activity sheets, and a brief description of background knowledge that would be helpful for the teacher to know.

The teacher guide also provides a detailed plan with pacing cues and suggested prompts to keep discussions productive, a dedicated space for teacher support and notes, and guidance and specific strategies for class discussions. Most important, the guide offers examples of student work that enable teachers to envision student products. The guide’s clarity and organization make daily preparation uncomplicated and allows all teachers to use this unit, including those without prior NGSS experience or strong content background knowledge.

To make sense of the phenomenon in this storyline, students ask questions, conduct investigations, and create and revise conceptual and mathematical models; they construct arguments by supporting ideas with evidence as they engage in discourse with their peers—allowing them to give and receive plentiful feedback from one another and from the teacher. A wide range of texts, infographics, Centers for Disease Control articles, scientific journals, graphs, and data sets are used to help students make connections, extend their learning, and formulate new questions as they discover what they still need to investigate. The literacy pieces embedded in the unit are strategically employed to enable students to answer questions beyond the scope of each text.

We revised the unit to encourage students to return more frequently to the DQB to reflect on what they have determined and what they still need to investigate. The prompts embedded in student activity sheets provide actionable evidence to determine learning outcomes, and teachers can check these to ascertain what students can do with their knowledge.

The first time we taught this lesson, we did not have access to the pre- and post-tests and had limited familiarity with 3-D assessment, so we felt we needed to supplement this unit with quizzes. The second time we taught the unit, we had access to the pre- and post-tests, along with training on 3-D assessment writing, which allowed us to be more mindful about identifying and selecting specific prompts from student activity guides to use as formative checks. We are currently contributing suggested questions for a revised teacher guide so teachers can be more purposeful about the ways they choose to use prompts.

We also added a video/Public Service Announcement that our students created as part of their final assessment; this allowed students to get more practice with providing formal critical feedback to groups. We were fortunate to work with Trisha Shelton, who introduced us to Alan Marnett and Benchfly— an online platform that gave our students the ability to exchange critical feedback with students from a school in Kentucky, as well as students in other classes at our school. This added a level of importance and authenticity to their PSA. We hope to continue to use this platform to give students experience with the skills necessary for success in our current digital landscape.

Other Important Considerations

Next Generation Science Storylines are created by some of the best thinkers in the science education field, along with many talented classroom science teachers. Their goal is for teachers to implement NGSS, and they know this will only happen if teachers feel they have access to a quality curriculum. However, teachers need a few key activities to help students benefit the most from these storylines.

• Productive Talk. Creating a safe culture in your classroom where productive talk can happen is imperative for the successful implementation of any NGSS Students need to feel secure about sharing their ideas and questions. It is important for all voices to be heard and that discussion is equitable in the classroom. This has led us to consider “untracking” our school’s science classes so students can learn from all of their peers.
• Driving Question Board. This unit, like all Next Generation Science Storylines, requires teachers to understand how to use a DQB. Effective use of a DQB subtly guides students in the direction they take with questioning and discussion. When teachers use the DQB correctly, students will essentially drive the direction of the unit.
• Support. Because we participated in a summer workshop focused on learning while teaching, we now have a deeper understanding of how productive talk and DQBs are so important; this informed the teaching of this storyline and the rest of our classes accordingly. A key idea we realized is not only how crucial it is for teachers to have training in NGSS, but also for them to simultaneously have access to and try high–quality NGSS-aligned materials. Concrete examples that allow teachers to experience how NGSS classrooms will look and feel will be important for universal teacher acceptance. Ultimately, learning to teach with NGSS is more powerful than simply learning about

We are very excited about this unit and the Storyline Project overall and encourage other teachers to become familiar with them. These lessons are purposeful, memorable, and meaningful to students. Coincidentally, after completing this unit, a letter went home to families in our district to inform them that one of our ninth-grade students was being treated for MRSA! We heard from several teachers in the building that our students were helping to “dial back the panic” by educating others about what MRSA is and how to stay MRSA-free.

We can’t say thank you enough to everyone we directly worked with during implementation—Brian Reiser, Michael Novak, Tara McGill, Trish Shelton, Kelsey Edwards, Aliza Zivic, and Trey Smith—as well as others who worked behind the scenes.  This team is passionate about making quality NGSS curriculum accessible to all teachers, so all students can have equitable science experiences. We strongly believe that these materials provide a viable pathway to reach that goal.

References

Next Generation Science Exemplar. “Learning with NGSX.” Accessed February 8, 2018, http://ngsx.org/index.php/public/learning-ngsx/

Next Generation Science Standards. “EQuIP Rubric for Lessons & Units: Science.” Accessed February 8, 2018, https://www.nextgenscience.org/resources/equip-rubric-lessons-units-science

Next Generation Science Storylines. “Tools for creating and working with storylines.” Accessed January 29, 2018, http://www.nextgenstorylines.org/tools/

Next Generation Science Storylines. “Why don’t antibiotics work like they used to?” Accessed January 29, 2018, http://www.nextgenstorylines.org/why-dont-antibiotics-work-like-they-used-to

Holly Hereau

Holly Hereau is a biology and environmental science teacher at Thurston High School in Redford, Michigan, and at Macomb Community College, in Warren, Michigan. She is currently training to become an NGSX facilitator and is a new member of Achieve, Inc.’s, Science Peer Review Panel. She holds a bachelor’s degree in biology from Grand Valley State University and studied Entomology at Michigan State University before earning a master’s degree in education at the University of Michigan. In addition to NGSS implementation, she is passionate about providing experiential and place-based learning opportunities for students. Connect with her on Twitter at @hhereau.

Wayne Wright

Wayne Wright is an NGSS enthusiast! He’s taught science for nine years; five of them at Thurston High School in Redford, Michigan. Wright recognizes that the shift in the NGSS mindset has revolutionized his classroom and changed how students experience science. Since diving into NGSS, he has given a talk at MIStemTalk17, presented at the Science Leaders meeting at Wayne RESA, and has hosted for a week the NGSS_Tweeps Twitter account. Wright also has been working with Northwestern University on the Learning While Teaching pathway and piloting their antibiotic resistance storyline, and with Michigan State University piloting the program, Carbon Time. He is currently working to become a NGSX facilitator. Follow him on Twitter @wewright1234

This article was featured in the February 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.

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My middle school would like to host a science night for the district. Do you have any ideas? —S., Illinois

Concentrate on activities that are safe. inexpensive, quick to set up and take down, and easy to clean up. Your students can learn a lot as the guides and demonstrators at the activities, while relieving you and your colleagues of some of the burden. Create passports that get stamped at different stations to promote participation.

Many quick engineering activities use only straws and tape: towers, cantilevers, bridges, and so on.

Astronomy is always a big hit (if the weather cooperates). Contact the local amateur astronomical society for help and equipment. Display images of the moon, planets, star clusters, and constellations students take with night photography apps on cell phones.

A “Science Mystery Show” in which students demonstrate and explain a variety of discrepant events will be a hit. There are many ideas for these on the web.

Hunting for pond micro- and macro-organisms under microscopes is another captivating activity. Students could create “wanted” posters that will describe certain species to find. The “reward” could correlate with the rarity or difficulty of finding that organism.

Extracting DNA from strawberries or other fruit can be really fun, inexpensive, and easy. Do a quick search of NSTA’s Learning Center or the web to find out how.

Messy but always fun is to make ooblek, slime, or gak as a chemistry activity. There are tons of recipes and different formulations online.

Most of all, HAVE FUN!

Hope this helps!

Photo credit:  National Science Foundation [Public Domain}

This week in education news, Trump presents FY 2019 budget to Congress; new study finds student learning gains in schools where teacher mentor their colleagues; Aurora science teacher like collaborating with students; new study finds online lessons can enhance students’ understanding of science; Idaho Senate Education Committee delays vote on proposed science standards; Wyoming Senate Education Committee passes computer science standards bill; and for experiential learning programs to flourish, they must bridge K-12, higher education, and the workforce.

Opinion: Banish ‘Just A Theory’ Dunces With Sound Science Education

“Evolution is just a theory.” When someone utters that phrase, there is no clearer signal that the speaker has failed to grasp one of the most basic of science concepts. In science, a theory is not a guess. The term used by scientists to indicate a well-substantiated explanation of some aspect of the natural world. You’re unlikely to hear “gravity is just a theory” or “germs causing disease is just a theory.” And yet “evolution is just a theory” is suddenly popping up in conversations across Florida. Read the article featured in the Tallahassee Democrat.

Trump Budget Request Prioritizes STEM And Apprenticeships. But Is There a Catch?

The Trump Administration’s budget request for 2019 eyes a strong push for high school-based apprenticeships and career and technical education focused on the science, technology, engineering, and mathematics fields. The proposals, however, would revamp the Carl T. Perkins Act, the federal law that governs how this federal funding flows. Among other things, the budget request says it would “promote strategies that allow students to work and learn at the same time,” and prioritize “offerings to STEM fields and other high-demand fields.” Read the article featured in Education Week.

Analysis: New Study Finds Huge Student Learning Gains In Schools Where Teachers Mentor Their Colleagues As Multi-Classroom Leaders

In survey after survey, teachers report dissatisfaction with the professional development they receive. Many aren’t satisfied with their professional learning communities or coaching opportunities. Teachers say they want more on-the-job development, career advancement while teaching, and collaboration time. Some teachers are getting what they want. But is that good news for students? Do their students learn more? According to a new study released through the CALDER Center, the answer is yes — a lot more. Read the article featured in The 74.

Science Education Funding Still In Trump’s Crosshairs, Despite Being Saved By Congress

Days after Congress passed a budget that mostly preserves funding for science education, President Donald Trump released a new budget proposal for 2019 that would eliminate many of those same programs. It calls for a $26 billion increase in defense spending next year, but $5 billion in cuts to non-defense programs, including a 10.5 percent cut to the Department of Education. Read the article featured in EdSource.

Granger Science Teacher Likes Collaborating With Students

Brian Klaft started teaching in 1991 in Chicago Public Schools and has been teaching science at Indian Prairie Unit District 204’s Granger Middle School in Aurora for 19 years, the past 11 in eighth grade. Last year, he began serving as a curator with the National Science Teachers Association, helping teachers around the country locate appropriate resources for teaching science core ideas. Read the article featured in The Daily Herald.

Highlighting the ‘E’ In STEM Education

If you’ve ever searched the internet, shopped online, gotten a medical image, used a smart phone, or played a video game, among many other things, you’ve benefited from the C++ programming language. Most people have never heard of the C++ programming they interact with everyday. Most don’t know the engineering behind how our increasingly technologically-dependent world works. When creating something is the question, engineering is the answer. Read the article featured in The Hill.

Online Learning Wins Out Over Textbooks In Boosting Science Scores

Online lessons can enhance students’ understanding of science and help underachieving students close the gap with their peers, according to a new study. Students who took web-based units made significantly more progress than those who relied on textbooks, while the improvement was particularly marked for students with lower prior achievement. Read the article featured in Forbes magazine.

Senate Drills Down Into Nitty Gritty Of Science Standards

The third year — and possibly final year — of the Legislature’s science standards debate could come to closure next week. The Senate Education Committee spent an hour taking public testimony on science standards Wednesday afternoon. As expected, the committee took no action. There is no date set for a vote, but it appears likely that the committee will vote next week. Read the article featured in the Idaho Ed News.

Wyoming Legislative Panel Endorses Computer Science Classes

A measure that would require Wyoming K-12 schools to provide all students with computer science instruction has been endorsed by a state Senate committee. The Senate Education Committee unanimously approved Senate File 29 Wednesday. Read the article by the Associated Press.

Rethinking Grade Levels And School Design For Personalized Learning

Personalized learning, an amorphous term that means different things to different people, generally refers to a more customized learning experience for students, based on their strengths, weaknesses and interests. Students are given the space to move through content more flexibly, at their own pace, often aided by technology. Nontraditional grade groupings are another way to address students’ individual learning needs. Read the article featured in The Hechinger Report.

For Experiential Learning Programs To Thrive, They Must Bridge K-12 And Higher Ed (And the Workforce)

In a strong job market that values both experience and educational credentials, interest is growing in experiential learning models that fuse traditional academic study with real-world projects and work experiences. In K-12, that has meant increasing popularity for project-based learning, or PBL, accelerated by various innovation initiatives, grants and start-ups. And beyond project-based instructional efforts, a growing number of K-12 educators and schools are now focused on broader notions of experiential learning that include collaboration with outside employers and industry partners. Read the article featured in EdSurge.

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.

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

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President Trump released his budget for FY2019 programs on Monday, February 12, and, as expected, has requested significant cuts to key grant programs in the Every Student Succeeds Act (ESSA).

The Administration is requesting $63.2 billion in discretionary funding for the U.S.  Education Department FY2019 programs which will begin on October 1. This is approximately a 5.3 percent cut from current levels.  

The budget also “streamlines and refocuses”  the Federal investment in K-12 education by eliminating funding for 17 programs totaling $4.4 billion the Administration believes to be “duplicative, ineffective, or more appropriately supported through State, local, or private funds.”

Programs on the chopping block include the Title IV-A, Student Support and Academic Achievement Grants; Title II grants for teacher training; and afterschool programs.

Title IV-A Student Support and Academic Achievement Grants. The President is calling to completely eliminate the SSAE grant program in its third year of existence. The SSAE grant program under Title IV-A of ESSA is a flexible block grant that is designed to provide support for much needed health and safety programs, well-rounded education programs, including Science and STEM, and the effective use of education technology. Districts can use Title IVA funding to increase access to STEM for underserved and at risk student populations; support the participation of students in STEM nonprofit competitions; providing hands-on learning opportunities in STEM; integrate other academic subjects, including the arts, into STEM subject programs; create or enhance STEM specialty schools; and integrate classroom based and afterschool and informal STEM instruction.

Title II A:  The President is calling for elimination of this $2 billion program that funds teacher training and class-size reduction efforts.

Title V, Afterschool Programs (21st Century Community Learning Centers): The President proposes eliminating this $1.2 billion grant for after-school programs.  These programs fund high-quality STEM programming in afterschool and summer learning programs.

And now the good news: As a follow up to the Presidential memorandum to provide $200m for STEM education and computer science, the budget is calling for “$180 million in funding for the Education Innovation and Research program, as well as $20 million in new STEM grants.

The competitive Education Innovation and Research grants would support “evidence-based strategies and interventions to improve student achievement in STEM fields, including computer science.”  $20 million would go for awards to “create innovative career and technical education programs in STEM fields, including computer science, that are aligned with regional workforce and labor market needs.”

Keep in mind that the Administration’s budget is simply a suggestion to Congress, and Congress has the final power to determine funding levels for these programs.  However, it is important to note that the budget does signal the President’s priorities, and this year one of the six major themes listed in the President’s FY 2019 Budget was “promoting innovation and reform around STEM education”

Also complicating matters is the fact that appropriators have still not completed their work for the FY2018 budget year, which started Oct. 1 2018.  Last week legislators lifted the budget caps on domestic programs, including education, and federal agencies will be open until March 23, allowing legislators time to finalize an omnibus spending bill for FY2018.  More here on that.

President’s FY2019 budget also maintains support for Title I funding ($15.5B) and provides about $12.8 billion for special education funding .  The Administration is also seeking  $43 million for School Climate Transformation grants specifically to help states and local districts address the impact of opioids on students and schools.

The Budget maintains $1.1 billion in funding for career and technical education. The White House plan calls for sending the majority of this funding to high schools “to promote strategies such as apprenticeship, work-based learning and dual-enrollment.” It also calls for an increase in STEM offerings and for authorizing funding for “fast-track programs that prepare high-school graduates for jobs rebuilding America’s infrastructure.”

The President also wants to invest $1.1 billion in school choice programs.

Read more here and here.

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.

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

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Regardless of what grade level or subject are you teach, as you skim through the article titles, you may find ideas for lessons that would be interesting your students or the inspiration to adapt/create your own.

All three journals include Outstanding Science Trade Books for Students K–12: 2018. The books are organized by a relevant NGSS Disciplinary Core Idea, with additional correlations to Crosscutting Concepts and Science and Engineering Practices. The reviewers include a grade level range, so you can choose books for students at various reading and interest levels.

The Science Teacher – Maker Movement

This month’s Editor’s Corner: “Making” a Difference has several points about the Maker Movement. It’s worth a read if you need to convince others of the value.

• Maker education involves problem- and project-based learning through open-ended, collaborative fabrication. Like engineers, makers use an iterative design cycle as they strive to create better solutions. Students solve authentic, personally relevant problems.
• Making has the potential to develop students’ 21st-century skills, such as creativity, critical thinking, innovation, collaboration, and more.
• While maker projects provide students with authentic experiences of science and engineering practices, it can be a challenge to clearly align them with important disciplinary core ideas.

The maker-related lessons described in the articles include connections with the NGSS (including DCIs) and many include classroom resources and illustrations of student work.

• Just as play is important in early learning, Elements of Making discusses how to bring creative experiences to older students. The authors include six elements of making and a related matrix to help us incorporate making into science teaching.
• Grouping Minerals by Their Formulas takes students beyond simply identifying minerals with a 5E lesson in using “mineral formulas to help Earth Science wonder about the connection between elements, compounds, mixtures, minerals, and mineral formulas.” The author includes example of student work in connecting the Periodic Table to mineral properties.
• Not all making involves physical materials. Our Watershed describes a project in which students “use field exploration and online software to design virtual solutions to improve the hydrology of their schoolyard.” Many photographs are used to illustrate the process and the product.
• The author of Going Beyond the X shows how students can probe more deeply into DNA replication through modeling. She includes photos of the partner and group activities.
• Arguing Over Life and Death provides a real-life context (endangered species) for helping students learn, practice, and use a Claim-Evidence-Reasoning framework.
• Career of the Month: Additive Engineer: Who knew that “making” could turn into a career?
• This month’s Library of Congress resource–Right to the Source: Making Old New Again—has a story of students during WWII making model airplanes to aid in training. So… check out the photos–“making” is not necessarily a new thing!

These monthly columns continue to provide background knowledge and classroom ideas:

• Focus on Physics: Electromagnetic Waves and the Speed of Light
• Science 2.0: Drones for the Science Classroom

For more on the content that provides a context for projects and strategies described in this issue, see the SciLinks topics Chromosomes, Conservation of Energy, DNA Replication, Electromagnetic Induction, Electromagnetic Waves, Endangered Species, Mineral Identification, Mineral Properties, Mitosis, River Systems, Watersheds

Keep reading for Science Scope and  Science and Children.

Science Scope – Project, Problem, and Phenomenon-Based Learning

 If you’re new to PBL or mentoring someone who is, From the Editor’s Desk: Tips for Project-Based Learning has many tried-and-true suggestions based in the editor’s actual middle school experiences!

Articles in this issue that describe lessons include a helpful sidebar (“At a Glance”) documenting the big idea, essential pre-knowledge, time, and cost; many follow a 5E format. The lessons also include connections with the NGSS, and many include examples of student work, assessments, and classroom materials.

Composting: A Problem, Place, or Project? Using the PBL Trifecta (PBL3) in the Classroom illustrates how a traditional activity can become a powerful experience in combining place-based, problem-based, and project-based learning.

The 5E lesson in Disequilibrium: The Advantages of Biodegradable Products addresses the environmental impact of non-compostable materials.

• Good news! Teachers don’t necessarily have to develop brand-new units to incorporate PBL. The authors of The NGSS-ification of Too Slow to Notice: How to Turn Any Unit into a Phenomena-Based, Student-Driven Investigation provide a planning template and an illustrated “road map” example from their own experience. “Go on, get your hands dirty and do science!”
• Students apply A Framework for Integrating Science, Engineering, and Literacy, using solar ovens and marshmallows.
• Why Do Fishermen Need Forests? Developing a Project-Based Learning Unit With an Engaging Driving Question shows the value of driving question to stimulate curiosity and anchoring phenomena to provide a context. Although the example focuses on aquatic ecosystems, the process could apply to a variety of topics.
• How Can We Provide Water for Developing Countries? 5E Unit Empowers Students to Solve the Global Water Crisis has for getting students to think about and create solutions for a global problem and present their findings.
• Commentary: Codesigning Science Projects With Students discusses how to incorporate “student voice” into PBL as the roles of students and teachers change.
• Add a new dimension to a stream study investigation with Citizen Science: Take a Stream Selfie for Science. Students upload photographs to a monitoring projects sponsored by the Izaak Walton League of America.
• PBL often involves teams of students working together. Science For All: Managing Group Work has ideas for managing groups of students to work cooperatively and productively.
• Making ice cream changes from a cookbook lab to a phenomenon-based lesson, as described in Teacher To Teacher: Teaching With Everyday Phenomena

These monthly columns continue to provide background knowledge and classroom ideas:

• Scope on the Skies: Storms From the Skies
• Listserv Roundup: Note-Taking Strategies in the Science Classroom

For more on the content that provides a context for projects and strategies described in this issue, see the SciLinks topics Biodegradable, Changes of State, Composting, Desalination, Drinking Water Standards, Ecosystems, Heat Transfer, Marine Ecosystems, Meteors, Phases of Matter, Properties of Matter, Water Quality

Science & Children – Heredity: Inheritance and Variation of Traits

Editor’s Note: Observing Heredity “Heredity is one of the topics of the greatest interest to elementary children. In many cases, it is a topic that focuses on them. They have likely heard from a very young age that they look like their mother or have their father’s eyes…Simple observations are a good way to start on the pathway of understanding heredity. The Next Generation Science Standards begin the progression of learning about heredity at grade 3. It’s here where students begin to recognize that we have some traits that are not inherited; they are a result of the environment.”

The lessons described in the articles have a chart showing connections with the NGSS and many include classroom materials and illustrations of student work.

With observing live crickets and other activities as a context in Jumping Into Natural Selection, students “tell the story” of changes in populations and develop background knowledge to support a progression toward understanding the process in later grades.

• An Introduction to Heredity: Part 1 has students inventory observable traits and variations in traits, creating graphs and a summary “tree of traits.” An Introduction to Heredity: Part 2 extends the lesson with a focus on how traits are passed from parents to offspring. Both lesson included take-home activities that were also available in Spanish.
• The lesson in A Dazzling Journey to an Aquarium Ecosystem combines hands-on building of small aquariums with digital microscopy (an app on tablets) to observe the inhabitants up close.
• “Put away those paper plates divided into four sections to represent the life cycle of a butterfly, and together with your students, represent the life cycle of the butterfly through writing, drawing, dance, and math and Dance Like a Butterfly.
• Our youngest scientists can begin their study of living things by exploring animals and their offspring. The Early Years: Teaching Life Cycles Throughout the Year has suggestions for doing this.
• Formative Assessment Probes: Uncovering Students’ Ideas About Inherited Traits could be used to discover misconceptions and guide instruction.
• Teaching Through Trade Books: Investigating Heredity has two 5E lessons (K-2 and 3-5) in which students observe and identify physical traits passed from parents to offspring.
• Similarities and differences between lions and house cats are the focus of The Poetry of Science: Comparing Cats

These monthly columns continue to provide background knowledge and classroom ideas:

• Science 101: If Evolution Is Based on “Survival of the Fittest,” Why Do Diseases Such as Cancer and Alzheimer’s Disease Persist in the Human Population?
• Science 102: Tricky Numbers
• Engineering Encounters: Goldilocks and the Engineers
• Methods and Strategies: Drawing for Meaning

For more on the content that provides a context for projects and strategies described in this issue, see the SciLinks topics Aquatic Plants and Animals, Butterflies, Ecosystems, Food Chains, Genetics, Heredity, Insects, Life Cycles, Natural Selection, Traits

What do you typically do after administering a test or a midterm to help students make necessary corrections and, thereby, reinforce the concepts that were not understood?
– J., New York

Tests and exams, which are assessments of learning, should also be a basis for learning. When I returned a test, the corrections automatically became an assignment. When I gave students points on their tests for their corrections, I sensed that they didn’t put as much effort into preparing for tests. To offset that tendency, I gave assignments the same weight, regardless of how many [or few] corrections were needed. To prevent the students from copying from others, they had to refer directly to their notes or textbook and write a little citation. They could append a photograph of their notes to their test. This technique also ensures that students will have complete notes to study from on midterms or final exams.

In my experience, people tend to repeat the same mistake on multiple choice questions if they take it again. Attempt to circumvent this by having students write out the question and the correct answer in full. You may need to give students more than one attempt at essay, long answer or conjectural questions for them to arrive at the correct answers.

I usually kept corrected tests on file until exam review, primarily so students didn’t lose them!
Hope this helps!

Photo Credit: Alison Wood (Own Work)