By Guest Blogger
Posted on 2016-09-30
Andrew Fraknoi and I, co-authors of the new NSTA Press book Solar Science: Exploring Sunspots, Seasons, Eclipses and More, want to learn more about what teachers plan to do for the August 21, 2017, eclipse. We are specifically interested in learning about teachers who plan to encourage their students to provide programming (e.g. showing safe observing techniques, demonstrating what causes eclipses) for other students in the school, or for members of the community. Please send a brief description of your plans to Dennis Schatz at schatz@pacsci.org if you will be doing schoolwide or community-wide programs. We plan to produce a resource guide of good ideas for educators who want to serve their schools and community in this way. (If the eclipse is not yet on your radar, you can read more about it in NSTA’s free booklet.)
Thanks for your help.
Dennis Schatz and Andrew Fraknoi
P.S. If you are still trying to determine what to do to prepare your students to experience the eclipse, you may want to participate in NSTA’s Virtual Conference: Total Solar Eclipse of 2017 – Are You and Your Students Ready for the Sky Event of the Decade?
Dennis Schatz was for many years the Senior Vice President of the Pacific Science Center in Seattle, and is the author of 23 science books for children. He was program director for science education at the National Science Foundation from 2011 to 2015, before returning to Pacific Science Center as Senior Advisor. (See www.dennisschatz.org for more information.)
Andrew Fraknoi is the Chair of the Astronomy Department at Foothill College in the San Francisco Bay Area and a former Executive Director of the Astronomical Society of the Pacific. He is the lead author of a college astronomy textbook and appears frequently on local and national radio programs explaining astronomical developments.
Solar Science is published by NSTA Press and is available in the NSTA Science Store.
The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.
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Legislative Update
By Jodi Peterson
Posted on 2016-09-30
FY2017 Appropriations: Congress passed a stopgap spending measure on Wednesday, September 28—two whole days before the September 30 midnight deadline that would have shut down the federal government—that will maintain current funding levels for federal education programs and keep the government open until December 9.
Members of Congress have left town and are back home to campaign for the November 8 election. When the lame duck Congress returns after the election, job one will be to finalize a FY2017 spending bill before the continuing resolution on December 9 runs out.
In anticipation of final Congressional action on FY2017 appropriations bills the NSTA, several state science groups, and other members of the Title IV Coalition recently sent this letter to Senate appropriators, requesting full funding for the Every Student Succeeds Act (ESSA) Title IV in the final bill. As reported in earlier Legislative Updates, the House of Representatives Appropriations Committee approved $1 billion for the ESSA Title IV block grants in their FY2017 Labor HHS and Education spending bill. This amount is $500 million above the President’s budget request and $700 million above the Senate funding ($300m). The program is authorized at $1.65 billion.
ESSA Title IV provides funding to both states and districts so they may provide students with programs (including STEM programs) that ensure a well-rounded education. Read more about Title IV.
Every Student Succeeds Act (ESSA) Implementation—What’s in Your State? Per the new federal education law, state and district leaders must engage in meaningful consultation with a broad range of stakeholders including families, students, educators, private school officials, and community partners when developing state accountability plans and deciding on the use of ESSA funding. States are required to submit their individual plans for ESSA by March, so there will be a lot of activity in the coming months as state boards of education and governors review and discuss state plans. Many believe that the new state plans now being developed will shape the direction of education for the next ten years. Do you know what your state is doing in preparation for ESSA? Teachers and especially state and district leaders are urged to find out more and get involved early; here is a great resource on ESSA and a state activity map: http://understandingessa.org/state-activity/.
ED Issues Guidance on ESSA Title II—Earlier this week the Education Department released guidelines on how states and school districts can use federal funding under the ESSA Title II to better support teachers. The guidance addresses ways states and districts can use Title II, Part A funds to support
Title II grants go to every state, which in turn are required to provide up to 94 percent of the funding as subgrants to local districts for programs that support teachers and schools leaders. Districts can elect to use the funds to “provide professional development and other comprehensive systems of support for teachers, principals, or other school leaders to promote high-quality instruction and instructional leadership in science, technology, engineering, and mathematics subjects.” The Title II A guidance calls for “significant teacher input into the application and planning process for local subgrants (districts). This approach would give educators, parents and community members a meaningful role in determining the best use of program funds to both improve professional practice and help make schools great places to work.” (Watch for a deeper dive on this in future Legislative Updates.)
Webinar on ESSA: Need to know more about ESSA? Join NSTA, state leaders, teachers, and STEM professionals for a 90 minute joint webinar on the new federal education law and its impact on K-12 STEM education, Wednesday, October 5 at 6:30 pm. Speakers during this interactive webinar–co-sponsored by the NSTA, the STEM Education Coalition, and STEMx—will discuss key STEM provisions in the Every Student Succeeds Act, and how stakeholders can help to advocate and support continued STEM learning in their communities. Learn more about the webinar and register here.
And finally . . .
Governor Brian Sandoval signed a proclamation declaring the 2016–2017 school year the ‘Year of STEM education’ in Nevada during a recent visit to Sparks High School. NSTA President-elect Dr. David Crowther was at the launch of the statewide initiative, where Gov. Sandoval also introduced various ways for students, families and educators to actively participate. Learn more about the initiative here.
Jodi Peterson is Assistant Executive Director of Legislative Affairs for the National Science Teachers Association (NSTA) and Chair of the STEM Education Coalition. e-mail Peterson at jpeterson@nsta.org; follow her on Twitter at @stemedadvocate.
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By Claire Reinburg
Posted on 2016-09-28
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| Research points to the benefits to student learning that come from teaching reading in the content areas, such as in science class. The National Research Council noted in a summary report of their workshop Literacy for Science that “when students have a reason to read, a reason to learn terminology, and compelling and interesting content, their level of engagement increases, as well as their stamina and cognitive effort.” Give your students new reasons to read by incorporating captivating science texts in your lessons. Add the newest NSTA Kids books or selections from NSTA’s annual list of Outstanding Science Trade Books for Students, K–12 to your classroom library this fall. | |
Explore New NSTA Kids Books |
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| Notable Notebooks: Scientists and Their Writings, by Jessica Fries-Gaither, will inspire young scientists with its colorful and lively glimpses inside the notebooks of famous scientists such as Galileo and Jane Goodall. After learning the many ways scientists use their notebooks to sketch observations, record data, or jot their thoughts, students can follow the four steps provided to launch their own journals of discovery. Browse sample pages of this fascinating new children’s book from one of the authors of NSTA’s award-winning elementary-level book Inquiring Scientists, Inquiring Readers. |  |
| From Flower to Fruit, by Richard and Kathleen Konicek-Moran, draws readers in with the twin charms of rich illustrations and an engaging narrative to explore the mysteries of how seeds become plants and the importance of flowers in every ecosystem. Six kid-friendly activities and background information for parents and teachers complement the text. See these sample pages to glimpse the wonders awaiting budding botanists in this new resource. Richard Konicek-Moran is author of the popular NSTA Press series Everyday Science Mysteries. |  |
| Next Time You See a Cloud, by Emily Morgan, reveals some fascinating science behind the beautiful displays of ever-changing clouds we see in the sky. The book answers all kinds of questions: What are clouds made of? Why are some clouds white? Which clouds mean fair weather is coming, and which ones mean rain is on the way? Take a look inside at the beautiful photos and detailed information conveyed in this new book in the award-winning Next Time You See series. |  |
| For additional science resources for curious kids, explore more books in the award-winning NSTA Kids series. And be sure to check out the extensive list of Outstanding Science Trade Books for Students, K–12, selected each year by NSTA and the Children’s Book Council. | |
| NSTA Press also provides a wealth of lessons on how to incorporate children’s trade books and other texts into science class through the Picture-Perfect Science series; Teaching Science Through Trade Books; Inquiring Scientists, Inquiring Readers for elementary grades; the forthcoming Inquiring Scientists, Inquiring Readers in Middle School; Once Upon a Life Science Book; and Once Upon an Earth Science Book. | |
Special Fall Savings From NSTA Press |
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Between now and November 1, 2016, save $15 off your order of $75 or more of NSTA Press books or e-books by entering promo code BKS16 at checkout in theonline Science Store. Offer valid only on orders placed for NSTA Press books or e-books on the web and may not be combined with any other offer. NSTA’s Book Beat is also emailed as a monthly e-newsletter designed to keep NSTA Press® readers, and the wider audience of science teachers, informed about books and teacher resources available through the National Science Teachers Association. Each month’s issue highlights selected topics in science education and new content in NSTA Press books with links to free sample chapters and lessons. NSTA’s Book Beat also informs readers of special offers and discounts available through the NSTA Science Store. Click here to view past issues or to sign up to receive future issues. |
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Research points to the benefits to student learning that come from teaching reading in the content areas, such as in science class.
Integrating Science and Engineering
By Mary Bigelow Posted on 2016-09-27
You might feel a little more confident after reading “The Next Generation Science Standards and Engineering for Young Learners: Beyond Bridges and Egg Drops” from the October 2013 issue of NSTA’s elementary journal, Science and Children (S&C). The article has a chart comparing science and engineering practices, and you can see the overlaps and similarities. It seems that the thinking involved in inquiry and problem solving are similar, whether students are investigating natural phenomenon (science) or applying their knowledge to design products or processes to solve a problem or need (engineering). In her blog, Early education in engineering and design, Peggy Ashbrook examines the engineering skills that even our youngest students already have. She provides insights, resources, and suggestions for building on these. The Engineering Encounters column in S&C includes strategies that integrate engineering with science, support teaching children how to design solutions, and explore the ways engineers conduct their work. Other S&C articles describe lessons with engineering components, too, and most lessons include a chart showing the connections to science and engineering practices in the Next Generation Science Standards. You’re not alone in your concern. Most science teachers don’t have a background in engineering per se, so have fun with your young engineers and learn along with them!
Photo: http://tinyurl.com/jy83oqq
Navigating a New Role
By Mary Bigelow Posted on 2016-09-25
You have a wonderful opportunity to observe (and learn from) a variety of teachers and share your expertise. Discuss with your administrator what your role(s) should be: evaluator, mentor, observer, or coach. How often are you expected to visit each classroom? How long are your observations (a whole class period vs. a brief walk-through)? Are there protocols or procedures you are expected to follow? These parameters can determine how involved you become, and your rapport with the teachers will depend on whether they see you as an intrusive administrator or a trusted colleague. When you’re in a classroom, intervene immediately if you notice a safety issue. Otherwise, be discreet. You don’t want to undermine the teacher or react to an event without knowing the context. You can call a teacher’s attention to something without interrupting the class. Perhaps while students are working, you could have a quiet chat with the teacher or give the teacher a note. Afterwards, reflect on your observations before meeting with the teacher. How will they help the teacher improve instruction or relationships with students? As an observer/evaluator, I would debrief with teachers with discussion-starting questions: How did you know that students were engaged? What would happen if…? Did you notice that…? What happened right before I came in? What happened after I left? The supervisory process is time-consuming, but reflection and face-to-face discussions can make it worthwhile for everyone. [The article, “Should Supervisors Intervene During Classroom Visits?” (Kappan, October 2015) has a good discussion on in-class coaching.]
You have a wonderful opportunity to observe (and learn from) a variety of teachers and share your expertise. How to Evaluate NGSS Lessons and Units with the New Improved EQuIP Rubric for Science
By Guest Blogger Posted on 2016-09-22
The purpose of the rubric and review process is to: (1) review existing lessons and units to determine what revisions are needed; (2) provide constructive criterion-based feedback and suggestions for improvement to developers; (3) identify exemplars/models for teachers’ use within and across states; and (4) to inform the development of new lessons, units, and other instructional materials. Revisions were recently made to the rubric. Matt Krehbiel, assistant director of science for Achieve, Inc., highlights some of the changes in the following Q&A. Q: What are the major changes that were made to the rubric? A: The two biggest changes in the rubric are the addition of a scoring guide to the response form and the reorganization of criteria in the first two categories of the rubric. The details of these and other changes are outlined in Rubric Changes for Version 3.0 online. Q: Why were the changes made? A: The scoring guide was added to support the evaluation of lessons and units in a more concrete way. This version of the rubric will be used to vet lessons and units by the Peer Review Panel with the goal of identifying and sharing high quality lessons designed for the NGSS. The scoring guide supports the process of selecting high quality examples. The criteria were reorganized to provide greater clarity about what designing lessons and units for the NGSS really looks like. While training thousands of educators to use the EQuIP Rubric for Science, we have observed where people struggle to understand the intent of the criteria and revised these sections for greater clarity. Q: How were the changes made? A: It was a team effort. Feedback from the thousands of educators using the EQuIP Rubric for Science across the United States was combined with feedback from those leading professional learning using the rubric and the revisions were guided by the same group of experts that authored previous versions of the EQuIP Rubric for Science. It was a year-long, iterative process that included piloting several drafts with groups of teachers for specific feedback on the clarity and utility of the changes. Q: What does the new rubric allow me to do? A: The new rubric allows for a more specific conversation about what is “quality” in terms of designing lessons and units for the NGSS. Together with professional learning support, the new rubric helps users become better able to identify lessons and units that are designed for the NGSS, better able to revise lessons and units of their own, and helps deepen their understanding of the standards themselves and what they expect of students and teachers. It is important to note that the rubric is best used within a community and, when used this way, it can also establish or reinforce a common language and understanding for what high quality lessons and units designed for the NGSS look like.
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 2016 Area Conferences2016 National ConferenceFollow NSTA
Ideas and information from NSTA’s September K-12 journals
By Mary Bigelow Posted on 2016-09-21
Start off the school year with ideas and resources from your NSTA colleagues. Science and Children – Sharing Products: Science Exhibitions and Beyond The featured articles this month describe how teachers and students can go beyond traditional replicas and science fairs to create products and processes that showcase their learning and problem-solving skills (and their creativity)
For more on the content that provides a context for these projects and strategies see the SciLinks topics Arachnida, Bioluminescence, Buoyancy, Current Electricity, Electric Current, How does nature reuse materials?, Insects, Nutrition, Parts of a Plant, Plants as Food, Watersheds.
Articles that describe lessons include a helpful sidebar documenting the big idea, essential pre-knowledge, time, and cost.
For more on the content that provides a context for these projects and strategies see the SciLinks topics Chemical Reactions, Color, Deposition, Earthquakes, Eclipses, Lakes and Ponds, Plant Reproduction, Pollination, Plate Tectonics, Ring of Fire, Volcanoes, Volcanic Zones, Weathering/Erosion.
The featured articles in this issue continue a focus on systems and models, starting in the Summer issue.
For more on the content that provides a context for these projects and strategies see the SciLinks topics Carbon Cycle, Center of Mass, Enzymes, Ethnobotany, Ionic Bonds, Measurement, Mixtures and Pure Substances, Nutrition, Plant Growth, Rocket Technology, Space Shuttle, Yeast Life Cycle.
Start off the school year with ideas and resources from your NSTA colleagues. Science and Children – Sharing Products: Science Exhibitions and Beyond | ||||||||
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This year, as a science supervisor, I will be observing teachers. I’m not sure whether I should interact with them during classroom visits if I see something that could be improved. How involved should I be? —J., Pennsylvania
Science Scope – 
The Science Teacher –