This week in education news, controversy over science education nothing new in Oklahoma; President’s budget would zero out the funding for innovations in teacher training; the debate over teaching climate change in U.S. schools heats up; experiential learning helps students own their future; computer science educators should prepare students with how to deal with pressing ethical questions related to the capabilities of technology; mentors for new teachers found to boost student achievement; and NSTA and the STEM Education Coalition warn the U.S. Department of Education that excluding science as a top priority in new state education plans would be a mistake.

Controversy Over Science Education Nothing New In Oklahoma

Science teacher Heather Johnston has fielded an increase in student questions about the concept of rising temperatures across the planet, an example of the intensifying political debate over climate change creeping into her classroom. But even when a student might express disbelief in the scientific theory, Johnston, who teaches at Norman High School, views it as an opportunity to invite students to practice their scientific investigation skills. Click here to read the article featured in Tulsa World.

How Trump’s Budget Would Gut Innovations In Teacher Training

It’s no secret that traditional teacher training and “professional development” can feel far removed from the real world of the classroom. That’s daunting to many who might enter the profession, frustrating to many already there — and ultimately hurtful to students. So when Louisiana announced that every new teacher in the state would receive a full year of “residency-based” training, modeled on how doctors learn their craft, the question the rest of the country should have asked is, “How do we make that happen here?” Unfortunately, the Trump administration is moving in precisely the opposite direction, with a plan to zero out the funding for innovations like Louisiana’s. Click here to read the article featured on The 74.

3 Climate Change Challenges For Science Teachers

Climate change is adjustments in the Earth’s weather and climate patterns, including the accelerated increase in the planet’s overall average temperature, that scientists have observed for more than a hundred years, says David Evans, executive director of the National Science Teachers Association, a professional group for science educators. While leaders worldwide determine how to address climate change, high school teachers in the U.S. face a number of challenges. Click here to read the article featured in U.S. News & World Report.

Boost Girls’ STEM Education To Combat Sexism In Tech

One of the worst-kept secrets in the tech world is how “awful” tech companies can be to women. You don’t have to go far to find a story about sexism or discrimination. There are a lot of theories about why this is happening, but I think the root cause doesn’t get enough exposure: More girls need to be encouraged to pursue science, technology, engineering, and math, or STEM-related fields from a very young age. Click here to read the article featured in Education Week’s Market Brief.

Debate Heats Up Over Teaching Climate Change In US Schools

The struggle over what American students learn about global warming is heating up as conservative lawmakers, climate change doubters and others attempt to push rejected or debunked theories into the classroom. An overwhelming majority of climate scientists say man-made emissions drive global warming, but there’s no such consensus among educators over how climate change and its causes should be taught. Click here to read the Associated Press article.

How Experiential Learning Helps Students Own Their Future

Passion and purpose. One drives students’ ability and eagerness to learn. The other can keep them wavering in life to no end. As an educator and father, I’ve been quick to notice that my students and even my own children, for that matter, are passionate about the subjects they learn and concepts that come naturally to them; however, often these passionate students get lost in the application of that passion to its purpose—i.e., how it applies to a career or real-life situation. Click here to read the article featured in Education DIVE.

Teaching Computer Science Is Great, But It’s Not Enough

In recent years, the dizzying pace of technological innovation has motivated a surge of interest in creating quality computer-science-education experiences for all K-12 students in the United States. In early 2016, President Barack Obama announced the Computer Science for All initiative, which called for more than $4 billion in federal funding to expand computer science in elementary, middle, and high school. Though Congress never set aside the proposed $4 billion, the initiative set in motion a new focus on computer science, triggering change across the country. Click here to read the article featured in Education Week.

Project-Based Learning’s Next Project: Understanding When It Works

Can project-based learning help close the achievement gap? New research focused on young elementary schoolers suggests that a well-designed and well-taught project-based-learning curriculum can help make a difference for students living in poverty. Click here to read the article featured in Education Week.

Mentors for New Teachers Found To Boost Student Achievement—By A Lot

If new teachers are paired with high-quality, trained mentors and receive frequent feedback, their students may receive the equivalent of up to five months of additional learning, a new study found. Click here to read the article featured in TEACHER.

Digital Generals Are As Important As Military Generals (Because The US Is Losing the Digital War)

There are some economic realities that are inescapable. The very structure of the US economy has shifted dramatically in just fifteen years. Look at the list of the most valuable companies then and now. In 2001, GE, Microsoft, Exxon, Citigroup and Walmart were the top five US companies by market cap; but by 2016 the list was Apple, Alphabet (Google), Microsoft, Amazon and Facebook. During the same fifteen years, Internet growth increased from about 50% to over 90%, and the number of Americans accessing the Internet via high speed connections grew from less than 5% to over 75%. Click here to read the article featured in Forbes magazine.

Science Teachers Warn Trump Team Against ‘Poor Policy Choice’

A nationwide group representing science teachers and a science education coalition have written to the U.S. Department of Education warning that excluding science as a top priority in new state education plans would be a mistake. In a letter sent Thursday to Jason Botel, the department’s acting assistant secretary for elementary and secondary education, the National Science Teachers Association and the STEM Education Coalition said that the department’s recent feedback on states’ plans for the Every Student Succeeds Act improperly discourages states from using science in school accountability systems. Click here to read the article featured in Education Week.

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.

Follow NSTA

As a recent graduate, I’m preparing for interviews. Do you have any hints for successful interviews? —A., Minnesota

I’ve been on interview committees, and when applicants have comparable credentials, little things can make an impression. In addition to what your college mentors recommended for interviewing, I’d suggest the following.

Do some research before the interview in case you’re asked what you know about the school or community. Look for nearby science-related resources (parks, museums, nature centers, etc.). Learn a little about the history of the community and what it’s famous for. Visit the school’s website to learn about the school culture, facilities, extracurricular activities. Look over the student and faculty handbooks if they are available online.

I’m sure your college mentors suggested answering questions completely and succinctly. Don’t fake a response or answer with unrelated information. If you don’t know an answer, write the question down and add it to your list of things to learn about.

Even though you know to dress professionally for the interview, you could accessorize subtly with the school colors. Turn off your cell phone before the interview and arrive in time to mentally organize yourself. Also organize any materials you bring to the interview.

Shake hands firmly and repeat names as you are introduced. “It’s a pleasure to meet you, Dr. Jones.” Even though you’ll be nervous, show your enthusiasm and personality.

Purge your personal social media sites of inappropriate information or photos. Don’t share things that you would not want your future students and their parents (and school administrators) to see.

The committee may ask if you have any questions. Show your interest by asking

• What is the school’s philosophy toward science instruction?
• What mentoring and professional development activities are available?
• What kind of lab resources and technology are available?
• What is the role of extracurricular activities in the school?
• How do teachers use community resources that you identified before the interview?

Good luck!

Public libraries across the country are receiving 2 million eclipse viewing glasses and a booklet of information to help prepare the public to view the sky event of the decade – the All American total solar eclipse on August 21, 2017.  (This distribution of glasses is supported by the Moore Foundation and Google.)

Please consider helping your local library in this effort to inform the public. You can find a map showing libraries near you that are involved in distributing glasses at http://www.starnetlibraries.org/. Suggestions for how your students can be Eclipse Outreach Agents to assist libraries, your school and other community groups are in the March issues of Science Scope and The Science Teacher.  If you are planning to go see the total eclipse, you can still be a hero for your librarian in the months before the eclipse

You may also want to let libraries know about the newest NSTA Kids Press book, When the Sun Goes Dark, for 8 to 13 year olds. It’s in the form of a story, but encourages families to do activities with simple home materials to understand what causes eclipses and how to view them safely.

Thanks for considering being a resource to your local library.

A short story about one Massachusetts middle school deciding between a layered or integrated curriculum format

I’m going to date myself by stating this, but as a middle schooler, I used to love those “Choose Your Own Adventure” books that gave you the power to choose how the story unfolded.  Remember those?!  If not, the short of it was that at various points in the book you could make choices as to what direction you wanted the story to go.  The choices you made affected the fate of the characters and how the book ended.  If you didn’t like the results, you could go back and make different selections until you created an ending that pleased you.  It was awesome!  So this leads me to the question…What adventure are we choosing for our students?

“Create Your Own Adventure”

As middle school educators, we are also given a choice of story direction when we decide how and what we teach.  Collectively, we are responsible to tell the complete science story by providing essential chapters for our students as they move from one grade level to the next.  So, as it pertains to content delivery, what path is best for your students?  Does an integrated curriculum format lead to better story comprehension for your students versus if they experienced a layered approach?  Proceed with caution: you will not find the answers to those questions here!  Sorry, it’s not my place.  This is more of a food for thought piece that will provide you with a little insight into the curriculum transition experiences of one Massachusetts middle school.

To give you some background, I am a seventh grade science teacher and I also serve as the science academic coordinator at my school.  Two years ago, our department began to look at the proposed draft of the new MA standards and it didn’t take us too long to realize that we were going to have a decision on our hands.  Should we stay with the “layered cake” format that we have been utilizing for years or do we make the change to a spiral/integrated approach?  Both formats have benefits, but which option is the best fit for our students?  The Massachusetts Department of Secondary and Elementary Education (DESE) recommends an integrated curriculum delivery but leaves the decision in the hands of the districts.  For those districts that are considering to spiral, a range of approaches are provided.  These include:  Both feet in (e.g., all grades 6-8 start at the same time), phase in by grade level (e.g., gr. 6 one year, gr. 7 the next, …), phase in units/topics (e.g., everyone change a few units this year, a few more next year), phase in science & engineering practices first, then content later, and/or plan for different structure (e.g., move to ES science specialists; MS science teacher looping).  To help us make our decision, we focused on the vision of the new standards.

The science and technology/engineering standards are intended to drive engaging, relevant, rigorous, and coherent instruction that emphasizes student mastery of both disciplinary core ideas (concepts) and application of science and engineering practices (skills) to support student readiness for citizenship, college, and careers.  

We also took a look at several documents provided by the MA DESE to help us understand the shift in vision from that of the MA 2001/06 standards.  You can find these documents here.  A few of the resources that we relied heavily on were:

A Vision of Science and Technology/Engineering Education

Qualities of Science and Technology/Engineering Education for All Students

Student engagement with science and technology/engineering is a critical emphasis that can only be achieved through quality curriculum and instruction. The standards attend to relevance, rigor, and coherence, each of which has a corresponding implication for curriculum and instruction:

Guiding Principles for Effective Science and Technology/Engineering Education

The goal of the Guiding Principles is to help educators create relevant, rigorous, and coherent STE programs that support student engagement, curiosity, analytical thinking, and excitement for learning over time. Educators, administrators, and curriculum designers can refer to the Guiding Principles to develop effective pre-K–12 STE programs. The Guiding Principles are organized to reflect the need for relevance (Principles 1–2), rigor (Principles 3–5), and coherence (Principles 6–9) in STE programs. Strong STE programs effectively support student learning so they are prepared for a dynamic world.

Strand Maps of Science and Technology/Engineering Standards

The standards reflect coherent progressions of learning that support the development of core ideas across grades. This makes it useful to visualize how concepts progress across grade spans and are related across disciplines when planning and aligning curricula (horizontally and vertically).  Strand maps are designed for this purpose. Learning is facilitated when new and existing knowledge is structured around core ideas rather than discrete bits of information. The strand maps show the conceptual relationship between concepts in standards within and across grades.

Individual teachers can use strand maps to identify concepts that should be the focus of pre-assessment, to convey to students how the standard they are learning will contribute to future learning, and to cluster standards into effective units of study. Schools and districts have found strand maps to be particularly useful in vertical team meetings, curriculum mapping workshops, and interdisciplinary meetings. Planning an STE curriculum at any grade level is most effective when it is known what students have already been taught and what they will learn in subsequent years.

Sample STE strand map showing linked concepts from pre-K (left) to high school (right)

The Case for an Integrated Approach for Pre-K-8

The goal of a quality STE education is to produce scientifically and technologically literate citizens who can solve complex, multidisciplinary problems through analytical and innovative thinking in real-world applications needed for college and career success. An integrated model for the Massachusetts pre-K to grade 8 STE standards reflects:

• That science is complex and multidisciplinary.
• Research on learning in science that shows expert knowledge develops through interdisciplinary connections, not isolated concepts or practices.
• Effective research-based practices for curriculum and instruction in science and engineering.

In the end, we came to a consensus and decided to make the switch to an integrated curriculum.  After many years of using a layered format, we felt that an integrated model would be the better choice to build a coherent storyline over time for our students.  We are currently in year one of a three-year rollout plan.  Our 6th grade teachers have implemented the new curriculum and it will roll up with the students next year when they enter 7th grade and then again when they head to 8th grade.

One of our 6th grade teachers summed up the transition process best when she said, “A successful transition is not possible without time, patience, and commitment.”  It is a lot of hard work, but it’s good, fulfilling work.  The level of collaboration that I have seen among the 6th grade teachers has been amazing…inspirational, really.  As a department, we have also increased our vertical collaboration.  We’ve had some fun during professional development days learning (and relearning) material that we will soon be teaching.  The process seems to have re-energized everyone, including our most veteran teachers.  

Teachers trying out a new engineering design challenge (EDC) before it hits the classroom.  This was done during a “Test Lab” PD day.

So how are you going to tell the science story to your students?  Like I said, it’s not my place to answer that for you but I will leave you with this…remember to keep the decision process student-focused.  Go (or stay) with the format that you feel is best for your students and their comprehension the complete story.  If you do that, you just might have a bestseller on your hands.

The End

Get more involved with NSTA! 

Join today and receive Science Scope, the peer-reviewed journal just for middle school teachers; connect on the middle level science teaching list (members can sign up on the list server).

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

Future NSTA Conferences

2017 STEM Forum & Expo
Kissimmee/Orlando, July 12–14

2017 Area Conferences

Baltimore, October 5–7
Milwaukee, November 9–11
New Orleans, Nov. 30–Dec. 2

I teach fourth grade, looping with them to fifth. I’m thinking of ways to keep my students and their families involved with science over the summer. I don’t have a lot of money to spend.  —D., Florida

Since you’ll see the students next year, you have a wonderful opportunity for action research on the results of summer enrichment opportunities and the extent to which students participate. You’ll get a range of responses— some families will participate readily, while others may have different priorities or time constraints.

Start with a letter to parents describing the project, emphasizing that it will not be graded. Provide a list of books available in a local library and websites related to the topics students will address next year, giving students the opportunity to preview and increase their prior knowledge and experiences.

Students could make journals with suggestions on each page for something to observe, illustrate, and write about (e.g., weather observations, phases of the moon, stars, pet behavior, insects, clouds, their neighborhoods, reflections on readings, vacation adventures). Having made the journals, they may be more motivated to use them.

Avoid sending home worksheets that are not effective learning opportunities (e.g., word searches, mazes, coloring pages).

Share information about free events at local parks, nature centers, libraries, or museums. Encourage students to record their experiences and photographs in their journal or online class resource.

Suggest topics for family activities:

• Story-starters (What was your favorite outdoor adventure? How have inventions and technology changed over the years? Where does our food come from?),
• Games such as I Spy to find objects that match a given characteristic.
• Cooking together, reinforcing measurement and nutrition
• Planting seeds and observe plant growth

Next year, look at the students’ journals to see what interested them.

Photo: http://www.flickr.com/photos/fontplaydotcom/504443770/

Every Student Succeeds Act

Looking for funding sources for STEM activities, resources and professional learning this fall? Take a look at this powerpoint on the Every Student Succeeds Act, the new federal education law, which includes key highlights that will be in place later this year and federal funding for STEM initiatives.

Update on FY2018 Appropriations

 “I think it’s likely the kinds of cuts proposed in this budget will not occur, so we really need to fully understand your priorities and why they are your priorities,” said Sen. Roy Blunt (R-Mo.), chairman of the Senate Appropriations Subcommittee on Labor, Health and Human Services, Education and Related Agencies, to Education Secretary Betsy DeVos during opening remarks at the recent Senate hearing on the FY2018 budget submitted by President Trump.

Here is a chart with some on Federal funding for Education, Selected STEM Programs, for both FY2017 and the budget proposed by the Administration. Read more on the budget here.

FY2017 Appropriations

• ESSA Title I:  $15.9 Billion
• ESSA Title II Teacher Quality State Grants: $2.055 billion ($2.25 billion in FY16)
• ESSA Title IV, Part A, Student Support and Academic Enrichment Grants: $400 million (new program, ESSA authorizers requested $1.6 billion for this block grant)
• 21st Century Community Learning Centers: $1.191 billion ($1.166 billion in FY16)
• Computer Science for All: $0 ($100 million proposed)
• STEM Master Teacher Corps: $0 ( $10 million proposed)
• Perkins/CTE: $1.135 billion ($1.125 billion in FY16)

FY2018 Proposed Budget from the Trump Administration

The 2018 Budget submitted by the Administration proposes $59 billion for the Department of Education, a $9 billion or 13 percent reduction. Keep in mind this is a proposed budget only, and Congress is responsible for passing appropriations laws.

• ESSA Title I:  FY18 $16.9 Billion, added $1 billion in new program designed for voucher programs
• ESSA Title II:  $0 Eliminated entirely the $2.4  billion Supporting Effective Instruction State Grants program
• ESSA Title IV Part A:  Student Support and Academic Enrichments (SSAE) $0 requested no funding for FY2018 programs
• ESSA 21st Century Community Learning Centers: $0  Eliminated entirely the $1.2 billion 21st Century Community Learning Centers afterschool program
• ESSA STEM Master Teacher Corps: $0
• Perkins CTE programs: $876 million (includes a new $20 million set aside that would support a competition to promote the development, enhancement, implementation, or expansion of innovative CTE programs in science, technology, engineering, and mathematics (STEM) fields.)

ESSA Title IV/A supports activities that will provide students with a well-rounded education. Districts can use these funds for STEM activities such as these:

• Expand high-quality STEM courses; 
• Increase access to STEM for underserved and at risk student populations; 
• Support student participation in STEM nonprofit competitions; 
• Provide hands-on learning opportunities in STEM; 
• Integrate other academic subjects, including the arts, into STEM subject programs; 
• Create or enhance STEM specialty schools – new definition created; 
• Integrate classroom based and afterschool and informal STEM instruction; and
• Expand environmental education

Read more about ESSA Title IV here.

ESSA Title II Funds can be used to:

• train or provide professional development to educators on incorporating technology into effective STEM instruction through personalized learning or blended learning;
• facilitate collaboration among school, after-school program, and informal program personnel to improve the integration of programming and instruction in STEM subjects;
• hire STEM coaches to help grantees tailor professional learning to the needs of individual educators;
• provide differential or incentive pay for educators in high-need subject areas, such as STEM, to serve in high-need schools, or to reward the work of teachers and leaders who have demonstrated effectiveness in improving student outcomes in STEM areas;
• train educators to teach new STEM concepts and approaches, including those in computer science;
• provide stipends to attract STEM educators to the profession;
• recruit qualified individuals with STEM content knowledge from other fields to become teachers;
• provide professional learning opportunities to educators;
• support educators as they implement new courses, such as computer science and engineering;
• support educators to effectively teach students with disabilities in STEM subjects; and
• support elementary STEM teachers, including preschool educators, to incorporate STEM learning experiences into their classrooms.

Read more about Title II here.

ESSA Title 1 funds can be used to:

• update existing STEM-related labs and lab materials, or other specialized learning space;
• support STEM coursework for students;
• support failing students to meet challenging State academic standards through expanded learning time, before- and after-school programs and summer programs and opportunities; and
• support field trips to increase access to real-world, hands-on STEM experiences, activities, and applications, including experiences that expand student knowledge of the impact of STEM in the world.

Read more about using federal funds for STEM education in the“Resources for STEM Education” guidance document issued by the U.S. Department of Education to help state education agencies, local education agencies (districts), schools, and their partners better understand how to use Federal funds to support innovative, equity-focused STEM education strategies.

How will your district/state/school use ESSA funds this year?

There are approximately 30 potential uses of federal funds across ESSA that support STEM described in the “Resources for STEM Education” guidance document. To better help us advocate for funding, we want your feedback on these two questions:

• “What are the barriers, if any, to states or districts in applying for or utilizing federal funds for these purposes?”
• “Do you anticipate that your state or district will be utilizing this authority?”

You can email your response to jpeterson@nsta.org. 

Report Outlines Challenges Faced by Rural Schools

And finally, the Rural School and Community Trust new report “Why Rural Matters” highlights the significant challenges faced by these schools, and includes state-by-state data on demographics and poverty, student achievement, state resources, and college and career readiness. According to this group, “Nearly 8.9 million students attend rural schools—more than the enrollments of New York City, Los Angeles, Chicago—and incredibly, the nation’s next 75 largest school districts combined.”

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.

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

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This week in education news, more must be done to increase girls interest in the STEM fields; Florida needs a scientifically literate public; an English teacher’s video explains why teaching is so tiring; misconceptions about climate change common among science teachers; and cash-strapped school systems are turning to traveling teaching teams to help supplement their course offerings, especially in STEM.

Iowa Teaching Standards Don’t Say Humans Cause Climate Change, But…

At first, people who reject predominant scientific findings that humans are the main cause of climate change may be glad that new public-school science standards don’t require teachers to teach that. But if inquiry-based teaching guides under development in the Iowa K-12 Climate Science Education Initiative are used, students may reach that determination on their own, educators say. Click here to read the article featured in the Des Moines Register.

More Must Be Done To Stoke Girls Interest In STEM Fields

The gaps between genders, in terms of STEM interest and proficiency (as well as concerns about a shortage in the number of qualified applicants for future STEM jobs), has spurred private industries, the public sector and educational institutions to respond. Women make up only 24% of STEM workers, despite being 48% of the country’s workforce, according to information from the U.S. Department of Commerce. Click here to read the brief featured in Education DIVE.

Spur A Love For Science That Spans A Lifetime

Today’s students are tomorrow’s leaders, workers and citizens. We need to invest in them now by helping them build a foundation of knowledge in a wide range of subjects. And one of the most important building blocks in that foundation is science. But are Florida’s children getting the science education they absolutely must have to be successful adults? Florida needs a scientifically literate public that can make sound voting decisions and leaders in private businesses and government to implement policies that will help, not harm, our invaluable natural resources. Click here to read the commentary featured in The Orlando Sentinel.

A Teacher’s Viral Video Explains Why Teaching Is Tiring

Why are teachers so tired at the end of the school year? Maybe it’s because they spent the last nine months juggling a million things while still shaping the lives and minds of the students in their care. In a video that has gone viral, high school English teacher Trevor Muir shares the funny and serious ways that teaching is exhausting. He posted it to his Facebook page, The Epic Classroom, where it has received over 18 million views. Click here to read the article and view the video featured on Education Week’s website.

Misconceptions About Climate Change Common Among Science Teachers

Teachers who teach high schoolers about climate change often don’t know much more about the subjects than do members of the general public, according to a new study from the University of Missouri. A survey of 220 secondary school science teachers in Florida and Puerto Rico found that many teachers who reported that they teach about climate change expressed beliefs about the subject the researchers characterize as naive or incorrect. Click here to read the article featured in Education Week.

Climate Change In Schools Where It’s ‘Fake News’

Eric Madrid teaches advanced sciences, including topics on climate change and evolution, to high school students in the deep-red Texas Hill Country. As one might expect in this conservative bastion of the nation, some of the students say it’s all lies or fake news. “But that’s usually in the beginning of the semester,” said Madrid, who left a Ph.D.-level research gig to go into public education. Click here to read the article featured in Common Sense News.

What Elements Make Teacher Professional Development High Quality?

A report last fall found that the majority of professional development—80 percent—doesn’t align with the new federal definition of high-quality training. So, what is working? The fourth and final installment of a report series by the Frontline Research & Learning Institute, released last week, highlighted district best practices on high-quality PD. Click here to read the article featured in Education Week.

Can’t Afford Another Teacher? Try a ‘Makerspace’ Instead

A growing number of public schools in low-income areas have begun using “mobile makerspaces” housed in refurbished school buses and other vehicles to expose students to the joys of science, technology, engineering, and math (STEM). The rolling initiative – which would make Ms. Frizzle, driver of “The Magic School Bus” proud – follows a broader trend of cash-strapped districts turning to mobile classrooms to provide students with opportunities too costly for individual schools to afford. Click here to read the article featured in the Christian Science Monitor.

Can Scientists Help End the Teacher Shortage?

Two years ago, LaTeira Haynes was working in a quiet laboratory at UC San Diego finishing up her doctorate in biomedical engineering. Now, she’s teaching a 9th-grade biology class in South Los Angeles that is so large she uses a microphone to be heard over the constant din of teenage chatter, rustling worksheets, and the zipping and unzipping of backpacks. But to her, there is no sweeter sound. Click here to read the article featured in The Atlantic.

How Generous Private Donations Have Created A Tale Of Two Pre-Ks In Detroit”

LaWanda Marshall and Candace Graham both teach pre-kindergarten at the Carver STEM Academy on Detroit’s west side. Both have colorful, toy-filled classrooms, computers for students to use and assistant teachers to help guide their four- and five-year olds as they learn and explore. But Marshall’s classroom has other things too — lots and lots of other things that regularly arrive like gifts from the pre-K gods. Click here to read the article featured in Chalkbeat.org.

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.

Follow NSTA

Most science teachers know that emergency showers and eyewash stations are needed in the presence of potential biological, chemical, and physical hazards. But which ones should they choose, and how should they be installed, operated, and maintained? The best place for answers is the American National Standard for Emergency Eyewash and Shower Equipment (ANSI/ISEA Z358.1).

Plumed vs. self-contained showers

Science labs and lecture rooms should only use plumbed showers (which are connected to a continuous source of drinking water) instead of self-contained showers (which contain their own flushing fluid). That’s because laboratory accidents require a continuous flow of water for at least 15 minutes. Note: Some elementary science classrooms with limited use of hazardous chemicals might only require an eyewash station. To make sure, conduct a hazards analysis and risks assessment to determine if a shower might also be needed.

Shower specifications

The ANSI/ISEA Z358.1 standard suggests that:

• the shower must provide tepid flushing fluid (15.6–37.8°C or 60–100°F).
• the valve can be activated in one second or less.
• the shower heads should be positioned from 208 to 244 cm above the work surface.
• the spray pattern will have a minimum diameter of 50.8 cm at 152.4 cm above the work surface.
• flow rate should be equal to 75.7 liters/minute for a minimum of 15 minutes at 20.7 Newtons per square centimeter.
• the center of the spray pattern must be located at least 40.6 cm from any obstruction.

Installation

• showers must be located in the same room as the hazard, in a well-lit area with appropriate signage and within reach to hazards such as caustic acids.
• the pathway to the shower must be free from obstructions.
• provisions must be made to prevent an unauthorized shutoff, if shutoff valves are installed in the supply line.

Maintenance and training

• plumbed emergency showers must be flushed weekly to make sure they operate correctly.
• all employees must be trained to use the equipment prior to working with or near hazards.
• all showers must be inspected annually to make sure they meet ANSI Z358.1 performance requirements.
• showers must have tags with the date of the last inspection printed on them.

Eyewash specifications

The installation and maintenance and training requirements for eyewash stations are virtually the same as emergency showers’. The specifications, however, are a bit different. The standard states that:

• eyewash stations must provide tepid flushing fluid (15.6–37.8°C or 60–100°F)
• valves should activate in one second or less.
• the fluid should flow between 83.8 to 134.6 cm from the work surface.
• eyewash stations should be 15.2 cm from the wall or nearest obstruction.
• stations should deliver 1.5 liters per minute of tepid water for 15 minutes, at 20.7 Newtons per square centimeter.
• shower heads and flushing fluid units must be covered with plastic caps to protect them from airborne contaminants.
• the removal of any protective devices, including eye and face protection and protective clothing, must not require a separate motion by the user.

Drench hoses

For some schools, emergency shower and eyewash stations may be outside of their budget. These schools may opt for the drench hose system instead, as long as it meets the performance requirements in the ANSI Z358.1standard.

A drench hose is a supplemental device connected to a laboratory sink. Drench hoses flush the eyes, face, and body. The installation and maintenance and training are the same as those of emergency showers and eyewash stations.

In the end

Contractors who install these units, facility managers, and/or safety compliance officers have the responsibility to certify that the emergency eyewash and showers meet the ANSI Z358.1standard. The custodian is usually responsible for inspecting and activating the emergency shower, eyewash station, and drench hoses each week. The annual inspection, as recommended by the ANSI standard, should check for problems such as valve leakage, clogged openings and lines, and adequate fluid volume. A work record of these inspections should be kept.

Submit questions regarding safety in K–12 to Ken Roy at safesci@sbcglobal.net, or leave him a comment below. Follow Ken Roy on Twitter: @drroysafersci.

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What is the purpose of science education? As science educators it’s important to take time to analyze and discuss the reasons why we teach science to children.

How does science affect our daily lives, how can it inspire and motivate us, how can it help to change the way we see the world? What solutions can we create? It’s essential to wrestle with these questions so that we can engage students in similar debates.

Perspectives on Science Education: A Leadership Seminar, the new NSTA Press book by Rodger Bybee and Stephen Pruitt, originated through a series of ongoing discussions begun a decade ago. These discussions have evolved as policies and practices have also evolved. This unique book is designed to have the feel of a seminar, where participants share different perspectives. It will appeal to education leaders at the national, state, district, and school levels who make decisions affecting education policies and curricula.

“This book is not so much about answers; it is more about questions. It is not about persuading you of the need to reform; it is more about developing your understanding of science education and recognizing the challenges and opportunities of leadership,” Bybee and Pruitt state in the preface.

Perspectives on Science Education addresses topics such as the purposes and goals of science education, national and state policies, and changes in classroom practices for science teaching.

The goal is to provide educators and education leaders with a clear and informed history of varying perspectives. “Looking at the science education community, there is a clear and – we think – compelling need to develop a new generation of leaders who understand science education and are willing to confront the challenges of reform. This book is our response to those ready to face the challenges and provide leadership for education reform,” Bybee and Pruitt state.

For example, in Chapter 3, “Science Education in America,” the authors examine several historical models of curricula programs and associated instructional practices. Tracing science education from the colonial period to today, the authors explore the central questions that have historically guided different models of science instruction and shaped how teachers, administrators, and curriculum developers have determined what information students will learn and how they will learn it. They also look at how social pressures and industrialization both affected science education and discuss how curriculum changes have been made in response to the larger social demands of the time.

Read the sample chapter “National Standards and Science Education: Historical Perspectives” to learn more about the discussions that have served to inform our national policies over time and to understand better how we arrived at the current Next Generation Science Standards.  

The book intends to foster an important discussion. Get your copy of Perspectives on Science Education here and join the conversation. This book is also available as an e-book.

Unexpectedly a butterfly flew around a group of preschoolers, repeatedly landing on one and then another. We had been outside on a hot day last week and were sweating underneath our sun screen lotion. What did the butterfly taste as it touched its proboscis to our skin? Hopefully nothing toxic! One child was extremely nervous about a close encounter with any insect but so proud of herself after she let it move from my arm onto her hand. Amazingly every child got a chance to have it on their hand as we gently encouraged the butterfly to move from one arm to the next hand to the next. The school has planted a pollinator garden with annual flowers and some native perennials such as the local variety of milkweed. This chance occurrence is the perfect opportunity to continue learning about pollinators and to celebrate Pollinator Week, June 19-25.

Yes, butterflies and many other animals can pollinate flowering plants. See if you can guess all the kinds of animals that pollinate plants in addition to insects (see the answer in an illustration by Paul Mirocha on the Forest Service Pollinators webpage). 

I attended a discussion at the National Museum of Natural History  where I learned about projects that are benefiting both people and pollinators in urban environments, including the Pollinator Partnership and the City of St. Louis’s Butterfly Project, “Milkweeds for Monarchs.” Pollinator Week was initiated by the Pollinator Partnership  and it has now grown into “an international celebration of the valuable ecosystem services provided by bees, birds, butterflies, bats and beetles.” Governors often issue proclamations declaring the importance of pollinators to agriculture and economic development. 

The Pollinator Partnership has information fact sheets about pollination for farmers, gardeners, and educators. The activities such as “How to Build a Pollinator Garden” include ideas to implement, such as, “A bowl with mud in the garden gives butterflies a place to drink and obtain minerals. (They need the mud in order to drink water, which they do through a process called “wicking”).” The website has a free Monarch Fueling Planting Guide for four East Coast regions.

Schools that have large areas of grass to mow (not including playing fields) might implement some of the modifications to maintenance recommended for roadsides to reduce costs while expanding habitat for pollinators—and providing an area for young scientists to observe pollinators in action. The modifications include planting or seeding native plants and reducing mowing. 

I’m going to bring magnifiers out to the play area so children can look closely at the flowering plants to see what pollinators are landing on when they visit. If we see the somewhat slow moving bumblebees, we may even get to watch them work.